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School Improvement Grants

Application for FY 2014 New Awards CompetitionSection 1003(g) of the

Elementary and Secondary Education ActFiscal Year 2014

District Name: Reynolds School District #7

Oregon Department of EducationSalem, OR 97310

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SUBMISSION INFORMATIONElectronic Submission:The Oregon Department of Education strongly prefers to receive a district’s FY 2014 SIG application electronically. The application should be sent as a Microsoft Word document, not as a PDF.

The district should submit its FY 2014 application to [email protected]

The cover page must be signed by the superintendent and school board chairperson. It can be electronically signed and submitted with the application, or the district may submit a paper copy of the cover page signed by the district superintendent and school board chairperson to the address listed below under “Paper Submission.”

Paper Submission:If a district is not able to submit its application electronically, it may submit the original and two copies of its SIG application to the following address:

Erica AndersonOregon Department of Education255 Capitol St NESalem, OR 97310

Due to potential delays in government processing of mail sent through the U.S. Postal Service, districts are encouraged to use alternate carriers for paper submissions.

Application DeadlineApplications are due on or before May 20, 2015.

For Further InformationIf you have any questions, please contact Erica Anderson at (503) 947-5880 or by e-mail at [email protected].

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mailto:[email protected]

mailto:[email protected]

APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS

Legal Name of Applicant:Reynolds School District

Applicant’s Mailing Address:1204 NE 201st Avenue, Fairview, OR 97024

District Contact for the School Improvement Grant

Name:Dr. Shane Bassett

Position and Office:Director of Federal Programs

Contact’s Mailing Address:1204 NE 201st Avenue

Fairview, OR 97024

Telephone:503-661-7200

Fax:503-667-6932

Email address:[email protected]

District Superintendent (Printed Name):Dr. Linda Florence

Telephone:503-661-7200

Signature of the District Superintendent: Date:

The district agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State and/or District receives through this application.

District School Board Chairperson (Printed Name):Joe Teeny

Telephone:

Signature of the District School Board Chairperson: Date:

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DISTRICT APPLICATION REQUIREMENTS

A. SCHOOLS TO BE SERVED: A district must include the following information with respect to the schools it will serve with a School Improvement Grant.A district must identify each school that it is applying to serve and that it commits to serve, and the district must identify the model that it will use in each school as applicable. Enter school information in the table below.

Intervention model districts may include are: (1) turnaround; (2) restart; (3) closure; (4) transformation; (5) evidence-based whole school reform model; and (6) early learning model.

SCHOOLNAME

NCES ID # STATESCHOOL ID #

Priority or Focus (Include ODE school

improvement tier assigned fall 2014)

INTERVENTION:

Alder Elementary

School4110520 943 Focus, Tier 3 Transformation

B. DESCRIPTIVE INFORMATION: A district must include the following information in its application for a School Improvement Grant.

(1) For each priority and focus school that the LEA commits to serve, the LEA must demonstrate that the LEA has analyzed the needs of each school, such as instructional programs, school leadership and school infrastructure, based on a needs analysis that, among other things, analyzes the needs identified by families and the community, and selected interventions for each school aligned to the needs each school has identified. [Respond to parts 1A – 1C]

(1A) [Enter response here. Describe how family and community stakeholders have been engaged in identifying the needs of the school and selecting an intervention. See the evaluation rubric below for guidance.]

Enhanced, ongoing communication is a school-wide area of emphasis at Alder this year. In addition to establishing regular written communications systems, we strive to engage in conversations via Parent-Teacher Group (PTG), Schools Uniting Neighborhoods (SUN) partners, ethnically specific parent groups, and “I Have a Dream" (IHAD) community engagement and business partners. The PTG group meets once per month. SUN and IHAD representatives meet weekly with the administration to ensure coordination of efforts. In addition, there are multiple opportunities for parents and administrators to dialogue about school improvement initiatives in informal settings.

From the initiation of the application process Alder leadership has sought out the perspectives of staff members and families to determine the most appropriate direction for our efforts.

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We received helpful feedback from our family survey, conducted between April 20 and May 1, 2015. The survey addressed 3 specific ideas: increased learning time, family engagement, and possible uses of additional resources. We received 65 written responses. As a result of the survey, 13 families met one-on-one with administration to express their opinions about how to go forward with the grant proposal. Most of them were members of the PTG and/or participants in the ethnically specific parent groups.

Responses from parents expressed widespread support for an extension of learning time for our students. There was balanced support for the proposals for expansion of after school learning time, extension of the academic year, and an extended school day. Most of the responses in the "additional comments" section, as well as the feedback received in face-to-face meetings, described support for year round school. Those responses cited refreshed and rested teachers, maximizing students' energy, and the reduction of academic decline resulting from an summer break. Unfortunately, at the time of this application, the calendars 15-16 academic year calendars are already established. Forecasting for a year round calendar for the 2016-17 school year will begin in the fall of 2015.

Families are looking for ways to increase opportunities to be involved in learning at Alder. Parents indicated they want more training for activities they can do with their children. They cited workshops around academic initiatives as the most helpful resources to assist them in supporting their children. Homework help, Math methods, and how to support reading at home are three of the areas they mentioned as being particularly needed.

Parents who responded to the survey were clear that additional resources be used to support a positive school climate. The need for a Behavior Specialist was preferred by respondents 2:1 over other kinds of supports. The concerns by the parents are focused on meeting the emotional needs of the most-affected students. Parents specifically mentioned PBIS, Safe and Civil schools, and a Mental Health specialist to support crisis intervention.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in conjunction with school leadership from each school it commits to serve, has engaged family and community stakeholders in multiple ways and at multiple times to allow for assessment and review of the needs of the school and proposed intervention model.

The LEA or the school it is committing to serve, have engaged family and community stakeholders to allow for assessment and review of the needs of the school and proposed intervention model.

The LEA or the school it is committing to serve, has informed family and community stakeholders of the proposed intervention model.

No action was taken to engage family and community stakeholders.

(1B) [Enter response here. Describe how the needs analysis takes into account the current state of improvement efforts at the school. See the evaluation rubric below for guidance.]

The Alder School Leadership Team meets two times per month. The focus of our meetings is around our

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three main priorities, as indicated in the CAP. We review student data as it relates to our priority goals to identify school needs. The How Are Schools Doing (HASD) document is used to facilitate the discussions and focus our plan of action. Current priority goals for 2014-2015 are listed below:

Priority Goal 1 in LiteracyMaintain, and continue to refine, procedures that resulted in significant growth for certain demographic groups in literacy in 2013-14 -and will result in higher Reading achievement for all students in 2014-15 - through the effective implementation of the Reynolds School District Literacy Framework. In our HASD, this is goal 2 and is stated: Student achievement will increase in literacy by 60% as determined by the IRLA assessment by June 2015.

CAP references to our Literacy goal include: DSC1.4 Tasks 1, 3, 5; EE 2.1 Task 2, EE 2.2 Task 3, EE 2.6 Task 2; TL 4.3, Task 1, 2. TL 4.4 Task 1, and LDR 5.2, Task 2

Priority Goal 2 in MathEstablish systems for Math instruction that focus on CCSS and sound mathematical practices through the effective implementation of the Reynolds School District Math Framework. In our HASD, this is goal 3 and is stated: Student achievement will increase in math by 60% as measured on the district assessment by June 2015.

CAP references to our priority goal in math include: DSC 1.4 :Task 5; EE 2.1, Task 1, 4; TL 4.3: Task 1, 2; TL 4.4: Task 2, 3; and LDR 5.2 Task 2.

Priority Goal 3 in Climate and CultureIn our HASD, this is goal 1 and is stated: Student incidents classified as major will decrease by 25% by June 2015. Student behavioral incidents requiring intervention by administrator will decrease by 50% by June 2015.

Our plan is to foster a climate of culturally responsive inclusion to significantly reduce the number of office contacts for classroom disruptions and referrals for behavior from levels seen in previous years.

CAP references to our priority goal in climate and culture include: DSC 1.1:Tasks 1, 5, 8, 19. 22. 23; DSC 1.4: Tasks 1, 3, 5.

Current State of Improvement Efforts

Literacy:Last year Alder began its work with the RSD Literacy Framework. The main focus was to train classroom teachers on how to use IRLA/ENIL to assess students' reading skills. Teachers received follow-up training on how to use the IRLA/ENIL data to set individualized goals that would continue to promote students' growth as readers. During the 2014-2015 school year Alder continued its work in literacy by going deeper with its work with IRLA/ENIL and training teachers in Project GLAD in order to begin our work with integrated literacy. After receiving training in Project GLAD teachers began shifting to integrated literacy instruction, which uses science and social studies to leverage literacy and language instruction.

This time last year, Alder had 25% of its students on track to meet or exceed benchmark according to IRLA/ENIL. This year 41% of Alder students are on track to meet or exceed benchmark with IRLA/ENIL. While the current IRLA/ENIL data indicates that we need to continue to develop our efforts with literacy professional development, we can still see that are efforts are resulting in literacy success for our students.

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Math:In 2014 Alder began to shift its delivery of math content. This work began by adjusting the master calendar to allow each classroom teacher to have a 15 minute math corner time and a protected, continuous hour for math instruction to take place. Professional development was provided to support planning lessons that are standards-focused, have seamless assessment practices, and provide data that will drive interventions. Additionally, math professional development has focused on deepening teachers understanding of the Common Core math standards and effective practices for mathematics instruction. Teachers were provided the opportunity to enhance their instruction with the embedded time that was offered to work with their grade level teams.

The data from our district comprehensive Math assessment shows that Alder students have made growth from the fall to the winter in all grade levels. Students in all grade levels have shown growth in strands, even ones that have not been instructed according to the scope and sequence. This shows that the focus on having a math corner is making a positive impact on student achievement in math since students are making positive gains on standards that have spiraled throughout the year.

Climate and CultureIn September 2014, calls to the office regarding discipline efforts led our team to set a goal around decreasing the amount of time administrators respond to discipline incidents in the classroom. Our first PD cycle of the year asked staff to spend six weeks learning about variables (structure, teach/re-teach, observation, interact positively, correct fluently, or STOIC) that decrease student behavior problems, based on research from Safe and Civil Schools. Our discipline data from SWIS shows that efforts to reduce calls to the office for classroom disruptions and referrals for behavioral incidents have been working as overall referrals are significantly reduced from the previous year(s). In addition, the disproportionality of African American students receiving referrals has fallen drastically, with the risk index cut in half from the previous year (down to 3.0 in 2014-2015 from 6.1 in the 2013-2014 school year). However, we understand that referral data does not paint the whole picture of administrative responses. Often, administrators are called to the office to assist students in mental health crisis, who may need a break from class or an opportunity to de-escalate. These responses often do not result in a discipline referral. In February 2014, we asked our Restorative Justice Interventionist (RJI) to begin collecting data around his daily interactions with students. After one month of collecting data, we learned that the RJI spent the majority of his time (around 63%) with about 11 students, most of whom were suffering from mental health concerns. We continue to collect this data and it is assisting us in articulating the acute mental health needs that exist at Alder.




0not addressed

The needs analysis, conducted by the LEA, in conjunction with school leadership, takes into account the current improvement strategies / priorities being implemented AND incorporates a review of the ODE CAP Review Feedback.

The needs analysis takes into account the current improvement strategies / priorities being implemented and might incorporate a review of the ODE CAP Review Feedback.

The needs analysis acknowledges the current improvement strategies / priorities being implemented.

The needs analysis disregards current improvement strategies / priorities.

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(1C) [Enter response here. Describe how the needs assessment takes into account the current state of the school. See the evaluation rubric below for guidance.]

After the Leadership Team reviewed the SIG application they prepared a presentation to the Alder staff. The Leadership Team took the lead, in discussing with the rest of the staff, their ideas for going forward. The presentation included questions, comments, feedback and ideas for elements to include with the application.

As a result, about 10 staff members met with the administration, at their request, to underscore their enthusiasm. These discussions helped to refine ideas, and pose new questions. The document that included the "must do" and "may do" for implementation of the grant was the basis for discussion around each of the four main areas. The option of year round school was of primary interest to the staff who met with administration. Another important consideration was the ability to support and retain talented and committed staff. There was strong consensus around further implementation of the school's current initiatives.

Feedback from the representatives at the monthly administration/union rep meeting corroborated the view that the staff supports the ideas presented in the SIG application.




0not addressed

The needs analysis, conducted by the LEA, in conjunction with the school, articulates the strength of curricular and instructional needs, the status of the comprehensive assessment system and use of data teams for decision-making, and the capacity of the teaching staff to implement the intervention selected.

The needs analysis conducted articulates the strength of curricular and instructional needs, the status of the comprehensive assessment system and use of data teams for decision-making, and the capacity of the teaching staff to implement the intervention selected.

The needs analysis alludes to or references curricular and instructional needs, assessment systems and data teams, and the capacity of the teaching staff to implement the intervention selected.

The needs of the school were not addressed.

(2) For each priority and focus school that the LEA commits to serve, the LEA must demonstrate that it has taken into consideration family and community input in selecting the intervention. [Respond to parts 2A – 2B]

(2A) [Enter response here. Describe the process for garnering input from family and community stakeholders. See the evaluation rubric below for guidance.]

Working with the Data and Assessment Coordinator, the Principal crafted a response that was included on the State Report Card. It provided parents an opportunity to learn about the progress of our school and the vision for its future. Feedback to the Principal after the release of the State Report Card helped shape the formation of the schools three priority goals.

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The school has ongoing communication with parents about its Focus/Priority School status. It is addressed at gatherings such as Title I and Back to School nights, at three separate “I Have a Dream” community outreach events, at the monthly PBIS celebrations, and at other program and culturally-specific events: twice monthly Latino Parent nights, Bilingual Information nights, etc.

While acknowledging that we have a long way to go to reach acceptable levels of achievement, there was positive feedback from discussions held during the PTG meetings regarding the growth data reported on the Report Card. Each discussion emphasized the necessity for investment in each of our identified priority areas: Literacy, Math, and School Climate and Culture. There is widespread support for continued efforts toward those goals and for staying the course. Responses from families and staff to the report card helped to sharpen the focus and develop specific plans and timelines on our three priority goals.




0not addressed

Family and community stakeholders were educated on the current report card ratings, current improvement efforts (CAP, Priorities, etc.) AND provided opportunities for dialogue and feedback with both the LEA and school leadership pertaining to the current state of the school and improvement efforts.

Family and community stakeholders were provided opportunities for dialogue and feedback with school leadership or LEA leadership pertaining to the current state of the school and improvement efforts.

Family and community stakeholders were made aware of the LEA’s intent to engage in the SIG process on behalf of the school.

No action was taken to engage family and community stakeholders.

(2B) [Enter response here. Describe the process for considering the input from family and community stakeholders. See the evaluation rubric below for guidance.]

In the past the Leadership Team was organized by responsibility for developing a section of the CAP. As a result of that, two of our Leadership Team members were significant in the development of out Parent Teacher Group. They remain connected. In addition, the Early Kindergarten Transition Program (EKT) requires parents' involvement in workshops designed to increase their capacity to support their students in school. These meetings develop a cadre of interested and involved kindergarten families that continue to meet monthly during the school year and often remain involved after their children move on to higher grades. This is especially true of many of our native Spanish speaking families.Two other Leadership team members are highly connected with staff and regularly share information they have garnered from their peers in casual conversation at lunch and before and after school.The Leadership Team uses input from these sources, along with our discipline and achievement data to design our interventions.

Our Oregon Department of Education Coach's guidance in structuring Leadership Team meetings has been

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significant. She is a sounding board around specific high-profile situations, has an informed and objective perspective and is regularly present in ODE related decision making processes and requirements.




0not addressed

LEA in collaboration with school leadership, analyzed and considered family and community stakeholder input in selecting the intervention and provided opportunities for final approval.

LEA in collaboration with school leadership, analyzed and considered family and community stakeholder input in selecting the intervention.

LEA and / or school leadership analyzed and considered family and community stakeholder input in selecting the intervention.

No action was taken to consider family and community stakeholder input.

(3) The LEA must describe actions it has taken, or will take, to design and implement a plan consistent with the final requirements of the turnaround model, restart model, school closure, transformation model, evidence-based whole school reform model, or early learning model.

[(3)] Enter response here. Describe actions taken, or will take, to design and implement a plan for the selected model. See the evaluation rubric below for guidance.

Alder Leadership team developed a plan that is consistent with the final requirements of the transformation model. Alder will address the mandatory requirements of the transformation model through the implementation of the following plan.

Category 1: Developing and Increasing Teacher and School Leader Effectiveness

Replace the PrincipalAlder's Principal was replaced on July 1, 2014. The current Principal has been involved in education for 36 years; as a classroom teacher, in Grades 3-12, and as a program coordinator, discipline specialist, and Assistant Principal, before his selection as Principal at Alder. The majority of his experience has been at Title I schools. He is fluent in Spanish and English, and has 16 years experience working in 90/10 Spanish Immersion Schools. He worked in leadership roles throughout his career, as head athletic coach, department chair, and a member of the Leadership Team in each of the buildings where he's been assigned.

More Rigorous Teacher Evaluation System (TEVAL)SIG funds will be utilized to implement a rigorous teacher evaluation system. We will use The Reynolds School District's current teacher evaluation system (TEVAL) as the primary evaluation tool. In order to increase the efficacy of TEVAL, administrators need more time in classrooms and more time working collaboratively with teachers. We will increase time with teachers through scheduled, weekly walkthroughs and lesson-specific observations with all teachers on a monthly basis. The contract currently requires three meetings per year, with a 30 min. debrief, for probationary teachers. We propose to meet with all teachers six times per year. We will hire a .5 office support staff person to build the capacity of our current office staff to manage TEVAL paperwork, scheduling, and additional clerical support managing our school partnerships to allow more time for administrators to work directly with teachers in classrooms.

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Rewarding Teachers and LeadersTeachers who demonstrate high levels of performance will be provided with a menu of professional development opportunities. Teachers can choose from additional professional development/tuition funds or the opportunity to attend national conferences as part of an Alder team. In addition, the district will reserve spots for successful Alder teachers to participate in an ESOL authorization program through Marylhurst University and are currently working to establish a similar program for teachers to get a reading endorsement through a partnering University.

Recruit and Retain Staff:We will work closely with Human Resources to fast-track hiring decisions for teachers who have the talent and disposition to be successful at Alder. Administrators will visit job fairs and teacher preparation programs at local colleges and universities to facilitate recruiting for our building.

The school Leadership Team recognizes the importance of implementing a strong teacher induction and mentorship program at Alder. All teachers new to Alder have a learning curve specific to the population of students we serve. New learning for teachers may include comprehensive classroom behavior management, trauma-informed care, engagement strategies for students in poverty, parent involvement strategies and equitable teaching practices. SIG funds will be used to launch a comprehensive teacher induction, mentorship, and support program for all teachers wishing to participate. Instructional coaches will assist administration in designing and implementing a curriculum responsive to teacher needs. Teachers choosing to attend will be paid and will receive resources to be used in their classroom.

Administration will reach out to high quality substitutes to be at Alder on a regular basis. High quality substitutes will be offered the opportunity to participate in staff development around cultural awareness and positive climate on non-student days. This will serve two purposes: to create additional work opportunities for the substitutes and to foster a sense of community that is founded in our school culture.

Category 2: Comprehensive Instructional Reform Strategies

Implement Research-Based Instructional Program

Priority Goal 1: LiteracyAlder Elementary has a diverse student population, who have been struggling to make sufficient growth in literacy. While students did make positive growth last year, the majority of students are still not meeting benchmarks expectations for literacy. Alder's goal for literacy is to continue to promote student growth in literacy. Our core program for literacy is the Action 100, which outlines 12 steps to transform our literacy instruction to result in accelerated student growth. We also use the Reynolds Literacy Framework as a guide for how we structure our literacy instruction.

The Reynolds School District Literacy FrameworkThe Reynolds Literacy Framework is what guides literacy instruction at Alder. The Literacy Framework has directed the shift to an integrated literacy approach. With this approach teachers will use Project GLAD strategies to provide students with background knowledge of a specific content area. Students will then use this content knowledge to focus on reading and writing grade-level texts. Their strong base of content knowledge will also allow them to focus on their language development. Finally, the Literacy Framework outlines the IRLA/ENIL as a common reading assessment that will be used to determine the reading level of students and monitor their progress.

Priority Goal 2: MathThe students at Alder Elementary are not making as many gains in math as they are in literacy. As a result,

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we need to shift the way we instruct mathematics in our school. We have already reworked the master schedule to allow each teacher to have 15 minutes every day for a math corner that previews, reinforces, and builds on grade level math standards. In addition to the math corner, each teacher also has a uninterrupted, hour-long block of time that focuses on math instruction. Additionally, teachers have been given professional development and planning time to focus on how to unpack math standards, plan common formative assessments, and examine data from student assessments. Currently, the core math program for Alder is Math in Focus for grade-level instruction and Every Day Counts for the math corner.

The Reynolds School District Math FrameworkThe Reynolds Math Framework will help guide Alder as we shift our math instruction. The Math Framework has identified guiding principles that will help teachers refine their mathematics instruction. Each of these guiding principles has its own dedicated section with more details. When it is time to consider adopting a new math program next year the Math Framework will be used to guide the adoption process. In the meantime, Reynolds will be focusing its attention on offering high-quality professional development to give teachers the tools they need to be strong instructors of mathematics. We will be working with the Teachers Development Group to go deeper with the mathematical practices and to establish studio classrooms that will serve as a model classroom for other teachers to observe.

Priority Goal 3: Culture an ClimateAlder Elementary is a highly impacted elementary school, with 95% of students in poverty, including 23% who are homeless and receive Title X services. It is necessary that Alder promote a school climate of inclusion, cultural responsiveness, and care for our students. We believe that meeting the social and emotional needs of our students is a key factor in promoting increased academic achievement. In April 2015, Alder staff met to discuss our discipline system. We shared our current discipline data that we collect from two sources. We collect referral data using SWIS. We also have a site-specific spreadsheet that documents our Restorative Justice Interventionist's daily interactions with students. After sharing the data, we gathered feedback from staff on our discipline system and our current needs to decrease disciplinary incidents and disproportionality of students of color reflected in our discipline data. The following action steps were developed with our Leadership Team using the feedback from our staff on specific ways to address the social, emotional and mental health needs of our students.

Comprehensive PBIS Training and SupportSeveral years ago, Alder staff had specific training focused on PBIS. While our PBIS team still attends a few trainings annually, feedback from staff indicated that our PBIS model needs improvement. Beyond that, over 2/3 of the staff are new to Alder within the last two years. There are inconsistencies in all areas of PBIS, from classroom management, to data keeping, to ways in which we intervene to assist our most challenging students. Safe and Civil Schools is a trusted leader in school behavior support.We will purchase Safe and Civil Schools PBIS program, titled Foundations, and contract with Safe and Civil Schools to provide us with a consultant to work with our teachers Five times a year for the next several years. Specific Foci include: School-wide systems of support, effective supervision (classified staff), classroom management systems of support and Tier II/Tier III behavior interventions.

Teacher training in Tribes ProcessOne significant piece of feedback that emerged from our Leadership Team discussions is that teachers are in need of specialized training in building a caring and inclusive classroom community.We want to create an opportunity for our teachers to become certified in Tribes. Tribes is a process to promote a safe learning environment, while building students' individual resiliency and ability to work with others effectively (See APPENDIX F). There are two Tribes certification trainings offered in summer 2015. We have made these trainings available to our staff and currently have 12 staff members signed up. Alder's Assistant Principal is a certified Tribes Trainer and will be able to offer additional trainings to continue the momentum throughout

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the following school years.

Contract with Trillium Family Service to Hire a Skills TrainerThe Leadership Team identified that 63% calls to the office reflect the needs of 11 children. Five of those children are currently being referred for Special Education for behavior, while the other six have Tier III behavior plans, which could possibly result in a Special Education referral for behavior. All of these students have mental health concerns. Many receive counseling interventions or mental health support from our contracted Multnomah County Mental Health Therapist. However, due to their continued level of mental health crisis, administrative staff are often responding to and supporting these students from day to day, which takes significant time away from instructional improvement. An on-site Trillium skills trainer, with specific training in de-escalation strategies and behavior support with the ability to respond to our students in mental health crisis will play a significant role in meeting the needs of these 11 students and other students in immediate need.

Contract with Resolutions Northwest to Establish our Restorative Justice ModelIn the 2014-2015 school year, through IHAD, Alder partnered with Resolutions Northwest to offer a 2-day Restorative Justice training to Alder staff. Additionally, we hired a .2 staff member from Resolutions Northwest to support our RJI in implementing a comprehensive RJ model at Alder. The staff member joins us two mornings a week. We will extend our contract for next year and focus on restorative justice at the classroom level to ensure our efforts move to be proactive rather than reactive.

Intensive Equity TrainingAlder will contract with CFEE (Coaching for Educational Equity) to provide key staff a 5-day equity training.

Two staff members will attend Nov. 2nd-Nov. 6th, 2015 (Restorative Justice Interventionist, Counselor).Two staff members will attend Feb. 22nd-Feb. 26th, 2015 (Principal, Instructional Coach).

High-quality, intensive equity training is a key component to moving the conversation around equity forward and it is imperative our decision-making personnel have the tools they need to apply an equity lens to the initiatives set forth.

Montessori Pre-K ProgramThrough a partnership with local Montessori organization Montessori Northwest, Alder will be opening a public Montessori pre-K program in the fall of 2015. Alder administration, in partnership with I Have A Dream and Montessori Northwest have researched this possibility since 2014. In January of 2015, administration visited public Montessori schools in East Dallas, Texas and attended a National Montessori Conference to determine if the philosophy was a good fit for Alder. We were highly encouraged by our findings and will bring the program to fruition for a cohort of three and four-year olds this fall. The class will be opened to students within the Alder enrollment area through a lottery process. A Montessori pre-K teacher has been hired and we are currently working to hire a full-time Parent Involvement Coordinator, funded through our partnership with I Have A Dream, to work with in-coming Alder pre-K students and their families. At the core of Montessori philosophy is a deep connection and commitment to building relationships with families, which aligns directly with Alder's Culture and Climate goals.

Promote Continuous Use of Student Data

Effective, Data-Driven Grade-Level PLCsIn the following years, each grade level will have a PLC Facilitator. The PLC Facilitators will attend a 4-hour training in summer 2015 to develop capacity in leading the teams to use classroom data to inform instruction. The PLC Facilitators will be granted release time every six weeks to meet with Administration to determine

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priorities, additional training needed and overall effectiveness indicators of the PLC process. The PLC Facilitators will report back to the grade-level team and will be responsible for directing PLC work at each grade level. We will base our framework for PLC work on the duFour model.

Priority PLCsIn an effort to improve school-wide communication and data-driven decision making around school-wide priorities, we will build decision-making capacity among our teachers by identifying grade-level representatives for each of our Priority Goals: Culture and Climate, Literacy, and Math. The Priority PLCs will be driven by goals specifically written in the CAP, and will be the team responsible for carrying out the action steps related to the goals. These Priority PLCs will meet once a month with Administration and Instructional Coaches to check-in on priority goals, current progress, and action steps.

Increased time in grade-level Data Review MeetingsCurrently, data teams meet every 6 weeks with the Instructional Coach and Title I teachers to analyze IRLA data, target subgroups of our lowest readers, and design action plans to address those needs. We will use SIG funds to increase the amount of time we meet (meeting every 3 weeks) in order to run Data Teams for math. We will use STAR math data to progress monitor in math and facilitate our data team discussions.

Job-Embedded Staff Development

In order to build the capacity of our teachers, we will use SIG funds to hire an additional Instructional Coach at Alder. The additional coach will work directly with our current instructional coach to launch a comprehensive schedule of job-embedded professional development aligned to the Reynolds School Districts' literacy and math initiatives.

The following PD-Cycle model will be designed and delivered to all grade-level teams throughout the next three school years. The cycle will take place every 6 weeks for both literacy and math.

Professional Development

Coaching Data Analysis Reflection

1) Administration and Instructional Coaches, with input from staff, will determine the area of focus based on RSD's Literacy and Math Frameworks. All grade level-teams will receive 1/2 day of release time in both literacy and math to receive PD on initiatives. Teams will set SMART goals based on initiatives which will be revisited in six weeks.

2) Over the next 6 weeks, teachers will be able to choose from a menu of coaching supports (including but not limited to modeled lessons, observations and feedback and peer observations/studio classrooms) to support their instruction and ability to reach goals.

3) Through release time, teachers will participate in creating an observation guide for admin., Instructional Coaches, and peers to gather data around teacher progress toward implementing effective teaching practices.

4)Through release time, teachers will have the opportunity to reflect on walkthrough data collected from the observation guide and on their SMART Goals. Staff will provide admin. and Instructional Coaches feedback on additional teacher needs. This feedback will be used to inform the content of the following PD cycle.

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Studio ClassroomsThe Reynolds School District has dedicated funds to support the implementation of a studio classroom for mathematics at each grade-level for the 2015-2016 school year. Our additional Instructional Coach will allow us to also add a studio classroom for Content-Integrated Literacy at each grade-level, thus sustaining our current initiative of school-wide co-teaching and integrated literacy using Project GLAD (Guided Language Acquisition Design). These studio classrooms will be a cornerstone of our PD Cycles.

One-Way Immersion Professional DevelopmentAlder is using “Guiding Principles for Dual Language Education” from Center for Applied Linguistics to implement, guide and evaluate the growing immersion program. Monthly meetings with district administrators, building administrators, and teachers will be conducted to ensure in increase in efficacy around our immersion program.

Category 3: Increased Learning Time

Schedules that Increase Learning TimeIn summer 2015, we are able to offer our students an extended summer school experience. Through a partnership with Schools Uniting Neighborhoods (SUN) we will offer a comprehensive summer school program aligned to the Reynolds School District Literacy and Math Frameworks. We will also utilize alternate materials and learning activities (hands-on projects, outdoor projects, field trips) to increase student interest in learning over the summer.

In the 2015-2016 school year, we will begin work with District Administrative staff and the School Board to explore the possibility of Year Round School, launching in the 2016-2017 school year.

Family Engagement

Alder Elementary will increase our parent outreach efforts by hosting at least one curriculum night monthly to increase our parents' ability to support their students academically. Nights will include quarterly literacy and math nights, as well as an annual art and science night. These will be organized at each grade level, allowing the teachers to focus on the grade level curricula. This is based on feedback from parents requesting information about how to support their students' learning.

New Family Breakfast: Administrators and the SUN Coordinator will host a new family breakfast every two weeks from 7:30am-8:00am to welcome families new to Alder. This will be an opportunity to learn about students and their families as well as elicit feedback from families on potential needs.

Parent Focus Groups: Through our partnership with SUN, Alder will host parent focus groups to garner parent voice around community hopes and dreams. Parents will have access to resources and surveys to provide Alder with feedback regarding family comments, concerns, or specific needs. There will also be an opportunity to suggest adult courses families would like to see offered.

Family Nights and Language Exchange: Alder will continue its outreach efforts by continuing to host movie nights and other fun family nights. Alder will also contract with Exchange to Engage, a local non-profit that assists schools in setting up a teacher/parent language exchange weekly meeting to assist in building language skills in both English and a home-language as well as building relationships with families.

Volunteer Opportunities: Based on feedback from parents, Alder will increase its capacity to offer volunteer opportunities to parents and communities through its partnership with IHAD. Currently the organization employs a Volunteer Mobilizer. We will increase our collaboration with the Volunteer Mobilizer to ensure

12

volunteers have meaningful and plentiful opportunities to volunteer at Alder.

Community Classes: Through our partnership with SUN, we will expand our efforts to provide the community with high-interest classes based on feedback we elicit from parents and community members. Possible classes may include: Health and nutrition, positive parenting, budgeting 101, ESL classes and Medicaid informational sessions.

Category 4: Operational Flexibility

The Director of Federal Programs will work with school leadership to support all objectives for this SIG plan.

The Executive Director of Human Resources and school leadership will utilize rigorous hiring practices designed to improve student outcomes and meet the goals of this grant.

The Director of Federal Programs and school leadership will seek technical assistance to meet the intended goals for this grant.

The Director of Instructional Technology will support expanded use of technology to facilitate extended learning opportunities.

The Chief Academic Officer and the Director of Federal Programs will continue to provide adequate supervision and support of the Principal.




0not addressed

The LEA in collaboration with school leadership, has designed a plan that specifically references AND addresses the final requirements of the selected model.

OR

The LEA in collaboration with school leadership, has developed specific structures and timelines to finalize a plan to address the final requirements of the selected model.

The LEA has designed a plan that specifically references AND addresses the final requirements of the selected model.

OR

The LEA has developed structures and timelines to finalize a plan to address the final requirements of the selected model.

The LEA has designed a plan that potentially addresses the final requirements of the selected model.

OR

The LEA has developed a timeline to finalize a plan to address the final requirements of the selected model.

The communicated plan does not address the final requirements of the selected model.

(4) The LEA must describe actions it has taken, or will take, to determine its capacity to provide adequate resources and related support to each priority and focus school, identified in the LEA’s application in order to implement, fully and effectively, the required activities of the school intervention model it has selected on the first day of the first school year of full implementation. [respond to 4A and 4B]

13

[(4A) Enter response here. Describe actions taken to determine the capacity of the school to fully and effectively implement the selected intervention. See the evaluation rubric below for guidance.]

Implementation of the School Improvement Grant is primarily the responsibility of the Leadership Team. The group will be expanded in 2015-16 to include representatives from PLC leaders, the Site Council (formerly PTG), SUN, and IHAD. They meet twice monthly to review student data and consider the effectiveness of school improvement initiatives. Each of the representative groups will carry the implementation responsibility for their part and be accountable to the larger group.

For each Priority Goal, we have outlined how Alder can fully and effectively implement each intervention.

For Priority Goal in LiteracyTitle I teachers play a significant role in the school-wide management of literacy assessment, progress monitoring and data analysis, and interventions. Alder currently operates a functional system through the implementation of Data Review Meetings (Grade-level data analysis), Student of Concern (SoC) Tier II meetings, and Child Study Team (CST) Tier III meetings. Title I teachers work closely with teachers through the utilization of RSD's RTI Model to ensure students are making the appropriate gains in reading, and are provided supports when needed. Through increasing our Data Review meetings to every 3 weeks (rather than every 6 weeks) we will increase the opportunity for teachers to analyze IRLA data and plan interventions for struggling students. The system is already in place, we will only be adding frequency to our number of meetings to intensify progress monitoring.

Currently, our Instructional Coach works with teachers using a coaching cycle model. She has strong relationships with all teachers and is instrumental in instructional improvement. As we continue our focus on literacy and move towards a model of job-embedded literacy and math PD, we will hire an additional Instructional Coach to assist in sustaining this year's content-integrated literacy initiatives and launch next year's math initiatives. Through planning sessions this summer, admin. and Instructional Coaches will create a schedule to ensure thoughtful and purposeful job-embedded PD is delivered throughout the 2015-2016 school year. As teacher capacity increases we will phase out the additional Instructional Coach position by the culmination of the SIG.

For Priority Goal in MathNext year, RSD is launching a math initiative that will include a 5-day math training for all classroom teachers, the implementation of studio classrooms in each school at each grade level, and additional math coaching through a contract with TDG. With an additional instructional coach, we will be able to not only sustain or current literacy initiative, but to infuse the district's math initiative with grade-level math support through an intensive PD process. As teacher capacity increases, we will phase out the additional Instructional Coach position.

For Priority Goal in Climate and CultureFor our climate and culture goals, we are initiating three main action steps: 1)Hire a Skills Trainer through Trillium Family Service 2) Contract with Resolutions NW to increase the efficacy of our RJ model, and 3)Contracting with Safe and Civil Schools to deliver PD school-wide around PBIS. Contracting with Resolutions NW and Safe and Civil Schools is a temporary endeavor aimed at increasing building capacity to run an effective PBIS and RJ model. Support will be phased out as teacher capacity increases. Over the next three years we will work with Trillium to determine how we will either 1) build capacity in our counselor and RJI to work with our highest need students, or 2)find a viable way to fund further contracts with Trillium Family Service through our building budget.

14




0not addressed

The LEA in collaboration with school leadership, has taken steps to determine the capacity of the school to fully and effectively implement the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the school to fully and effectively implement the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the school to implement the selected intervention.

Steps to determine the capacity of the school were not communicated.

[(4B) Enter response here. Describe actions taken to determine the capacity of the district to support the full and effective implementation of the selected intervention. See the evaluation rubric below for guidance.]

The Reynolds School District has the capacity to support the full implementation of the Transformation Model at Alder Elementary School. First, there is strong, positive relationship between the Director of Elementary Education and Director of Federal Programs with the Principal. The Directors and the Principal are intimately familiar with each other’s goals and objectives, initiatives, hopes, and dreams. The entire Academic Unit supports the concepts that Alder Elementary has revealed in their discussion of what school improvement efforts will be effective at Alder. The Reynolds School District Cabinet is also supportive of the plan developed by Alder’s Leadership Team. In short, there will be no surprises or tensions involved in implementing the SIG at Alder.

In years 1,2,3 of SIG, the district will be adding a .2 FTE Technical Assistance Consultant (TAC) for each school that receives the SIG. This translates into one full day of support each week for the SIG Principal and for the district. If all three schools that have applied receive the SIG, then this Technical Assistance Consultant will serve three schools and the district at .6 FTE.

The members of the Academic Unit and Cabinet will all support the Principal of Alder in implementing the final requirements of SIG. The Director of Federal Programs will provide support to the SIG Principal in terms of budgeting, planning and program implementation while leaning heavily on the Finance Coordinator for assistance with the nuances of budgeting and spending. The Directors of Elementary Education and Federal Programs will ensure that professional development is arranged for, implemented systematically, and paid for through grant funds. The Director of Human Resources will ensure that Alder receives preference in regard to recruitment and hiring, and receives ample and timely technical assistance in implementing the TEVAL program in a rigorous manner consistent with the requirements of SIG. The SIG TAC, Director of Federal Programs, and Assessment and Accountability Coordinator will support the Principal in determining a regular reporting structure and will assist the Principal in gathering data related to that structure. The Director of Equity will support the community and parent engagement efforts at Alder and will lend resources to the effort, such as interpretation services and culturally specific consultation and resolution services. In addition, the Director of Equity will coordinate training around restorative justice and restorative practices that may come as a result of the grant application’s acceptance. The Executive Director of Special Education will assist the SIG Principal in maintaining compliance while providing as much flexibility as possible. The Director of Instructional Technology will provide expertise to areas of grant implementation that require

15

technology appraisal, evaluation, and procurement.

The Academic Unit as a whole will serve as problem-solving venue in regard to curriculum, instruction, and implementation. The Cabinet will serve as a problem-solving venue in regard to interfacing IT, facilities, transportation, nutrition, and other operations. The Chief Academic Officer will have weekly meetings with the SIG Principal, the SIG TAC, and the Directors of Elementary Education and Federal Programs to determine issues that need to be problem-solved in that group, or brought to Academic Unit or Cabinet for a winder problem-solving response. Once per month, the ODE School Improvement Coordinator for our region will be invited to attend this SIG support meeting.




0not addressed

The LEA in collaboration with school leadership, has taken steps to determine the capacity of the district to support the full and effective implementation of the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the district to support the full and effective implementation of the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the district to support the implementation of the selected intervention.

Steps to determine the capacity of the district to support the intervention were not described.

(5) The LEA must describe actions it has taken, or will take, to align other resources (for example, Title I funding) with the selected intervention.

Alder has a significant number of partnerships that support that academic, social/emotional, and basic needs of our students and their families. Below is a list of partnerships and how they align with Alder's priority goals.

For Priority Goals in Literacy and MathThrough a unique agreement with the "I Have A Dream" Oregon, Foundation (IHAD), Alder has established several significant partnerships over the last 5 years. These partnerships provide direct supports and services to our students and their families and, by their scope, have an impact on the entire Rockwood Community.Some of these partners provide Academic supports: SMART, PlayWorks, Saturday Academy, STEAM classes, Mad Science, Write Around Portland.

In addition, The Reynolds School District has entered into an agreement with Montessori Northwest (MNW) to establish a preschool program at Alder beginning in the 2015-16 school year. MNW will provide funding to set up and staff the class, a grant form the State of Oregon will pay for a classroom assistant, and the Reynolds District will provide the renovated space. IHAD is also providing funding to staff our "0 through grade 3" parent outreach coordinator position in 2015-16 to assist in our outreach efforts with P-K students and families.

Through Title I, the District provides a 1.0 instructional coach, direct instructional services in Reading and

16

math for small group instruction, and parent involvement dollars.

For Priority Goal in Culture and Climate

Alder has also established programs to provide family and emotional support services: Friends of the Children, Family of Friends, Door of Hope, Marathon Scholars, Experience Corps. Alder Housing Program (providing housing assistance for Alder families through a unique agreement with HUD) , Winter Warming Family Support Night, Cuidate Health information classes, ESL for Parents, Spanish for Educators classes offered at reduced cost at Alder, Immigration information nights, and Housing workshops. Some of the programs are administered by SUN and provided as after school supports: NW Children's Theater, Chess for Success, 4H, MAPS Mentoring, Documentary Film Classes and Race Car Mechanics (provided by a partnership with M Realty), and Girls Inc. Other programs are designed specifically for the summer session: UP sports camps, Tinker Camp, Building Girls, Rock and Roll Camp for Girls, Eco-Challenge Academy, IHAD BackPack Bash, Manituob, and Super SMART Summer program.




0not addressed

The LEA, in collaboration with school leadership, has clearly articulated additional resources available to the school AND has described, specifically, how those resources will be aligned to meet the needs of the school and selected intervention.

The LEA has articulated additional resources available to the school AND has described how those resources will be aligned to meet the needs of the school and selected intervention.

The LEA has articulated additional resources available to the school OR has described how additional resources might be aligned to meet the needs of the school and selected intervention.

Alignment of additional resources to support the implantation of the selected intervention was not described.

(6) The LEA must describe actions it has taken, or will take, to modify its practices or policies, if necessary, to enable it to implement the selected intervention fully and effectively.

[(6) Enter response here. Describe the necessary changes to practices and policies to support the full and effective implementation of the selected intervention. See the evaluation rubric below for guidance.]

The district has worked with the School Leadership to identify policies and practices that could potentially inhibit the full and effective implementation of the Transformational Model and has taken steps to adjust said practices and policies.

The policy of assigning Alder to stay on a particular start and end time for bussing and transportation purposes could cause a roadblock for implementing final requirements around extending the learning time for both teachers and students. The district is prepared to allow flexibility to allow for creative extension of time.

17

Likewise, the policy of making Alder have the same of summer programming date as other schools is similarly restrictive. The district commits to allow flexibility in bussing, custodial, and nutrition services to allow for summer programming to be extended to a full-day and for as along as possible throughout the summer.

Current hiring practices could stand in the way of Alder moving forward with full grant implementation if current teachers decided to leave. The district Human Resources office has adjusted hiring practices to allow for fast track recruitment and hiring for Alder Elementary.

There are several policies and practices that originate from the certified and classified employee contracts around length of student contact day, length of contract year, maximum days of temporary employment, and the inability to compel teachers to take part in extended day or extended year programming that will pose challenges for full implantation. The district has had specific and sustained conversation with the teachers’ association around the final requirements of the grant and has secured a letter of support that allows for a healthy negotiation atmosphere.




0not addressed

The LEA, in collaboration with school leadership, has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies.

- or -

The LEA, in collaboration with school leadership, has agreed that no policies / practices exist that would prevent the full and effective implementation of the

The LEA has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies or proposed plans to begin adjusting practices / policies.

The LEA has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention.

The need to modify practices or policies was not addressed.

18

selected intervention.

(7) The LEA must describe how it will provide effective oversight and support for implementation of the selected intervention for each school it proposes to serve (for example, by creating an LEA turnaround office).

[(7) Enter response here. Describe how the LEA will provide oversight and support for implementing the selected intervention. See the evaluation rubric below for guidance.]

The district has selected the Transformation Model for implementation at Alder Elementary School.

The district has already replaced the Principal of Alder Elementary School in August of 2014. This Principal was selected for the express purpose of having qualities belonging to a transformational Principal worthy of being a leader at a school that has been awarded a School Improvement Grant.

The Director of Elementary Education and the Director of Federal Programs will team up with the Alder Principal on a weekly basis to determine the instructional and operational supports that Alder will need in order to implement key SIG requirements and initiatives. Issues that arise will be brought to Academic Unit, and if needed to Cabinet in order to find quick and viable solutions so that there are no internal obstacles to effective implementation.

The district will provide support for this SIG Principal through providing .2 FTE, or one day per week in technical support. This individual will be contracted with through a local agency such as Education Northwest or NWEA. This experienced professional will be a seasoned, retired Principal who can provide the following weekly supports to buttress the obvious support that will be provided by the Director of Elementary Education and Direct of Federal Programs:

- Coaching Principal around school improvement implementation through specific, constructive, and frank feedback- Participating in hiring process of new teachers and support staff- Guiding Leadership Team development- Coordinating and facilitating instructional walkthroughs with feedback to the Principal- Assisting Principal in CAP revision and school improvement budgeting- Communicating with district’s Academic Unit and with ODE regarding SIG supports and requirements.

The district is prepared to assist this Transformation Model Principal at Alder Elementary School. The district’s Academic Unit and Cabinet have met to evaluate the goals, specific actions, and requests embedded in this SIG application. They have given special attention to supporting each aspect of the grant’s final requirements, and the school’s local initiatives. There has been a careful analysis of how the district is already supporting this school’s grant application, of how it can support the new initiatives that this SIG application with put into action, and how it can assist the school in sustaining momentum after SIG funds expire. There has also been great consideration given to the operational flexibility that might be required of the district for this school to implement their selected strategies and interventions. The district stands read to provide the following broad supports in line with the final requirements of the grant:

The district has already developed a rigorous, transparent, and effective TEVAL program (see APPENDIX A) that will allow the Principal to apply a rigorous evaluation structure. The district program calls for ample opportunities for formal announced and unannounced formal observations, informal observations, and

19

walkthrough observations. In addition, district administrators will visit Alder Elementary School at least monthly and provide feedback as to implementation of the various SIG initiatives. The TEVAL structure has options for a Principal to place teachers on Plans of Awareness and Plans of Assistance leading to eventual removal if the teacher does not improve after adequate professional development support is provided. The district will work tirelessly with the REA to negotiate appropriate reward structures that will recognize teachers who have made gains in student achievement. Also, the district is prepared to negotiate an allowance for a second teacher transfer window, pending REA approval, for teachers at SIG schools to "opt-out" and for teachers at non-SIG schools to "opt-in" to positions at SIG schools. These opportunities would be limited to equal swaps of FTE from SIG schools and non-SIG schools, and would be granted on a first-come, first-serve basis.

It is understood that many teacher may wish to leave the school when the SIG application is successful. The district is committed to implementing Tier 1 hiring practices in the event that this occurs. The district will assist Alder Elementary to recruit and quickly hire high quality candidates for teaching positions at Alder. Due to an early transfer process deadline this year, and a strong, developed pool of interested candidates, the district is confident it can recruit the best candidates for any openings that may occur. The district Human Resources Dept. is poised to utilize aggressive, rigorous, and time-sensitive hiring practices next year to ensure successful filling of positions at Alder Elementary School.

In order to support comprehensive instructional reform at Alder Elementary School, the district has already developed a research-based core program that is detailed in the RSD Literacy and Math Frameworks (see APPENDIX B and APPENDIX C). These appended documents provide an evidence-based look at the district's core programs. Furthermore, they give details about how the district will evaluate student progress; the district will examine data from IRLA, Unit Writing Performance Tasks, ELP Action Plans, and STAR Math. Another part of these frameworks is clear implementation checklists and rubrics for Principals to measure progress toward full, high-quality implementation. In addition, the district has already furnished adequate core materials to the school and will continue to support implementation by refreshing materials. In addition, the district will grant flexibility in the use of a math core program through granting a whole school pilot should the Principal, with staff input, decide to depart from the current core program, Math in Focus. Flexibility will also be granted for Alder Elementary School to select supplemental materials to support or enhance the core math program. These adoptions would need to be vetted and approved by the district's Academic Unit. Finally, the Director of Elementary Education will work through the summer of 2015 to assist Principals in refining their instructional implementation plans.

In support of selected intervention, the district will continue to provide professional development including a new teacher orientation and training, a 7-day Project GLAD training, a five-day Mathematical Practices Training, and one Math Studio per grade level at Alder. Furthermore, the district will continue to provide a 1.0 FTE Instructional Coach at Alder Elementary School in order to support core program implementation and application of the key learning from professional development sessions. At Alder, the Instructional Coach will also provide coaching on program and implementation and strategies in line with the main thrusts of this School Improvement grant application, whereas at other district schools, the Instructional Coach will only focus on rollout and implementation of district wide initiatives.

In support of Alder Elementary School implementing the selected intervention, the district will support a continuation and expansion of Data Teaming. The district already provides a data teaming structure, samples agendas, and related forms. The district will, however, provide flexibility to Alder Elementary School to implement a different data teaming structure or protocol granted that it is more intense, wider in scope, more frequent, or longer duration. District leadership will visit these data team meetings and provide feedback as to their effectiveness. The district will use a rubric to evaluate the effectiveness of data team meetings.

20

In order to support the provision of providing increased learning time for students the district is prepared to provide flexibility. The district already allows schools to use their CAP and Title 1 allocations to extend the day and extend the year for some students by allowing schools to fund teachers directly or to reimburse a SUN service provider for providing teachers for the academic component of after school and summer programs. As a foundation for the partnership between SUN providers and the school, the district has provided a list of “Best Practices” for schools to aspire (See APPENDIX D). The list is sprinkled with the phrase “if budget allows”. The district anticipates that the SIG will provide the funding needed to implement these best practices in after school and summer program. The final requirement that the school will offer extended learning time to all students means that these programs that have existed in the past may greatly expand, requiring a need for flexibility in terms of bussing and nutrition services. This flexibility will be granted within the confines of what the SIG budget can allow. In addition, the district is prepared to support the Principal in restructuring the school day, if needed, to recoup instructional time for enrichment, intervention, or community building. The Director of Elementary Education will provide technical assistance in developing a schedule that balances district requirements with SIG initiatives. Finally, if the school determines that extending the entire day is the best measure to assure that students receive additional instructional time, the district will negotiate a memorandum of understanding with the teachers’ association to allow for this.

In order to support the increase in family and community engagement required by the final requirements, the district understands that additional supports may be needed. As the school begins to engage parents in new and effective ways, the school may require additional custodial support and may need to pay certified and classified staff to provide the human resources that the event night require. The district will streamline the time-carding process to make this as effortless as possible and to ensure that all who work extra will be appropriately compensated. As there may be an increase in volunteers, the district may need to fast track the volunteer approval process for Alder, making it easier for parents to get into the school to support initiatives. Interpretation services will need to be prioritized to support parent involvement events at Alder.

The district understands that the design of the SIG is to push forward transformation and that such an endeavor requires sustained, consistent district support and operational flexibility. The district’s Academic Unit, Cabinet, and specifically the Directors of Elementary Education and the Director of Federal Programs are prepared, willing, and passionate about providing optimum levels of support for Alder Elementary School.




0not addressed

The LEA, in collaboration with school leadership, has described mechanisms to oversee and support the implementation of the selected intervention that includes specific articulation of an office or individual responsible for the described activities as well as clear timelines for focused dialogue

The LEA has described mechanisms to oversee and support the implementation of the selected intervention that includes reference of an office or individual responsible for the described activities as well as clear timelines for focused dialogue.

The LEA has described mechanisms to oversee the implementation of the selected intervention that includes reference of an office or individual responsible for the described activities and may include loosely defined timelines for check-ins.

Description does not articulate how the LEA will provide oversight and support to the school.

21

and adjustment (where necessary).

(8) The LEA must describe how it will meaningfully engage families and the community in the implementation of the selected intervention on an ongoing basis.

[(8) Enter response here. Describe the ongoing engagement of families and the community regarding the implementation of the selected intervention. See the evaluation rubric below for guidance].

Parent engagement is an important goal for Alder. Historically, the Alder community has high mobility rate, which impacts students' school performance and achievement. We are shifting our focus from what has traditionally been done to engage families, to a strengths-based approach, that recognizes the contributions of our families and works to be responsive to ways in which families wish to be involved at Alder.

We plan to increase engagement of family and community stakeholders through the following action steps:

In School Decision-Making: In partnership with SUN and IHAD, we will re-launch a Site Council at Alder consisting of parents, community members, teachers, SUN and IHAD employees. The Site Council will serve as the advisory board to administrative decision-making and will meet every six weeks to discuss Alder's priority goals.

For Priority Goals in Literacy and Math: We will increase the number of literacy nights that tie academics to parent provided supports at home. Topics will include IRLA, reading at home, summer literacy through library programs, mathematics practice through games, and health and nutrition that support strong cognitive functioning in students. In addition to informational nights, grade-level teams will host grade-level parent nights that are specific to the academic goals of the grade-level.

For Priority Goal in Culture and Climate: Engaging families in the culture and climate goals of Alder will play a significant role in our outreach efforts. Topics will include Restorative Justice in Schools, Problem-Solving, mediation resources, and how parents can support positive behavior at school. We will work to shift thinking around punitive measures to more restorative measures to assist in our goal of being a responsive and inclusive school community.




0not addressed

The LEA, in conjunction with school leadership from each school it commits to serve, has described how they will engage family and community stakeholders in multiple ways and at multiple times throughout the implementation of the proposed intervention model.

The LEA or the school it is committing to serve, have described how they will engage family and community stakeholders throughout the implementation of the proposed intervention model.

The LEA or the school it is committing to serve has described a plan to inform family and community stakeholders throughout the implementation of the proposed intervention model.

No action was taken to engage family and community stakeholders throughout the implementation of the proposed intervention model.

22

(9) The LEA must describe how it will sustain the reforms after the funding period ends.

[(9) Enter response here. Describe the strategies and plans for sustainability. See the evaluation rubric below for guidance.]

The following table outlines Alder's sustainability plan. Action steps that require additional funds are addressed and we have illustrated how we will phase out support to ensure the improvement efforts last beyond the funding period.

2015-2016 2016-2017 2017-2018

Literacy and Math Support through Instructional Coaching

Increase Instructional Coaching by 1.0 FTE to provide increased support in math and to sustain current literacy initiatives.

Increase release time and data review meetings to allow for consistency and efficacy in data- driven decision-making.

Sustain the additional 1.0 FTE Instructional Coach in order to sustain and solidify math and literacy initiatives, including systems of effective PD cycles and coaching.

Sustain release time and data review meetings to solidify systems of effective data-driven decision making.

Decrease overall Instructional Coach FTE to .5 in order to phase out additional coaching support. Emphasis for the 2017-2018 school year will be on solidifying teacher capacity in literacy and math initiatives. Title I will fund our 1.0 FTE Instructional Coach for the 2018-2019 school year and no additional FTE will be allotted.

Build needed release time and data review meeting times into CAP budget for the 2018-2019 school year.

Climate and Culture

Increase school personnel by 1.0 FTE by adding a Trillium Skills

Sustain the additional 1.0 FTE Trillium Skills Trainer for

Options: Phase out

Trillium Skills Trainer to .5 FTE

23

Trainer for the 2015-2016 school year. The Skills Trainer will work in partnership with the school counselor and RJI to determine the needs and specific behavior interventions for our Tier III students.

Continue 1.0 FTE RJI position to support climate and culture goals.

Contract with Resolutions NW to provide RJI with additional support in implementing RJ Model at Alder.

the 2016-2017 school year. Efforts will include building the capacity in the counselor and RJI to meet the needs (both acute needs and behavior intervention needs) our Tier III students.

Sustainable partnerships will be explored with Trillium Family Service.


A needs assessment will be used to determine if further support from Resolutions NW is needed.

and begin to relinquish responsibility of Tier III students school counselor and RJI.-OR-

Explore a viable, sustainable option to continue funding for a Skills Trainer through a partnership with Trillium and/or another wrap-around service agency.


A needs assessment will be used to determine if further support from an RJI position will be needed for the 2018-2019 school year.

Effective TEVAL System

Increase office support staff FTE by .5 to support a rigorous TEVAL system. Clerical personnel will assist with all scheduling, paperwork, and

Sustain office support staff FTE by .5 to sustain a rigorous TEVAL system. Clerical personnel will sustain the TEVAL organizational

Phase out .5 office support staff for the 2017-2018 school year. TEVAL and additional school partnerships will be handled by permanent office

24

deadlines regarding TEVAL.

system and begin to manage additional school partnership clerical work.

.5 clerical staff will begin to work closely with permanent office staff to create a sustainable system to manage the TEVAL paperwork as where as the school partnerships clerical work.

support staff (Lead Secretary and Registrar).

Comprehensive PBIS Training and Support

Contract with Safe and Civil Schools to provide school-wide PD on Foundations (PBIS Curriculum). Consultant will work with both Certified and Classified Staff. Consultant will provide PD 5 times a year.

A needs assessment will be completed to launch a PD plan for the 2016-2017 school year.

Contract with Safe and Civil Schools to provide school-wide PD on Foundations (PBIS Curriculum). Consultant will work with both Certified and Classified Staff. Consultant will provide PD 5 times a year.

A needs assessment will be completed to launch a sustainability plan for the 2017-2018 school year.

Contract with Safe and Civil Schools to provide school-wide PD on Foundations (PBIS Curriculum, and potentially in intensive classroom management and Tier II/Tier III interventions. Consultant will work with both Certified and Classified Staff.

Emphasis will be on sustainability as consultant will be phased out this year and will not

25

continue in to the 2018-2019 school year.

CFEE (Coaching for Educational Equity)

Four key staff will attend CFEE in the 2015-2016 school year (Principal, Instructional Coach, RJI, Counselor).

Alder will work to implement RSD's Equity Initiative, if available.

Four key staff will attend CFEE in the 2015-2016 school year (members of the leadership and equity teams).


Two options: Alder will

continue to contract with CFEE to provide school-wide training through Taking it Up (CFEE's 2-day training)-OR-


Bilingual Program PD

8 key staff members (admin., Instructional Coach, bilingual teachers and ELD Specialists) will attend La Cosecha (bilingual education conference).

Alder will begin to establish how funds will be used in the future to meet the PD needs of the bilingual program.


Alder will continue to set aside funds to be used in the future to meet the PD needs of thebilingual program.


Alder will have established funds that will be used in the future to meet the PD needs of the bilingual program.

Teacher Teachers demonstrating a

Teachers demonstrating a

Teachers demonstrating a

26

Incentives/Rewards

high level of performance will be offered a menu of PD opportunities to choose from, including the opportunity to earn an ESOL and/or Reading Endorsement.

Alder will work with the district to determine how we can begin to establish how we will reward high performing teachers.


Alder will work with the district to continue our establishment of how we will reward high performing teachers.


Alder will have a developed plan with the district to reward high performing teachers.




0not addressed

The LEA will articulate sustainability efforts throughout the implementation, support and oversight of the selected intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

The LEA will articulate sustainability efforts throughout the implementation of the intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

The LEA will articulate sustainability efforts throughout the implementation of the intervention, including a tapered budget.

The LEA did not describe any plans or strategies for sustainability.

(10) The LEA must describe how it will implement, to the extent practicable, in accordance with its selected SIG intervention model(s), one or more evidence-based strategies.

[(10A) Enter response here. Describe the process for evaluating and selecting evidence-based strategies. See the evaluation rubric below for guidance.]

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Reynolds School District strives to ensure equitable education, where each and every student has access to safe and caring learning environments, access to high quality instruction, and access to materials to achieve his or her educational potential. Because we serve a diverse student body, we know that providing the same programs and services for all students will neither provide students what they need to be college and career ready nor address the achievement/opportunity gap. Therefore, by considering equity when designing and evaluating academic programs for students, individual student needs will be met. Reynolds students are valued as individuals and we know that our sustained work as educators is required to eliminate systemic barriers to equitable outcomes for students. As a result, the literacy and math frameworks were created based on research-based practices.

Reynolds School District Literacy Framework

The Reynolds School District Pre-K – 12 Literacy framework outlines necessary components to establish and maintain a positive and timely trajectory for every student’s literacy development. The overarching goal for each and every student is to read and write at grade level or higher each academic year. A committee of literacy specialists made up of classroom teachers, Title I teachers, instructional coaches, ELA teachers and specialists and administrators met throughout the 2012-2015 school years to establish the framework. Study of the Common Core State Standards, Smarter Balanced Assessments, 21st Century Skills and research-based developmental progressions were instrumental in the creation of this framework. Throughout the creation of the framework, English Language Development specialists were consulted and practices beneficial to ELs were embedded.

Reynolds School District Math Framework

This Framework is the reflection of work done in the 2013-2015 school years by mathematics teachers in Reynolds responding to the demands of Common Core State Standards, Mathematical Practices, the introduction of Smarter Balanced Assessments, and our urgency to change the landscape of lagging results over time by our students in math. The framework is composed of sections based on guiding principles, carefully defined and inclusive of research-based practices as the foundation of the framework. Within each section are guidelines and direction for teachers developing a robust practice for teaching mathematics.




0not addressed

The LEA, in conjunction with school leadership, has described the process used to determine how the strategies to be implemented are evidence-based and align to the needs of

The LEA has described the process used to determine how the strategies to be implemented are evidence-based and align to the needs of the school.

The LEA has described the process used to determine how the strategies to be implemented are evidence-based but has not described alignment to the needs of the school.

The LEA has not describe a process to determine how the selected strategies are evidence-based.

28

the school.

[(10B) Enter response here. Describe the implementation of evidence-based strategies. See the evaluation rubric below for guidance.]

Priority 1: Literacy

Step 1: Hire an additional 1.0 FTE Instructional Coach.

Step 2: Hire a .5 office support person to support TEVAL.

Step 3: Admin. will meet with the Priority PLC targeting Literacy to design an action plan and establish criteria for evidence of effectiveness in order to meet our goal.

Step 4: Admin. will meet with the Instructional Coaches to design our comprehensive PD Cycle year-long schedule.

Step 5: Using ARC's Action 100, set targets for each PD cycle.

Step 6: Establish Integrated Literacy studio classrooms at each grade-level.

Priority 2: Math

Step 1: Hire an additional 1.0 FTE Instructional Coach.

Step 2: Hire .5 office support person to support TEVAL.

Step 3: Admin. will meet with the Priority PLC targeting math to design an action plan and establish criteria for evidence of effectiveness in order to meet our goal.

Step 4: Admin. will meet with the Instructional Coaches to design our comprehensive PD Cycle year-long

29

schedule.

Step 5: Working directly through RSD's Math Initiative, set targets for each PD cycle.

Step 6: Establish a math studio classroom at each grade-level.

Step 7: Working directly through RSD's Math Initiative, continue work with Teachers Development Group (TDG) to provide additional supports to classroom teachers.

Priority 3: Climate and Culture

Step 1: Contract with Trillium Family Service to hire a 1.0 FTE Skills Trainer to work with students in mental health crisis.

Step 2: Continue our contract with Resolutions Northwest to increase our capacity in implementing restorative practices.

Step 3: Contract with Safe and Civil Schools to provide us with PBIS training (3-year contract)

Step 4: Design a PD schedule to carry out culture and climate action steps.

Step 5: Schedule a 1-day planning meeting with SUN and IHAD to design an action plan around all parent engagement initiatives.




0not addressed

The LEA, in conjunction with school leadership, has described a plan to implement the selected strategies, supported by evidence of effectiveness.

The LEA has described a plan to implement the selected strategies, supported by evidence of effectiveness.

The LEA has not described a plan to implement the selected strategies or the implementation plan does not describe how the strategies are supported by evidence of effectiveness.

The LEA does not describe a strategy to implement.

30

(11) The LEA must describe how it will monitor each priority and focus school, that receives school improvement funds including by-

a) Establishing annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics; and,

b) Measuring progress on the leading indicators as defined in the final requirements.

[(11A) Enter response here. Describe the annual goals for improved student achievement. See the evaluation rubric below for guidance.]

Our CAP describes the steps we have taken to carry out our three priority goals for 2014-15. The three priorities have been the focus of our Leadership Team work throughout the year. In addition, Alder has had the added benefit of meeting four times per year with an ODE Student Support Team (SST) comprised of Leadership Team members, District Office representatives, the Leadership Coach and Regional Network Coordinator. By reviewing data pertinent to our three goals with the SST, we have established routines of measuring progress. Monitoring IRLA scores, which is updated daily, allows us to ODE also requires focus and priority schools to submit progress reports on leading indicators three times yearly. These HASD (How Are Schools Doing) reports enable us to evaluate our action steps in light of our data and make adjustments accordingly.

These progress monitoring routines will continue to be the focus of our work for the duration of the SIG. The CAP is continuously updated as we refine our interventions and continue to make progress toward higher student achievement.

Priority Goal 1 in LiteracyMaintain, and continue to refine, procedures that resulted in significant growth for certain demographic groups in literacy in 2013-14 -and will result in higher Reading achievement for all students in 2014-15 - through the effective implementation of the Reynolds School District Literacy Framework. In our HASD, this is goal 2 and is stated: Student achievement will increase in literacy by 60% as determined by the IRLA assessment.For the 2015-16 school year, student achievement will increase, as determined by IRLA to 70% by June 2016.

CAP references to our Literacy goal include: DSC1.4 Tasks 1, 3, 5; EE 2.1 Task 2, EE 2.2 Task 3, EE 2.6 Task 2; TL 4.3, Task 1, 2. TL 4.4 Task 1, and LDR 5.2, Task 2

Priority Goal 2 in MathEstablish systems for Math instruction that focus on CCSS and sound mathematical practices through the effective implementation of the Reynolds School District Math Framework. In our HASD, this is goal 3 and is stated: Student achievement will increase in math by 60% as measured on the district assessment by June 2015.For the 2015-16 school year, Math achievement, as determined by the STAR Math, will increase to 60% by June 2016.

CAP references to our priority goal in math include: DSC 1.4 :Task 5; EE 2.1, Task 1, 4; TL 4.3: Task 1, 2; TL 4.4: Task 2, 3; and LDR 5.2 Task 2.

In 2015-16 the district will adopt the STAR Math Assessment to be used as our measure of student

31

achievement. This assessment allows us to more-accurately measure growth by grade level than the district-designed tool we used in 2014-15. This will allow us to more accurately measure our students' progress and ultimate achievement.

Priority Goal 3 in Climate and CultureOur plan is to foster a climate of culturally responsive inclusion to significantly educe the number of office contacts for classroom disruptions and referrals for behavior from levels seen in previous years.

In our HASD, this is goal Number 1, and is stated: Student incidents classified as major will decrease by 25% by June 2015. Student behavioral incidents requiring intervention by administrator will decrease by 50% by June 2015.For the 2015-16 school year, student incidents classified as major will decrease by 20% by June 2016. Student behavior incidents requiring intervention by an administrator will decrease by 20% by June 2016.

CAP references to our priority goal in climate and culture include: DSC 1.1:Tasks 1, 5, 8, 19. 22. 23; DSC 1.4: Tasks 1, 3, 5.




0not addressed

The LEA, in collaboration with school leadership, has described annual goals based on reading and mathematics student data, as well as periodic check-in measures, to ensure improved achievement for students.

The LEA has described annual goals based on reading mathematics student data, as well as quarterly check-in measures, to ensure improved achievement for students.

The LEA has described annual goals to ensure improved achievement for students.

The LEA did not describe annual goals.

[(11B) Enter response here. Describe the strategies for monitoring progress. See the evaluation rubric below

32

for guidance.]

The following outlines how Alder will monitoring progress on priority goals.

Priority Goal in LiteracyAlder will continue using erring with IRLA/ENIL as a guide to monitor student progress in literacy. According to the Literacy Framework, teachers are expected to enter data into SchoolPace on a weekly basis for students who are classified as intensive, every two weeks for students who are classified as strategic, and at least every four weeks for students who are classified as benchmark.

Grade level teams will meet every three weeks to discuss IRLA/ENIL data according to a routine established in Action 100. Part of this process will include identifying a subgroup that the team wants to focus on. Additionally, the team will work on designing interventions that target the needs of our lowest students.

Teachers will also use the Six Traits writing rubric to score students' writing samples and monitor how they are progressing with the writing process. School-wide, we will continue to use RSD's Literacy Framework Implementation Checklist (See Appendix H in Alder Appendices) to identify professional development needs. Next year, we will use the Action 100 Framework and the checklists for each step to monitor our overall effectiveness of implementation.

Priority Goal in MathNext year, RSD will adopt STAR Math as an assessment and progress monitoring tool. STAR Math will provide teachers with data on how students are performing with the Common Core math standards. Additionally, teachers can use STAR Math to track and monitor how students are performing after receiving a targeted intervention. We will also continue our work on creating common formative assessments (CFAs) that focus on a particular math standard. Teachers will examine and analyze CFA data during grade-level PLCs to determine how students are performing. During this time teachers will develop interventions to support students who need additional support with a given math standard.

Priority Goal in Climate and CultureWe will continue using SWIS and Synergy to document discipline incidents. We will also continue our in-house database of RJI interactions. In addition, our Trillium Skills Trainer will be asked to use SWIS's ISIS system (Tier III behavior monitoring system) to ensure we have accurate and up-to-date Tier III intervention data for students to ensure we are meeting their needs, or referring for Special Education for behavior, when necessary.

The Alder Leadership Team is also committed to having a clearer, more consistent feedback loop with staff and families regarding the culture and climate of the school. We will begin sending more feedback surveys to staff and families in order to bring their voice to the forefront of our leadership conversations.




0not addressed

The LEA, in collaboration with school leadership, has described detailed periodic progress monitoring structures, strategies, and benchmarks to ensure

The LEA has described periodic progress monitoring structures, strategies, and benchmarks to ensure successful implementation of the final requirements of

The LEA has somewhat described monitoring structures and benchmarks to ensure successful implementation of the final requirements of the selected

The LEA did not described plans for monitoring progress.

33

successful implementation of the final requirements of the selected intervention.

the selected intervention.

intervention.

(12) The LEA must include a timeline delineating the steps it will take to implement the selected intervention in each school identified.

Timeline Action Step

2015

Summer 2015 Preparation

June 6, 2015 Announce receipt of SIG funding

June Hire 0-Gr 3 parent/family engagement specialist

June Post, screen, interview and hire instructional coach

June Tribes training for 5-6 staff members

June Contract with Trillium to hire skills trainer

June Contract with Resolutions NW to support RJ model

June Contract with Safe and Civil o provide PBIS training

June 28-July 3 Admin attend Model Schools training

July Coordination mtg. w/ SUN, IHAD, PFES, Admin

July 13 Summer School begins

July 22 Early Kindergarten Transition (EKT) begins

July 22-25 Mandatory EKT/Parent meetings

Year One Implementation (2015-2016 SY)

Aug 10-14 Tribes Training for 5-6 additional staff members

Aug 14 Hold initial parents meeting

Aug 15 Finalize 2015-16 calendar

Aug 15 Restorative Justice training for RJI

Aug 15 4-Hour Training for PLC Facilitators

Sept Back-to-School event

34

Sept Administer all pre-assessments

Sept Begin Data teams. Will be repeated every 3 weeks

Sept Begin early release PD, focusing on Climate and Culture

Oct Hold Oregon Report Card meeting. Share discipline data

Nov Parent/Teacher Conferences

Nov 2-6 CFEE (Coaching for Ed. Equity) Training for key staff

Nov 4-8 Bi-lingual staff attend conference (La Cosecha)

Dec Administer 1stinterim assessments; Writing, Math

2016

Feb 2016 Administer 2ndinterim assessments; Writing, Math

Feb 22-26 CFEE (Coaching for Ed. Equity) Training for key staff

Mar Finish TEVAL

Apr-May SBAC assessment window

Apr Spring Parent/Teacher Conferences

Apr Leadership team meets to plan SUN Summer School

May Administer 3rdinterim assessments; Writing, Math

June Post, screen, hire open positions for 2016-17

July-Aug Summer School, EKT

Year Two Implementation (2016-2017 SY)

Aug Leadership Team meets to finalize calendars



Sept Begin Admin


Sept Begin early release PD, focusing on Culture and Climate




35

2017


Mar Finish TEVAL







Year Three Implementation (2017-2018 SY)




Sept Begin Admin


Sept Begin early release PD, focusing on Culture and Climate




2018


Mar Finish TEVAL





36







0not addressed

The LEA, in collaboration with school leadership, has described a timeline that includes specific monitoring and review opportunities conducted by the LEA, opportunities for family and community stakeholder updates and review, and specific measures aligned to the final requirements of the selected intervention and the planned activities.

The LEA has described a timeline that includes monitoring opportunities conducted by the LEA and measures aligned to the final requirements of the selected intervention and the planned activities.

The LEA has described a timeline that includes monitoring opportunities and measures aligned to the planned activities.

The LEA has not described a timeline that supports the implementation of the selected intervention.

(13) The LEA must describe actions it has taken, or will take, to recruit, screen, and select external providers, if applicable, to ensure their quality, and regularly review and hold accountable such providers for their performance.

[(13A) Enter response here. Describe the actions taken to screen and select external providers. See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous process to select an external provider that includes an

The LEA has developed a rigorous process to select an external provider that includes an examination of provider's reform plans and strategies that are research based and match the LEA's and

The LEA has developed a process to select external providers.

The LEA does not describe a process to select external providers.

Score will not be given if not applicable and

37

examination of provider's reform plans and strategies that are research based and match the LEA's and school's capacity to implement.

school's capacity to implement.

will not count against the school’s overall score.

[13B) Enter response here. Describe the processes and timelines for review and accountability of external providers. See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership, has developed and communicated a plan to review regularly the external provider’s contract that holds accountable services and performance of the external provider.

The LEA has developed and communicated a plan to review regularly the external provider’s contract that holds accountable services and performance of the external provider.

The LEA has somewhat developed timelines or protocols for reviewing the external provider’s ongoing work with the school.

The LEA has not described timelines and protocols for monitoring the progress of the external provider.

Score will not be given if not applicable and will not count against the school’s overall score.

(14) An LEA must hold the charter school operator, CMO, EMO, or other external provider accountable for meeting these requirements, if applicable.

[(14) Enter response here. Describe accountability plans for external providers here. See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a plan to review regularly the external provider’s contract that holds accountable services

The LEA has developed a plan to review regularly the external provider’s contract that holds accountable services and performance, as well as protocols responding to if the external provider is not fulfilling their

The LEA has developed a plan to review the external provider’s contract that holds accountable services and performance.

The LEA did not describe plans for monitoring external providers.

Score will not be given if not applicable and will not count against the school’s overall

38

and performance, as well as protocols responding to if the external provider is not fulfilling their responsibility within the contract.

responsibility within the contract.

score.

(15) For an LEA that intends to use the first year of its School Improvement Grants award for planning and other pre-implementation activities for an eligible school, the LEA must include a description of the activities, the timeline for implementing those activities, and a description of how those activities will lead to successful implementation of the selected intervention. If the district selects the turnaround or transformation model for any of its 2014-15 SIG eligible schools, the district also must submit a letter from the union or association in support of the SIG requirements associated with the selected model (see Appendix B for a sample letter). [respond to 15A, 15B and 15C]

[(15A) Enter response here. Describe the activities, timeline, and description of implementation in the planning year (where applicable). See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership, has described a plan (including activities and timelines) to preserve current improvement efforts while supporting the pre-implementation and planning for the selected intervention.

The LEA has described an intent to preserve current improvement efforts while supporting the pre-implementation and planning for the selected intervention.

The LEA has described a plan to support the pre-implementation and planning for the selected intervention.

The LEA has selected a pre-implementation year, but does not include a plan or timeline.


[(15B) Enter response here. Describe how the newly hired Principal will be introduced and transitioned to the SIG plan. See the evaluation rubric below for guidance.]




0not addressed

The LEA has described structures, timelines and expectations for the newly hired

The LEA has described timelines for the newly hired Principal to review the SIG plan

The LEA has described timelines for the newly hired Principal to review the SIG plan

The LEA plans to rehire a turnaround Principal, but does not address the transition to SIG

39

Principal to review the SIG plan and the expectations communicated therein and has described a process for revising the SIG plan based on the newly hired Principal’s input, honoring the input from stakeholders as described in 2A & 2B.

described a process for revising the SIG plan based on the newly hired Principal’s input, honoring the input from stakeholders as described in 2A & 2B.

described. implementation.


[(15C) Acknowledge inclusion of the letter of support from the local teachers’ association.]

This letter has been secured and is attached to the submission email.




0not addressed

n / a The LEA has included a letter of support from the local teachers’ association in support of the SIG requirements associated with the selected intervention.

n / a No letter is included in the application.


(16) For an LEA eligible for services under subpart 1 or 2 of part B of title VI of the ESEA (Rural Education Assistance Program) that chooses to modify one element of the turnaround or transformation model, the LEA must describe how it will meet the intent and purpose of that element.

[(16) Enter response here. Describe the intent of the element being modified and a plan for meeting the intent. See the evaluation rubric below for guidance.]




0not addressed

The LEA has thoughtfully articulated the intent of the

The LEA has referenced the intent of the element it is choosing

The LEA described a plan to meet the intent of the element,

The LEA has not described a plan to meet the intent of the

40

element it is choosing to modify and has described a plan to meet the intent of the element, including specific goals / measures aligned to the element and timelines and protocols for adjusting implementation activities if / when those goals aren’t met.

to modify and has described a plan to meet the intent of the element, including specific goals / measures aligned to the modified element.

including specific goals / measures aligned to the modified element.

modified element.


(17) For an LEA that applies to implement an evidence-based, whole-school reform model in one or more eligible schools, the LEA must describe how it will

a. Implement a model with evidence of effectiveness that includes a sample population or setting similar to the population or setting of the school to be served; and

b. Partner with a strategy developer, as defined in the final SIG requirements.

[(17A) Enter response here. Describe implementation of an evidence-based, whole-school reform model with evidence of effectiveness that includes a sample population or setting similar to the population or setting of the school to be served. See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership, has selected a reform strategy aligned to the needs of the school (as determined by the needs assessment) as well as aligned to the population / setting of the selected school.

The LEA has selected a reform strategy aligned to the needs of the school as well as aligned to the population / setting of the selected school.

The LEA has selected a reform strategy aligned to the population / setting of the selected school.

The LEA has not selected a reform strategy aligned to the population / setting of the school.


[(17B) Enter response here. Describe the LEA partnership with a strategy developer. See the evaluation rubric below for guidance.]




0not addressed

41

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous process to evaluate and select a strategy-developer, ensuring the developer has the capacity and experience to implement the reform strategy and to meet the articulated achievement goals and final requirements.

The LEA has developed a rigorous process to evaluate and select a strategy-developer, ensuring the developer has the capacity and experience to implement the selected intervention and to meet the articulated achievement goals and final requirements.

The LEA has developed a process to select a strategy-developer, but has deferred evaluation of capacity and experience to implement the selected intervention and to meet the articulated achievement goals and final requirements to said developer.

The LEA has not selected a reform strategy aligned to the population / setting of the school.


(18) For an LEA that applies to implement the restart model in one or more eligible schools, the LEA must describe the rigorous review process (as described in the final requirements) it has conducted or will conduct of the charter school operator, CMO, or EMO that it has selected or will select to operate or manage the school or schools.

[(18) Enter response here. Describe the review process of the charter school operator, CMO, or EMO. See the evaluation rubric below for guidance.]




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous review process to select and monitor the operator selected that takes into account research-based strategies, performance, and continued evaluation and monitoring of implementation.

The LEA has developed a rigorous review process to select and monitor the operator selected that takes into account research-based strategies, performance, and continued evaluation and monitoring of implementation.

The LEA has developed a process to select or monitor operators of the school.

The LEA did not address a rigorous review process.


42

C. BUDGET: A district must include a that indicates the amount of school improvement funds the district will use each year in each 2014-15 SIG eligible school it commits to serve.

Budget for One or More Schools Implementing a Model on the First Day of the Upcoming School Year:[DISTRICT NAME] BUDGET

Year 1 Budget

Year 2 Budget(Full

implement-tation)

Year 3 Budget(Full

implemen-tation)

Year 4 Budget

(Sustain- ability

Activities)

Year 5 Budget

(Sustain-ability

Activities)Five-Year Total

Pre-implementa

tion

Year 1(Full

Implementation)

Alder Elementary School $476,191 $601,391 538,341 $22,500 $0 1,638,423

District-level Activities and/or indirect

81,921 - indirect+ District administrative incentives included in numbers above.

Total Budget $1,720,344

D. ASSURANCES: A district must include the following assurances in its application for a School Improvement Grant.

By submitting this application, the district assures that it will do the following (check each box):

Use its School Improvement Grant to implement fully and effectively an intervention in each Priority and Focus school, that the LEA commits to serve consistent with the final requirements;

Establish annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section III of the final requirements in order to monitor each Priority and Focus school that it serves with school improvement funds, and established goals (approved by the SEA) to hold accountable its Tier III schools that receive school improvement funds;

Report to the SEA the school-level data required under section III of the final requirements, including baseline data for the year prior to SIG implementation;

Ensure that each Priority and Focus school, that it commits to serve receives all of the State and local funds it would receive in the absence of the school improvement funds and that those resources are aligned with the interventions.

43

A complete application includes:

Completely fill out cover sheet with superintendent’s signature and school board chairperson’s signature.

Part A of application: Fill in the Schools to be Served table.

Part B of application:

Use the 34 Comprehensive Achievement Indicators within Indistar to provide the district and school a basis for the needs assessment.

For the Transformation and Turnaround Models only, submit a letter of support from the Superintendent regarding hiring a turnaround Principal (see Appendix C for an example).

Respond to Part B, numbers one through twelve.

Respond to Part B, numbers thirteen through eighteen where applicable.

Number 15C includes a letter of support from the Association regarding support for the SIG requirements.

Part C of application:

Fill in the District Budget table.

Submit a budget for each school by completing a separate SIG Budget Template for each school.

Part D: Check the assurance boxes.

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