Project Year 2 - SD Department of Educationdoe.sd.gov/oess/documents/1516-SIG-ToddCo.docx · Web...

School Improvement Grant

School Application

Section 1003(g) of theElementary and Secondary Education Act

U.S. Department of EducationWashington, D.C. 20202

OMB Number: 1810-0682

1April 2015

South Dakota Department of EducationMacKay Office Building, Title I Office

800 Governors DrivePierre, SD 57501

FY 2014School Improvement Grant (SIG)

School Cover Page

School Name: He Dog Elementary School Mailing Address: PO Box 260 Parmelee, SD 57566

X Priority School Focus School

School Principal: Jody Jackson

Grade Span: K-8

.Telephone:605-747-2438

Fax: 605-747-5168

Email Address: [email protected]

I assure that the information in this application is accurate and feasible. The school will use the School Improvement Grant (SIG) to fully and effectively implement an intervention.

X____Jody M Jackson________________________________________Signature of the School Principal

Date:

11/13/15

2April 2015

Grant Period Ends

June 30, 2020

Due Date

November 13, 2016

School Improvement GrantsSchool Level Section

Intervention Chosen:

Turnaround Restart Closure Transformation Evidence-based/Whole

School Reform

Early Learning

X – He Dog Elementary is a priority school

DESCRIPTIVE INFORMATION

o The school has conducted a needs analysis which has revealed the need for a school improvement grant.

WHO was involved with the analysis; WHAT data was analyzed; WHEN the data was analyzed; and WHAT were the outcomes yielded from the results? Describe how the outcome of the needs analysis is connected to the intent of the School Improvement Grant.

Last year’s principal, Roberta Bizardie, and newly appointed principal, Jody Jackson, and the leadership team from last year conducted the needs analysis. They met on June 6-7, 2016 to go over the acquired data. The team analyzed all four lenses of data – student achievement; family, culture and community engagement; professional learning; and programs and structures.

Outcomes: Using the SBAC scores, ELA proficient and advanced – 2014-15 - 8%, 2015-16 – 5%; Math Proficient and Advanced – 2014-15 – 6% and 2015-16 – 0%. As you can see, we have lost ground in both math and ELA. The district adopted a new ELA curriculum this year and have supported our teachers with some training, but we need more. Only 4 teachers utilized the new ELA training this year for our new curriculum. It was not mandated, so not everyone took advantage of this, so some teachers are behind the rest of the district in our ELA curriculum implementation. Our teachers do not have a good handle on the math curriculum either. We also use the MAPs assessment which is given 3 times per year to assess ELA and Math. We also use the DRA.

Our student attendance also dropped from 40% in 2014-15 to 24% in 2015-16. Our staff attendance this year is the lowest in the district at 78% for the month of October 2016. This has also gotten worse.

3/8 teachers made monthly contact with parents through a newsletter where 5/8 teachers did not consistently contact parents last year.

Our students, especially the younger grades, really struggled on the online assessments. The team feels it is their students lack of technology use.

According to our team analysis, behavior is not an issue at the school. Lack of effective instruction and student engagement are the main issues. The paraprofessionals as of last year, have not been involved with the professional development which makes for a disconnect with them in the classroom. The district has been implementing the Responsive Classroom, and we have been

3April 2015

attending the training. The training has not been fluid, because of staff absences. They were not expected to implement it last year, so we are behind the other district staff in its use. Only 50% of the teachers are holding morning meetings. Past administration did not require follow through with district initiatives. The district did add student contact time to our calendar this year, but if our staff is not using effective instruction, is this truly beneficial, or should the time be used for staff collaboration and training in effective instruction?

Our intent with the grant is to support our teachers learning how to be effective in their classroom: using strategies to help students learn by being engaging and growing in their learning. We may have to replace some of our staff if they are not on board. We need to set up a school environment where learning is taking place with both students and staff. A place where students want to come, because they are excited about their learning plans.

Demographics 2016-17

31 students on IEP’s 22.5%Economically Disadvantaged 136 students 98.6%Race American Indian – 134

students - 97. %Hispanic – 3 students – 2.2%

Gender Female – 62 students – 44.9% Male – 76 students – 55.1%Limited English Proficiency 3 students 2.2%

Grades Kindergarten 34 students1st Grade 16 students2nd Grade 18 students3rd Grade 22 students4th Grade 13 students5th Grade 13 students6th Grade 13 students7th Grade 5 students8th Grade 4 students

Mobility Rate 35 students moved within the calendar year last year.

26.32%

Grades 6- 8 were just added to He Dog Elementary this year.

He Dog Elementary has 9 certified teachers and 1 Exception Ed teacher; 6 paraprofessionals and 1 Exceptional Ed paraprofessional. The principal is new this year.

SBAC 2014-15All Groups

8% Proficient and Advanced - ELA

6% Proficient and Advanced - Math

SBAC 2015-16All Groups

5% Proficient and Advanced - ELA

0% Proficient and Advanced - Math

Loss of Growth in Levels 3 & 4 Overall

3 % decrease 6% decrease

Individual Growth – ELA – 2015-16

29 students 17.24% growth on any level

Individual Growth – Math – 2015-16

29 students 13.79% growth on any level

4April 2015

100% of He Dog Elementary students took the 2015-16 SBAC assessment. As you can see, we lost ground in the proficient and advanced range in the last 2 years. The percentage of growth that students made in any level was below 17% in both ELA and Math. This is not acceptable to the current administration. 100% of students should be making some growth in both areas.

SD State Report Card 2015-16 He DogAttendance 80.23% 29.13%ELA Growth 56.93% 17.24%ELA Math 51.02% 13.79%

As you can see, the students of He Dog Elementary are considerably lower than our state level.

Attendance2014-15 40%2015-16 29.13%

As you can see, we lost considerable ground on attendance last year. We need to transform our school into one where students and staff want to be here. We need to transform this school into a safe place where learning takes place for all.

SBAC Assessment Feedback

2015-16

ELA Grade 3 Level 1 – 9 studentsLevel 2 – 4 studentsLevel 3 – 0 studentsLevel 4 – 0 students

Grade 4 Level 1 – 11 studentsLevel 2 – 1 studentLevel 3 – 1 studentLevel 4 – 0 students

Grade 5 Level 1 – 20 studentsLevel 2 – 1 studentLevel 3 – 1 studentLevel 4 – 0 students

Math Grade 3 Level 1 – 10 studentsLevel 2 – 3 studentsLevel 3 – 0 studentsLevel 4 – 0 students

Grade 4 Level 1 – 12 studentsLevel 2 – 3 studentsLevel 3 – 0 studentsLevel 4 – 0 students

Grade 5 Level 1 – 20 studentsLevel 2 – 0 studentsLevel 3 – 0 studentsLevel 4 – 0 students

As you can see from the table above, the majority of our students test in the lowest level in the assessment. We need to put our resources into effective instruction and student engagement and achievement. Our school is in a state of emergency. We need to make drastic changes in our classrooms to help our students achieve.

5April 2015

o Describe actions it has taken, or will take, to design and implement interventions consistent with the final requirements. Check the intervention model below and answer the questions that follow pertaining to the intervention model chosen for this priority/focus school.

*************************************************************************************

The Turnaround Model Section I.A.2(a)

a. Describe the process the district will use to replace the principal and the operational flexibility the new principal will be given. [Section I.A.2(a)(i)] When will the contract with the current principal end? What criteria will be used in selecting a new principal? What is the process that will be used to select the new principal? Who will be involved in the decision making? When will the process take place? If the principal has been replaced recently, describe the

circumstances and process. How will the principal be included in staffing, calendars/time, and budgeting? How will this flexibility help the new principal implement fully a comprehensive approach in

order to substantially improve student achievement outcomes and increase high school graduation rates?

b. Describe the process the district will use to replace staff and refresh the teacher pool for this school. [Section I.A.2(a)(ii)] What locally adopted competencies will be used to measure the effectiveness of staff who can

work within the turnaround environment? What is the district’s definition of “staff”? Does this include both teachers and

paraprofessionals? How will the district screen all existing staff?

What is the process for determining which staff remains in the school? No more than 50 percent of existing staff can be rehired. What is the current pool of teachers and paraprofessionals? Determine the 50% threshold of staff in each category that can be rehired.

How will new staff be selected? Describe criteria used to determine the most effective staff. Describe criteria used in selecting/hiring effective staff.

c. What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school? [Section I.A.2(a)(ii)] (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions.)

d. How will the district provide staff ongoing, high-quality, job-embedded professional development?

6April 2015

List resources available to new staff. Will there be a mentoring program or literacy and/or math coaches available? How will the school ensure that the professional development is aligned with the school’s

comprehensive instructional program? How will the school ensure that the professional development is designed with school staff to

ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies?

e. Describe the new governance structure that will be adopted for this school. The structure may include, but is not limited to, requiring the school to report to a new

“turnaround office” in the district, hire a “turnaround leader” who reports directly to the Superintendent.

What changes in decision-making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) will be provided to the school?

What changes in operational practices will be made?

f. Describe how an instructional program will be determined and designed.o What data will be used to identify the instructional program to be used? How will it be

used?o How will the school ensure that the instructional program is research-based?o How will vertical alignment from one grade to the next be determined and ensured?o How will the school ensure alignment with academic standards?

g. Describe the process the school will use to promote the continuous use of student data.o Indicate the use of student data such as from formative, interim, and summative

assessments.o How will student data be used to inform and differentiate instruction in order to meet the

academic needs of individual students?

h. Describe how the school will increase learning time. o Indicate how learning time will be increased such as using a longer school day, week, or year

schedule. o Describe the current learning time and the amount of time to be added to significantly

increase the total number of school hours.o Indicate what the additional time will be used for (a) instruction in core academic subjects,

(b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, and/or (c) teachers to collaborate, plan, and engage in professional development within and across grades and subjects.

o If extended learning time also includes a before- or after-school instructional program, indicate how the program will be available to all students in the school and provided at a time when most students would be able to participate.

i. How will the school provide appropriate social-emotional and community-oriented services and supports for students?

7April 2015

o Describe how the needs of students in this school were analyzed to determine which social-emotional and community-oriented services will be appropriate and useful under the circumstances.

o Indicate services offered to students such as: include health, nutrition, or social services that may be provided in partnership with local service providers.

o Indicate other services that may be offered such as a family literacy program for parents who need to improve their literacy skills in order to support their children’s learning.

*************************************************************************************

The Restart ModelSection I.A.2(b)

a. Describe the rigorous review process the district undertook to select a partner to restart the school. Are there qualified charter management organizations (CMOs) or education management

organizations (EMOs) willing to partner with the district to start a new school (or convert an existing school) in this location? Describe possible partnerships.

How will the new school operation result in acceptable student growth for the student population to be served?

How will support be provided to staff that are reassigned to other schools as a result of the restart?

What performance expectations will be contractually specified for the restart partner? Is the LEA prepared to terminate the contract if performance expectations are not met?

b. How will the district ensure that the new school will enroll, within the grades it serves, any former student who wishes to attend the school?

c. How will funds from this grant be used to support the restart model?

*************************************************************************************

School Closure ModelSection I.A.2(c)

a. Describe the process the district used to determine to close this school. How were decisions based on data? How is this transparent to the school and local

community? What is the impact of school closure to the school’s neighborhood, enrollment area, or

community? How does school closure fit within the LEA’s overall reform efforts?

b. Which higher-achieving schools have been identified that have the capacity to receive students from this school?o Indicate that these schools are in close proximity of the school to be closed.o How will the students and their families be supported by the LEA through the re-enrollment

process?

8April 2015

o How will the receiving schools be staffed with quality staff to accommodate the increase in students?

o How will the LEA track student progress in the recipient schools?

*************************************************************************************

X The Transformation ModelSection I.A.2(d)

Developing and increasing teacher and school leader effectiveness. [Section I.A.2(d)(1)]a. Describe the process the district will use to replace the principal. [Section I.A.2(d)(1)(i)(A)]

When will the contract with the current principal end?o The principal was replaced as of July 1, 2016. Jody Jackson replaced Roberta

Bizardie as the new principal of He Dog Elementary. What criteria will be used in selecting a new principal?

o In the past Spring Creek Elementary and He Dog Elementary shared one principal. Last year, the BOE decided that each site needed their own principal. Jody was interviewed in February and notified late spring 2016 that she would be the new principal. Jody was an instructional coach in the district previously. Her background in instruction should be beneficial in transforming teacher efficacy in this school.

What is the process that will be used to select the new principal? o Interviews were held in February 2016.

Who will be involved in the decision making?o The interview team was the superintendent, assistant principal from Todd County

Elementary, the current principal of He Dog Elementary, and two staff members from He Dog Elementary.

When will the process take place? If the principal has been replaced recently, describe the circumstances and process.

oHe Dog and Spring Creek up to last year shared one administrator. The BOE decided to allow each school to have their own administrator. Jody was interviewed in February, and was notified late spring that she would be the new principal. Her contract started July 1, 2016, although she did participate with the team on June 6-7. The interview team was the superintendent, asst. principal from elementary, current principal, and two staff members from He Dog. Jody was the instructional coach here three years ago as well as Spring Creek.

b. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments. [Section I.A.2(d)(1)(i)(B)]

How will data on student growth be a significant factor in the evaluation system?oStudent growth will be the number one significant factor in the evaluation

system. 12 walk-throughs will be conducted each semester with each teacher starting this school year. The SST will be working with the principal to help with descriptive feedback from the walk-through data. The feedback will be based on the instructional strategies that the teachers will be learning through

9April 2015

proposed instructional coach(es) work starting next year. This year, the feedback will highlight what instructional strategies are being used right now. We need to establish some base-line data to see where teachers are in their learning curves. Due to the past administration allowing teachers to do “their own thing” in the classroom without any clear direction, we have to know where to start, and work with staff on the changes necessary in their instruction in order to help with student achievement and engagement.

What other factors will be used (multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduations rates)?

oThe district uses the MAP’s assessment three times per year as well as DRA data. We will use this as well as the SBAC data to help monitor student growth. The instructional coach(es) will work with teachers in the areas of ELA and Math to effectively teach the curriculum in both these areas. Along with this, they will work with staff to use daily, weekly, monthly formative assessments in order to help students reach their goals. Goal setting will also be a huge part of the work. Teachers setting goals for themselves as well as individual students. The walk-through data gathered will be used to help support the individual staff members with their own growth – learning effective instruction.

How will the school define student growth in accordance with definitions related to this notice (the change in achievement for an individual student between two or more points in time)? Define the indicator (assessment) the school will be using to determine growth.

oWe will be using the growth report from our MAP’s assessment which is given 3 times per year as well as the state-mandated SBAC growth indicator which is given yearly.

Are the evaluation systems designed and developed with teacher and principal involvement?

oThe Danielson model is the evaluation system used by the district, as directed by the state. Principals as district-mandated, are to conduct 12 teacher walk-throughs per semester. The principals decided what the walk-through data would look like at one of their first administrative meetings in August. They will emphasize the implementation of the new ELA curriculum as well as Math Investigations. Todd County has an active teacher’s union which is active in the evaluation system process.

c. Describe how the school will reward school leaders, teachers, and other staff who have increased student achievement and high school graduation rates and identify and remove those who have not done so. [Section I.A.2(d)(1)(i)(C)]

How will the district identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates?o We do not know at this time how the district will reward school leaders, teachers and

other staff who have increased student achievement. It will need to be a discussion we have this planning year with the superintendent and union representative, but we would like to set aside $15,000/year to reward staff including the administrator to continue their education in a state university master’s or doctoral program. We will pay

10April 2015

a stipend of time for staff to attend classes. Each graduate credit is approximately $360. We will use this pool of money to help teachers advance their degree work. This will hopefully support the adults in our building being a role model with life-long learning, and work on betterment of their profession.

How will the district identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so? If teachers are under 3 years, they can be non-renewed. (Teachers who do not achieve a Meets Expectations or Exceeds Expectations rating on their SLO or who are deemed Unsatisfactory on any of the Domains of Teacher Effectiveness will set professional practice goals for the following school year. If these goals continue to be unmet the teacher will be placed on a plan of improvement and possible termination. Teachers set their SLO based on the school rigorous goal of 1.5 grade levels growth for all students as measured by the NWEA MAPS assessment. This assessment is given three times throughout the school year – beginning, middle and end. In addition, teachers can self-select additional assessments they believe to better support their SLO.) Teachers who have been with the district beyond 3 years, will be put on a plan of assistance. If they do not meet their goals on the plan, they will be recommended for termination.

d. Describe how the district will provide staff ongoing, high-quality, job-embedded professional development. [Section I.A.2(d)(1)(i)(D)]

How will the district provide staff ongoing, high-quality, job-embedded professional development (subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school, or differentiated instruction)?

oThe district and BOE have approved additional days this year for the work on curriculum mainly ELA curriculum. The superintendent and calendar committee are working currently on next year’s teacher calendar. They are looking at a possible two-hour late start once per week to help build in staff collaboration time to work on what is needed at the building level. The district knows that by adding time to the student contact day that the time for staff collaboration needs to be dealt with. The district also funds 8 hours per certified staff per year additional time for administrators to meet with them before or after school. The district funds additional days of Responsive Classroom training throughout the year. This year they also funded Dr. Cesar Cruz to do some work with the students and staff.

List resources available to new staff. oThe district is doing one, 2-hour training per month at the district level for new

teachers for a total of 18 hours. New teachers can also be a part of the state mentoring program. Responsive Classroom training separates new teachers from veterans during their initial training, so they do not miss the early components of this program. Our district also provides a mentor for every new teacher to the district which allows 18 hours to do this work.

Will there be a mentoring program or literacy and/or math coaches available?oThe district is planning on continuing the new teacher monthly training at the

district level which is 18 hours per year of training. They will also leave the option for new staff to be a part of the state mentorship program, and it will be advertised to them. We are planning on hiring one full time instructional coach, but if we

11April 2015

cannot find anyone, we plan on contracting with Technology and Innovation in Education (TIE) for 60 days of coaches work for effective teaching in ELA and Math.

How will the school ensure that the professional development is aligned with the school’s comprehensive instructional program?

oEverything we do for staff training will have an emphasis on teacher effectiveness and student achievement and engagement. With this grant, the built in collaboration time for administrators and staff to meet twice per month at two hours on each occurrence, we can maintain our focus by having consistent training and collaboration. We will also use this time to learn formative assessment methods and how to use the data to inform our instruction on a daily basis.

How will the school ensure that the professional development is designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies?

As stated above, we will be meeting on a bimonthly basis in order to maintain consistent collaboration and training. We will be doing a book study on 5 Levers to Improvement in Learning, by Tony Frontier and James Rickabaugh, and How to Create a Culture of Achievement in Your School and Classroom, by Douglas Fisher, Nancy Frey and Ian Pumpian. We are going to a model schools approach which will include visits to other model schools. ASCD has a symposium for the model schools which will help us locate these model schools. The school staff at He Dog have been allowed for so long to teach in isolation without little or no support, it is this administration’s feeling that the staff needs to observe some effective schools. What do these teachers look like, act like? What are their students expectations and their own expectations of self? The principal wants to hire for 2017-18, an instructional coach/intervention leader. If she cannot find a person for this position, she will contract with TIE to do the work. They will work with Jody to coach all staff including paraprofessionals in effective teaching and engagement. Math curriculum is being reviewed this year. We will spend time on truly implementing the ELA curriculum. Studying the videos, reading the material, planning their lessons. CCC, the new ELA curriculum, also offers classes which the Curriculum Director is working to get some of these approved for the entire district.

e. Describe how the district will implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school? [Section I.A.2(d)(1)(i)(E)]

What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the transformation school? [Section I.A.2(a)(ii)] (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions).

The district goes to several job fairs to help recruit teachers for Todd County. We will look at opportunities to pay teachers stipends to further their education through a graduate level as an incentive to stay as well as model life-long learning through this grant. The district provides staff housing. Through all of the training and staff collaboration time built in, we are hoping to transform this school into a safe place where both teachers and students are learning side by

12April 2015

side. A place where everyone wants to work. If the district approves the 2 hour late start monthly, that will also help with collaboration work.

Comprehensive instructional reform strategiesf. Describe how an instructional program will be determined and designed. [Section I.A.2(d)(2)(i)

(A)

o What data will be used to identify the instructional program to be used? How will it be used?o The district approved, and we are using a new ELA curriculum, and math is being

reviewed this year. We are currently using Investigation in Number, Data and Space Math, but we know that we also need to use some time to implement basic math along with problem solving. Our school is small, so there is only one classroom per grade level. All staff will be involved with the instructional meetings that we will be conducted every other week. We will be doing book studies on the 5 Levers to Improvement in Learning, and How to Create a Culture of Achievement in Your School and Classroom. We will be using the model school approach for our school transformation.

o How will the school ensure that the instructional program is research-based?oThe Model School approach is a research-based program, also called the whole-child

approach. This changes the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long-term development and success of children. He Dog needs to not only transform the school, but the community where it becomes one where learning is valued, and the children are safe and supported in their learning both at school and at home.

oMath Investigations is a focused, coherent, and rigorous K-5 mathematics curriculum. Fully aligned to the content and practice standards of the Common Core State Standards (CCSS), deep and careful attention is paid to mathematics content and to student thinking and understanding. Making sense of mathematics is the heart of the work, for students and teachers. The culmination of over 25 years of research and development aimed at improving the teaching and learning of elementary mathematics, and continues to be based on the work of real teachers and students.

oMaking Meaning, Empowering Writers, Being a Writer, and Being a Reader is the new ELA curriculum being implemented this year. The Making Meaning program teaches students comprehension strategies through read-alouds, guided and independent strategy practice, and Individualized Daily Reading. It draws on two decades of research in the areas of writing, motivation, and learning theory as well as social and ethical development as they developed the Being a Writer program. The program is based on current research findings including those of the National Council of Teachers of English, Richard Allington, and Donald Graves.

o How will vertical alignment from one grade to the next be determined and ensured?

13April 2015

oWe are planning on meeting 4 hours per month (2 times/month/2 hours each) regarding our instructional strategies and work on student engagement as well as implementing with fidelity our ELA and math curriculum. Every grade level will be involved with this work as a collaborative team, so those vertical alignment conversations will take place.

o How will the school ensure alignment with academic standards?o The district approved and we are using a new ELA curriculum, and math is being

reviewed this year. Our school is small, so there is only one classroom per grade level. All staff will be involved with the instructional meetings that we will be conducting twice per month. Included with these meeting will be work at looking at specific state standards as well as writing effective SLO’s.

g. Describe the process the school will use to promote the continuous use of student data. [Section I.A.2(d)(2)(i)(B)]

o Indicate the use of student data such as from formative, interim, and summative assessments.

oThe district uses the MAP’s assessment which we administer 3 times per year. We have data from 2015-16 to compare with. We participate in the state pilot of the Systemic Collaborative Process where our leadership team looks at data on a monthly basis. Our SST helps us with this work. We also received technology support from TIE last year in the utilization of a template to reflect our work (Systemic Collaborative Process). We also look at the state-mandated SBAC results on a yearly basis during our data retreat in June. We will work with our instructional coach to learn about more formative assessment tools to make sure we are assessing our students daily to help ensure their achievement.

o How will student data be used to inform and differentiate instruction in order to meet the academic needs of individual students?

oWe have developed a data calendar to show each month and what data we will be looking at. In the Systemic Collaborative Process, we have a tab called data processes where we list the assessment tool, sum the data, pose questions around the data, individually reflect on the data and then come up with a focus around the data. Do we continue what we are doing with no changes? Make some changes? Discontinue the practice? Etc. We also have our data calendar in this location. We will work with our instructional coach to learn about more formative assessment tools to make sure we are assessing our students daily to help ensure their achievement. We will be using some of our collaborative time to do the data work. This along with the data calendar we will ensure that it is happening.

o Who is involved with the data review process and how often will data be reviewed?oWe have developed a data calendar to show each month and what data we will

be looking at. In the Systemic Collaborative Process, we have a tab called data processes where we list the assessment tool, sum the data, pose questions around the data, individually reflect on the data and then come up with a focus around the data. Do we continue what we are doing with no changes? Make some changes? Discontinue the practice? Etc. We also have our data calendar

14April 2015

in this location. Our leadership team will do the initial data reviews, and they will relay the information down to the rest of the staff.

Increasing learning time and creating community-oriented schoolsh. Describe how the school will increase learning time. [Section I.A.2(d)(3)(i)(A)]

o Indicate how learning time will be increased such as using a longer school day, week, or year schedule. o The district added time to the student day in the amount of 175 minutes more per

week. 90 minutes of reading, 45 minutes of writing, and 90 minutes for math are set aside in blocks. With the approval of the grant, we will be adding 4 hours per month of training and collaboration time to the staff work schedule. We plan on starting an afterschool program next year with project-based learning with the focus on writing. We will utilize 3 staff with at least one being certified. Our activity bus currently leaves at 5:00, but we want to change that to 5:30 to include the afterschool group.

o Describe the current learning time and the amount of time to be added to significantly increase the total number of school hours. o 175 minutes more per week has been added to student contact time starting this school

year. We are planning on adding afterschool time until 5:30 when the students can catch the activity bus.

o Indicate what the additional time will be used for (a) instruction in core academic subjects, (b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, and/or (c) teachers to collaborate, plan, and engage in professional development within and across grades and subjects. o Afterschool time will include tutoring and project-based learning. With the extra

student contact time during the school day, we have made blocks of time for math, writing and reading.

o If extended learning time also includes a before- or after-school instructional program, indicate how the program will be available to all students in the school and provided at a time when most students would be able to participate. o Our students ride the bus to attend school, and we will allow all students to return

home on the activity bus, so they can participate in the afterschool program.

i. Describe how the school will provide appropriate social-emotional and community-oriented services and supports for students? [Section I.A.2(d)(3)(i)(B)]

o Describe how the needs of students in this school were analyzed to determine which social-emotional and community-oriented services will be appropriate and useful under the circumstances. o 98.6% of our students participate in the Free & Reduced Lunch program. 97.1% of our

students are American Indian. o Indicate services offered to students such as: include health, nutrition, or social services that

may be provided in partnership with local service providers.

15April 2015

o We have not done a good job of communication with the tribe up to this point. We will initiate this conversation to see what resources they might have that our families and students could benefit from. This is an area our students would definitely benefit from. The district has struggled to hire counselors who specialize in the emotional needs of our children. We will contact Indian Health Services to see what resources that might have available for our school community. We would like to include them on some of our family engagement nights.

o Indicate other services that may be offered such as a family literacy program for parents who need to improve their literacy skills in order to support their children’s learning. o Up to this point our activities have included themes to make our parents

comfortable about attending these events. Consistent sporting events draws community -Family nights/activities: Welcome back cookout, Mathoween, Veterans' Day, Show of Trees/ornament decoration with families, Christmas Program, Spring Concert, and our Wacipi. We need to continue making our school welcome to families and community members, but we need to start educating them about our instructional goals and activities with our students. We want to switch our family engagement nights to achievement based or cultural based. We currently have one family engagement night per month, but we want to change the direction to be based on one of our pillars. We need to set up reasonable systems to contact parents. We are utilizing Facebook at this time for parent information.

o We need to have a full time Lakota studies person to include coaching the teachers on instructing the Oceti Sakowin Standards, and language acquisition. Have the class on Saturdays and one day during the week where teachers are coached right along with the students. This will be supported by our district. This will help provide students and families with a sense of ownership in the school community.

o Starting a reading Oasis for the school that will also be open one time per week to community members. This will include a computer lab. It will be staffed by a certified person. We share a counselor with Spring Creek. She also has a case load in Special Education. The counselor has been covering topics within the classroom such as lice, bus safety, etc. She sees students individually as needed. The team would like to see counseling groups such as anger classes, separation classes, grief classes.

Providing operational flexibility and sustained supportj. Describe the operational flexibility that will be given to this school. [Section I.A.2(d)(4)(i)(A)]

o What changes in decision-making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) will be provided to the school?

o The principal has been given whatever monies she has asked for, but at this time she has not had a budget to plan for. We hope to have this change. Our SST discussed this with our TA, and he is going to talk to the superintendent and business manager about setting up a budget just for He Dog Elementary that includes Title I money from the district, general education allocation, and the SIG monies. This will help the administrator with her focus, so she can budget accordingly for the work.

16April 2015

o What changes in operational practices will be made?o We will be addressing our staff attendance. It is the poorest in the district. We believe

that putting time and training into our staff and the time collaborating, the attendance will improve. We believe the same will happen with our students. We need to actively engage our students and families in the learning. All staff will be accountable for the learning in the school. Students will be accountable for their goals.

o How will these changes lead to substantial improvement in student achievement outcomes and increase high school graduation rates?

o Our school and community will transform into a safe place for learning where our students are given a fair chance at life with teaching them how to read, write and do problem solving and computing. We need to start thinking on behalf of our children. We have let them down, and it is time to make it right. All of our efforts and resources will be to benefit the learning of our children.

k. Describe the ongoing, intensive technical assistance and related support that will be provided to the school. [Section I.A.2(d)(4)(i)(B)]

o Who will provide the assistance (the LEA, the SEA, or a designated external lead partner organization)?o If we are able to hire an instructional coach, they will be with us every day, full-time. If

we are not able to find the appropriate person for this, we will contract with TIE (Technology & Innovation in Education) for 60 days each year of the full implementation of the grant to hire instructional coaches to work with our staff. Our district is provided with an SST and TA. Our SST has 160 hours per year to provide assistance to our work. They will be instrumental in helping our leadership team and our data work. Technical assistance will be provided by TIE. This consultant will monitor grant activities as well as communicate with the principal on a monthly basis. The consultant will monitor timelines, data analysis, student achievement, professional development and all activities associated with the SIG 1003(g) grant. This consultant will communicate monthly with the SST and TA.

o What kind of support will be provided and how often?o Full time instructional coach – every day coaching. Will work with every staff member

at least once per week. If TIE coaches – 60 days per year for all staff. TIE external provider – 1 day per month. SST will provide 160 hours per year as directed by the DOE. TA as directed by DOE. District support in professional learning throughout each school year.

*************************************************************************************

The Evidence Based/Whole School Reform ModelSection I.A.3

17April 2015

a. Name the Whole School Reform model, approved by the US Department of Education, that was chosen.

Approved models can be found on the US Department of Education website: http://www2.ed.gov/programs/sif/sigevidencebased/index.html

b. Describe how the sample population of the chosen Whole School Reform model is similar to the school being served.

c. By choosing this model the school assures that the model developer chosen will: 1) Improve student academic achievement or attainment;2) Be Implemented for all students in a school; and3) Address, at a minimum and in a comprehensive and coordinated manner, each of

the following: School leadership; Teaching and learning in at least one full academic content area (including

professional learning for educators); Student non-academic support; and Family and community engagement

*************************************************************************************

The Early Learning Model

a. Describe how the full day kindergarten will be offered.b. Describe how a high quality preschool program will be established or expandedc. Describe how educators will be provided joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.d. Describe the process the district will use to replace the principal. [SectionI.A.2(d)(1)(i)(A)]

When will the contract with the current principal end? What criteria will be used in selecting a new principal? What is the process that will be used to select the new principal? Who will be involved in the decision making? When will the process take place? If the principal has been replaced recently, describe the

circumstances and process.

e. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments. [Section I.A.2(d)(1)(i)(B)]

How will data on student growth be a significant factor in the evaluation system?

18April 2015

What other factors will be used (multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduations rates)? How will the school define student growth in accordance with definitions related to this notice (the change in achievement for an individual student between two or more points in time)? Define the indicator (assessment) the school will be using to determine growth. Are the evaluation systems designed and developed with teacher and principal involvement?

f. Describe how the school will use the teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who have increased student achievement and identify and remove those who have not done so. [Section I.A.2(d)(1)(i)(C)]

How will the district identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement? How will the district identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so?

g. Describe how the district will implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school? [Section I.A.2(d)(1)(i)(E)]

What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the transformation school? [Section I.A.2(a)(ii)] (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions).

h. Describe how an instructional program will be determined and designed. [Section I.A.2(d)(2)(i)(A)]

o What data will be used to identify the instructional program to be used? How will it be used?o How will the school ensure that the instructional program is research-based?oHow will vertical alignment from one grade to the next be determined and ensured?oHow will the school ensure alignment with early learning and development standards along

with academic standards?oHow will the school promote the full range of academic content across domains of

development, including math and science, language and literacy, social emotional skills, self-regulation, and executive functions?

i. Describe the process the school will use to promote the continuous use of student data. [Section I.A.2(d)(2)(i)(B)]

o Indicate the use of student data such as from formative, interim, and summative assessments.

19April 2015

oHow will student data be used to inform and differentiate instruction in order to meet the academic needs of individual students?

oWho is involved with the data review process and how often will data be reviewed?

j. Describe how the district will provide staff ongoing, high-quality, job-embedded professional development. [Section I.A.2(d)(1)(i)(D)]

How will the district provide staff ongoing, high-quality, job-embedded professional development (subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school, or differentiated instruction)?

List resources available to new staff. Will there be a mentoring program or literacy and/or math coaches available? How will the school ensure that the professional development is aligned with the school’s

comprehensive instructional program? How will the school ensure that the professional development is designed with school staff

to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies?

*************************************************************************************o Describe the strategies used or will be used to increase the involvement and

contributions of parents and community partners in supporting classroom instruction and increase student achievement. [Section I.A.4(a)(8)] Examples mechanisms to support family and community engagement could include establishing an organized parent group, holding public meetings to review school performance and develop school improvement plans, using surveys to gauge parent and community satisfaction and support, implementing complaint procedures for families, parent education classes, and coordinating with local social and health service providers to help meet family’s needs.

o We need to continue making our school welcome to families and community members, but we need to start educating them about our instructional goals and activities with our students. We want to switch our family engagement nights to achievement based or cultural based. We currently have one family engagement night per month, but we want to change the direction to be based on one of our pillars. We need to set up reasonable systems to contact parents. We are utilizing Facebook at this time for parent information. When meeting with parents, we should look at having the meetings at a central location in Parmelee, so parents don’t have to miss due to lack of transportation. We have not done a good job of communication with the tribe up to this point. We will initiate this conversation to see what resources they might have that our families and students could benefit from. This is an area our students would definitely benefit from. The district has struggled to hire counselors who specialize in the emotional needs of our children. We will contact Indian Health Services to see what resources that might have available for our school community. We would like to include them on some of our family engagement nights.

20April 2015

o Describe the timeline that addresses the steps the school will take for the appropriate activities within the chosen model. Indicate major events, benchmarks, and budget for this school over the grant award period.

Year 1 Year 2 Year 3 Year 4All certified staff and paraprofessionals will start meeting 2 times/month at 2 hrs./session. We will complete the 5 Levels book study. We need to start working on a growth mindset for all staff and students.

All certified staff and paraprofessionals will meet 2 times/month at 2 hrs./session.



Technical Support will be contracted with and start meeting with the Principal, SST, and TA on a monthly basis.

Technical Support will meet with the Principal, SST, and TA on a monthly basis.



Leadership team, principal, SST, and Technical Support will start planning the next 3 full years of implementation.

Instructional coach will be advertised and hired or contract with TIE will be done. The coaching work will commence. All certified staff and paraprofessionals will be worked with.

The instructional coaching work will continue. All certified staff and paraprofessionals will be worked with.

The instructional coaching work will continue. All certified staff and paraprofessionals will be worked with

Leadership team will organize the afterschool program including the Oasis night (where the families can have access to computers).

Afterschool program will take place Monday – Thursday from 4:00-5:30 PM at the school. Our emphasis will be on project-based learning. Oasis will occur one night per week for families.



The team will meet in May to make any necessary changes and prepare for the 1st year of implementation.

Book Study on Culture will occur.The team will meet in May to make any necessary changes and prepare for the 2nd year of implementation.

The team will meet in May to make any necessary changes and prepare for the 3rd year of implementation.

The team will meet in May to make any necessary changes and prepare for the sustainability of our work.

Non-renewals will be Staff that needs to be put Staff that do not meet

21April 2015

done with ineffective staff that are hourly or under 3 years for certified staff.

on a plan will occur. goals on plan will be terminated.

o List the reading and math annual goals for this priority/focus school. Schools must use the goals created as part of the priority/focus school process in SD LEAP. Schools may copy and paste the goals for both math and reading into this question. (Each school must have a reading and math annual goal, which must be measurable and specify the indicator (district assessment for 2014-15, Smarter Balanced Assessment for 2015-16 through 2019-20) that will be used during each of the grant years.)

o Reading Goal – All students who maintain 90% or greater average daily attendance will meet or exceed their individual MPG/MAP reading growth goals.

o Math Goal – All students who maintain 90% or greater average daily attendance will meet or exceed their individual MPG/MAP math growth goals.

o We will plan on revisiting these goals at the end of the planning year, so we can have goals that include a growth goal for all students.

o Give an overview of the interventions/strategies the school will be implementing with the SIG funds? What personnel, travel, equipment, supplies, contractual, and professional development will be implemented? Explain what the SIG funds will purchase over the course of the grant years. Provide an explanation if the school is asking for pre-implementation costs, examples could include: Hold community meetings to review school performance; compensate staff for instructional planning, such as examining student data; and train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s comprehensive instructional plan and the school’s intervention model.

o Along with Title I funds and General Fund monies from the district, the following are what the school will use the SIG monies for:

Year one which is a planning year will use $10,000 for model schools visitations; $12,816 will be used for the book study, training and collaboration including certified staff and paraprofessionals; and $5,000 for technical support.

Year two through four which are full implementation years will include: $12,816 will be used for the book study, training, and collaboration including certified staff and paraprofessionals; $15,000 for graduate work; $60,000 for instructional coach or TIE coaches; $10,000 technical support; afterschool program and Oasis - $21,780.

The school assures to report to the SEA the school-level data required under section III of the final requirements (Achievement Indicators and Leading Indicators such as school year minutes, increased learning time, advanced coursework, dual enrollment coursework, teacher attendance, etc.)

o We will be using the Systemic Collaborative Process to document all of the work done and monies spent in the SIG. Tabs will be created by our SST specifically

22April 2015

for the SIG. We will share this work with the appropriate DOE personnel, so they can keep up to date with our work. Our technical support will also be key to keeping us on track with the grant requirements.

23April 2015

BUDGET: Complete the budget for this particular priority/focus school.

Below is a description of the budget categories for consideration in required budget narrative.

Personnel: Salaries; paid to certificated individuals (i.e., certified teachers); staff that are not certificated (i.e., paraprofessionals, secretaries, teachers’ aides, bus drivers).

Employee Benefits: Payments made on behalf of employees that are not part of gross salary (i.e., insurance, Social Security, retirement, unemployment compensation, workers compensation, annual leave, sick leave).

Travel: Expenditures for staff travel, including mileage, airline tickets, taxi fare, meals, lodging, student transportation.

Equipment: Equipment should include tangible, nonexpendable personal property that has a useful life of more than one year. This should include all electronic equipment such as digital cameras, DVD players, laptop computers and desktop computers. The grantee will be expected to maintain an equipment inventory list.

Supplies: Consumable supplies include materials, software, videos, textbooks, etc.

Contractual: (Purchased Services) Personal services rendered by personnel who are not employees of Local Education Agency (LEA), and other services the LEA may purchase; workshop & conference fees, tuition, contracted services, consultants, scoring services, rent, travel, etc.

Professional Development : Include these professional development related costs in your annual budgets and budget narratives.

Indirect Costs: Grantees must have an approved restricted indirect cost rate before indirect cost may be charged to this program. The school can only apply indirect costs to the first $25,000 of a contract.

Include a budget description for each year of the proposed grant years in the charts below. An example chart is below.

Grant Periods:Pre-implementation, Year 1: Aug 1, 2015 – June 30, 2016Implementation, Year 2: July 1, 2016 – June 30, 2017Implementation, Year 3: July 1, 2017 – June 30, 2018Implementation, Year 4: July 1, 2018 – June 30, 2019Sustainability, Year 5: July 1, 2019 – June 30, 2020

24April 2015

EXAMPLE: Grant Year 1

Category Description of Activities: Describe specifically what will be purchased. Add or delete lines as necessary.

Requested Funding

Personnel: .5 FTE Teacher to provide interventions in reading for grades K-2

$20,000

1 FTE Paraprofessional to assist math intervention teacher for grades K-5

$15,000

Staff incentives for making progress based on Student Learning Objectives for each teacher (20 teachers X $500 possible)

$10,000

Employee Benefits:

Benefits for .5 FTE teacher $20,000 X 7.65% (Social Security-Medicare)

$1,530

Benefits for 1 FTE paraprofessional $15,000 X 7.65% (Social Security-Medicare)

$1,148

Travel: Advancing Improvement in Education Conference in Austin Texas Sept 23-25, 2014Meals, Lodging, Airfare, Miscellaneous for 3 staff

$3,500

Equipment: 3 Desktop Computers (3 X $1200) to be used in intervention room for reading strategies

$3,600

10 Laptop Computers (10 X 1000) for intervention room for math interventions

$10,000

Supplies: Books for Reading Intervention $900Software for Math Intervention Program for laptops $500Math Intervention manipulative to be used in Intervention Room

$500

Contractual: Contract with TIE to provide training for staff Student Learning Objectives (5 days throughout year)

$7,500

Professional Development:

Book Study Beyond the Bake Sale –Lori Laughlin will facilitate book study with staff on early release days

$2,500

Registration for 3 staff for AIE Conference in Austin Texas $1500Total Direct Costs:

$78,178

Indirect Costs*: District Rate of 2.95% $2,306Total: $80,484* The school can only apply indirect costs to the first $25,000 of a contract.

25April 2015

Pre-Implementation, Year 1 (if applicable): Jan, 2017- June 30, 2017(Pre-implementation examples include: Hold community meetings to review school performance; compensate staff for instructional planning, such as examining student data; Train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s comprehensive instructional plan and the school’s intervention model)


Requested Funding

Personnel: 36 hrs. @ $23/hr for 10 cert. staff – collaboration, training36 hrs. @ $18/hr. for 7 paraprofessionals

$8,280$4,536

Employee Benefits: Chad Blotsky, Business Manager, included the above costs with benefits. He did not separate them. If we need to do this, we can get you the information ASAP.

Travel: Staff visits to model schools as named by the ASCD $10,000

Equipment:

Supplies:

Contractual: ½ year technical support contracted $5,000


This will be included with the instructional coach work.

Total Direct Costs: $27,816Indirect Costs*: 0Total: $27,816

26April 2015

* The school can only apply indirect costs to the first $25000 of a contract.

Grant Year 2: July 1, 2017- June 30, 2018


Requested Funding

Personnel: 1.0 FTE or 60 days instructional coach with TIE $57,000 (FTE)$60,000 (TIE)

36 hrs. @ $23/hr for 10 cert. staff – collaboration, training36 hrs. @ $18/hr. for 7 paraprofessionals

$8,280$4,536

College graduate credit – stipends to pay certified staff to attend graduate classes.

$15,000

Afterschool Program – 4 days per week @1.5 hours @ $23/hr. for 1 certified staff for 36 weeks4 days per week @1.5 hrs. @ $18/hr. for 2 paraprofessionals for 36 weeksOasis Program- 1 night/week @2 hrs.@ $23/hr. for 1 certified staff for 36 weeks

$4,968

$7,776

$1,656


Travel:

Equipment:

Supplies:

Contractual: If not able to hire 1.0 FTE Instructional Coach, will contract with TIE for 60 days @ $1,000 per day to do the work

$60,000

Technical support contracted $10,000



27April 2015


*The school can only apply indirect costs to the first $25000 of a contract.

28April 2015



Requested Funding



$8,280$4,536


$15,000

Technical support contracted $10,000Afterschool Program – 4 days per week @1.5 hours @ $23/hr. for 1 certified staff for 36 weeks4 days per week @1.5 hrs. @ $18/hr. for 2 paraprofessionals for 36 weeksOasis Program- 1 night/week @2 hrs.@ $23/hr. for 1 certified staff for 36 weeks

$4,968

$7,776

$1,656


Travel:

Equipment:

Supplies:


$60,000




29April 2015



30April 2015



Requested Funding



$8,280$4,536


$15,000

Afterschool Program – 4 days per week @1.5 hours @ $23/hr. for 1 certified staff for 36 weeks4 days per week @1.5 hrs. @ $18/hr. for 2 paraprofessionals for 36 weeksOasis Program- 1 night/week @2 hrs.@ $23/hr. for 1 certified staff for 36 weeks

$4,968

$7,776

$1,656


Travel:

Equipment:

Supplies:


$60,000




31April 2015



32April 2015

33April 2015

Budget InformationTitle I School Improvement Grant 1003(g)

Name of School: He Dog Elementary

Budget Summary

Budget Categories

Pre-implementation

(Optional)Project Year

1

Project Year 2 Project Year

3Project Year

4Project Year

5 Project TotalInclude dates of planning period

(up to one academic year) and implementation project years

1. Personnel

2. Employee Benefits

3. Travel

4. Equipment

5. Supplies

6. Contractual

7. Professional Development

8. Total Direct Costs (line 1-7)

9. Indirect Costs*

10. Total Costs (lines 8-9)

*Use restricted indirect cost rate (same rate as regular Title I program) and the school can only apply indirect costs to the first $25000 of a contract.

34April 2015

Reviewer: District:

Submitted By: School:

Focus: Priority: Model Chosen:

SCHOOL IMPROVEMENT GRANTSCORING RUBRIC

SCHOOL APPLICATIONS

Questions within the School SIG Application

Questions to Review Score Strong -3 points Moderate-2 points Limited-1 point Not Evident-0 points

(1) The school has conducted a needs analysis which has revealed the need for a School Improvement Grant.

Sufficient data, using multiple sources, has been analyzed by multiple staff members and a clear rational justifies the need for a School Improvement Grant.

Sufficient data was analyzed and a rational justifies the need for School Improvement Grant.

Data was analyzed, but lacks a justification as to why the school needs a School Improvement Grant. Multiple staff members were not involved in the process.

There is no evidence that data was analyzed and no justification is provided for the need for a School Improvement Grant.

Needs Analysis Comments:

2

Questions within School SIG Application

(2) The School must describe actions it has taken, or will take, to design and implement interventions consistent with the final requirements.Select the intervention model chosen for this.

(A)The Turnaround Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points

a. Describe the process the district will use to replace the principal and the operational flexibility the new principal will be given.

Response was thorough and included specific details regarding the process used to replace the principal and allow the new principal flexibility.

Response included details regarding the process used to replace principal and allow the new principal flexibility.

Response was missing details regarding the process used to replace the principal and/or allow the new principal flexibility.

Response was unclear and lacked details and evidence of a process to replace the principal. It was unclear how the new principal would be provided flexibility.

b. Describe the process the district will use to replace staff and refresh the teacher pool for this school.

Response was thorough and included specific details regarding the process to screen and replace staff.

Response included details regarding the process to screen and replace staff.

Response was missing details regarding the process used to screen and replace staff.

Response was unclear and lacked details and evidence of a process to screen and replace staff.

c. What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school?

Response was thorough and included specific details regarding strategies to recruit, place, and retain staff.

Response included details regarding strategies to recruit, place, and retain staff.

Response was missing details regarding strategies to recruit, place, and retain staff.

Response was unclear and lacked details and evidence of the strategies in place to recruit, place, and retain staff.

d. How will the district provide staff on-going, high quality job-embedded professional development?

Response was thorough and included specific details regarding the professional development provided to staff.

Response included details regarding the professional development provided to staff.

Response was missing details regarding the professional development provided to staff.

Response was unclear and lacked details and evidence of the professional development provided to staff.

e. Describe the new governance structure that will be adopted for this school.

Response was thorough and included specific details regarding the new governance structure to be in place.

Response included details regarding the new governance structure to be in place.

Response was missing details regarding the new governance structure to be in place.

Response was unclear and lacked details and evidence of the new governance structure to be in place.

3

f. Describe how an instructional program will be determined and designed.

Response was thorough and included specific details regarding the instructional program to be put in place.

Response included details regarding the instructional program to be put in place.

Response was missing details regarding the instructional program to be put in place.

Response was unclear and lacked details and evidence of an instructional program to be put in place.

g. Describe the process the school will use to promote the continuous use of student data.

Response was thorough and included specific details of how the school will promote continuous use of data.

Response included details of how the school will promote continuous use of data.

Response was missing details regarding how the school will promote continuous use of data.

Response was unclear and lacked details and evidence of how the school will promote the continuous use of data.

h. Describe how the school will increase learning time.

Response was thorough and included specific details of how the school will increase learning time.

Response included details of how the school will increase learning time.

Response was missing details of how the school will increase learning time.

Response was unclear and lacked details and evidence of how the school will increase learning time.

i. How will the school provide appropriate social-emotional and community-oriented services and supports for students?

Response was thorough and included specific details of how the school will provide social-emotional and community-orientated services and supports.

Response included details of how the school will provide social-emotional and community-orientated services and supports.

Response was missing details of how the school will provide social-emotional and community-orientated services and supports.

Response was unclear and lacked details and evidence of how the school will provide social-emotional and community-orientated services and supports.

4

Turnaround Model Comments:

5

6


(A)The Restart Model


a. Describe the rigorous review process the district undertook to select a partner to restart the school.

Response was thorough and included specific details of the review process to select a partner to restart the school.

Response included details of the review process to select a partner to restart the school.

Response was missing details of the review process to select a partner to restart the school.

Response was unclear and lacked details and evidence of the review process to select a partner to restart the school.

b. How will the district ensure that the new school will enroll, within the grades it serves, any former student who wishes to attend the school?

Response was thorough and included specific details of how the district will ensure enrollment of former students.

Response included details of how the district will ensure enrollment of former students.

Response was missing details of how the district will ensure enrollment of former students.

Response was unclear and lacked details and evidence of how the district will ensure enrollment of former students.

c. How will funds from this grant be used to support the restart model?

Response was thorough and included specific details of how the SIG funds will support the restart model.

Response included details of how the SIG funds will support the restart model.

Response was missing details of how the SIG funds will support the restart model.

Response was unclear and lacked details of how the SIG funds will support the restart model.

Restart Model Comments:

7


(B) The School Closure Model


a. Describe the process the district used to determine to close this school.

Response was thorough and included specific details of the process in place to determine to close the school.

Response included details of the process in place to determine to close the school.

Response was missing details of the process in place to determine to close the school.

Response was unclear and lacked details and evidence of a process in place to determine to close the school.

b. Which higher achieving schools have been identified that have the capacity to receive students from this school?

Response was thorough and included specific details of the higher achieving school(s) in the area with capacity to serve students from this school.

Response included details of the higher achieving school(s) in the area with capacity to serve students from this school.

Response was missing details of the higher achieving school(s) in the area with capacity to serve students from this school.

Response was unclear and lacked details of the higher achieving school(s) in the area with capacity to serve students from this school.

School Closure Model Comments:


(B) The Transformation Model


a. Describe the process the district will use to replace the principal.

Response was thorough and included specific details regarding the process used to replace the principal.

Response included details regarding the process used to replace principal.

Response was missing details regarding the process used to replace the principal.

Response was unclear and lacked details and evidence of a process to replace the principal.

b. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments.

Response was thorough and included specific details of how the school will implement teacher and principal evaluations using student growth and observations.

Response included details of how the school will implement teacher and principal evaluations using student growth and observations.

Response was missing details of how the school will implement teacher and principal evaluations using student growth and observations.

Response was unclear and lacked details and evidence of how the school will implement teacher and principal evaluations using student growth and observations.

c. Describe how the school will reward school leaders, teachers, and other staff who have increased student achievement and HS graduation rates and identify and remove those who have not done so.

Response was thorough and included specific details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response included details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response was missing details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response was unclear and lacked details and evidence of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

d. Describe how the district will provide staff ongoing, high quality, job-embedded professional development.




Response was unclear and lacked details and evidence of the professional development provided to staff.

e. Describe how the district will Response was thorough Response included Response was missing Response was unclear

8

implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of students in a transformation school.

and included specific details of how the district will recruit, place, and retain staff.

details of how the district will recruit, place, and retain staff.

details of how the district will recruit, place, and retain staff.

and lacked details and evidence of how the district will recruit, place, and retain staff.

f. Describe how an instructional program will be determined and designed.

Response was thorough and included specific details regarding the instructional program to be in place.

Response included details regarding the instructional program to be in place.

Response was missing details regarding the instructional program to be in place.


g. Describe the process the district will use to promote the continuous use of student data.





h. Describe how the school will increase learning time.

Response was thorough and included specific details of how the school will increase learning time.

Response included details of how the school will increase learning time.

Response was missing details of how the school will increase learning time.

Response was unclear and lacked details and evidence of how the school will increase learning time.

i. Describe how the school will provide appropriate social-emotional and community oriented serves and supports for students.

Response was thorough and included specific details of how the school will provide social-emotional and community-orientated services and supports.

Response included details of how the school will provide social-emotional and community-orientated services and supports.

Response was missing details of how the school will provide social-emotional and community-orientated services and supports.

Response was unclear and lacked details and evidence of how the school will provide social-emotional and community-orientated services and supports.

j. Describe the operational flexibility that will be given to this school.

Response was thorough and included specific details of the operational flexibility given to the school.

Response included details of the operational flexibility given to the school.

Response was missing details of the operational flexibility given to the school.

Response was unclear and lacked details and evidence of the operational flexibility given to the school.

k. Describe the ongoing, intensive Response was thorough Response included Response was missing Response was unclear

9

technical assistance and related support that will be provided to the school.

and included specific details of the intensive assistance and support provided to the school.

details of the intensive assistance and support provided to the school.

details of the intensive assistance and support provided to the school.

and lacked details and evidence of the intensive assistance and support provided to the school.

Transformation Model Comments:

10


(C)The Evidence Based/Whole School Reform Model


a. Name the Whole School Reform model that was chosen

and describe how the sample population of the chosen model is similar to the school being served.

Response was thorough and included specific details of how the sample population of the Whole School Reform model is similar to the school being served.

Response included details of how the sample population of the Whole School Reform model is similar to the school being served.

Response was missing details of how the sample population of the Whole School Reform model is similar to the school being served.

Response was unclear and lacked details of how the sample population of the Whole School Reform model is similar to the school being served.

b. The school assures that the model developer chosen will improve student academic achievement or attainment

Response was thorough and included specific details of how the school assures that the model developer chosen will improve student academic achievement or attainment

Response included details of how the school assures that the model developer chosen will improve student academic achievement or attainment

Response was missing details of how the school assures that the model developer chosen will improve student academic achievement or attainment

Response was unclear and lacked details and evidence of how the school assures that the model developer chosen will improve student academic achievement or attainment

c. The school assures that the model developer chosen will be implemented for all students in a school

Response was thorough and included specific details of how the school assures that the model developer chosen will be implemented for all students in a school

Response included details of how the school assures that the model developer chosen will be implemented for all students in a school

Response was missing details of how the school assures that the model developer chosen will be implemented for all students in a school

Response was unclear and lacked details and evidence of how the school assures that the model developer chosen will be implemented for all students in a school

11

d. The school assures that the model developer chosen will address: school leadership; teaching and learning in at least on full academic content area (including professional learning for educators); student non-academic support; and family and community

Response was thorough and included specific details of how the school assures that the model developer chosen will address: school leadership; teaching and learning in at least on full academic content area (including professional learning for educators); student non-academic support; and family and community

Response included details of how the school assures that the model developer chosen will address: school leadership; teaching and learning in at least on full academic content area (including professional learning for educators); student non-academic support; and family and community

Response was missing details of how the school assures that the model developer chosen will address: school leadership; teaching and learning in at least on full academic content area (including professional learning for educators); student non-academic support; and family and community

Response was unclear and lacked details of how the school assures that the model developer chosen will address: school leadership; teaching and learning in at least on full academic content area (including professional learning for educators); student non-academic support; and family and community

Evidence Based/Whole School Reform Model Comments:

12


(D)The Early Learning Model


a. Describe how the full day kindergarten will be offered.

Response was thorough and included specific details regarding how the full day kindergarten will be offered.

Response included details regarding how the full day kindergarten will be offered.

Response was missing details regarding how the full day kindergarten will be offered.

Response was unclear and lacked details and evidence of how the full day kindergarten will be offered.

b. Describe how a high quality preschool program will be established or expanded

Response was thorough and included specific details of how the school will establish or expand a high quality preschool program.

Response included details of how the school will establish or expand a high quality preschool program.

Response was missing details of how the school will establish or expand a high quality preschool program.

Response was unclear and lacked details and evidence of how the school will.

c. Describe how educators will be provided joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.

Response was thorough and included specific details of how the school will provide joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.

Response included details of how the school will provide joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.

Response was missing details of how the school will provide joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.

Response was unclear and lacked details and evidence of how the school will provide joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions.

d. Describe the process the district will use to replace the principal.

Response was thorough and included specific details regarding the process used to replace the principal.

Response included details regarding the process used to replace principal.

Response was missing details regarding the process used to replace the principal.

Response was unclear and lacked details and evidence of a process to replace the principal.

13

e. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments.

Response was thorough and included specific details of how the school will implement teacher and principal evaluations using student growth and observations.

Response included details of how the school will implement teacher and principal evaluations using student growth and observations.

Response was missing details of how the school will implement teacher and principal evaluations using student growth and observations.

Response was unclear and lacked details and evidence of how the school will implement teacher and principal evaluations using student growth and observations.

f. Describe how the school will reward school leaders, teachers, and other staff who have increased student achievement and HS graduation rates and identify and remove those who have not done so.

Response was thorough and included specific details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response included details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response was missing details of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

Response was unclear and lacked details and evidence of how the school will reward staff who have increased achievement and graduation rates and remove those who have not.

g. Describe how the district will implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of students in a transformation school.

Response was thorough and included specific details of how the district will recruit, place, and retain staff.

Response included details of how the district will recruit, place, and retain staff.

Response was missing details of how the district will recruit, place, and retain staff.

Response was unclear and lacked details and evidence of how the district will recruit, place, and retain staff.

h. Describe how an instructional program will be determined and designed.

Response was thorough and included specific details regarding the instructional program to be in place.

Response included details regarding the instructional program to be in place.

Response was missing details regarding the instructional program to be in place.


14

i. Describe the process the district will use to promote the continuous use of student data.





j. Describe how the district willprovide staff ongoing, high quality, job-embedded professional development.




Response was unclear and lacked details and

evidence of the professional

development provided to staff.

Early Learning Model Comments:

15

16


Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points

(3) Describe the strategies used to increase the involvement and contributions of parents and community partners in supporting classroom instruction and increase student achievement

Response was thorough and included specific details of how the school will increase family and community involvement.

Response included details of how the school will increase family and community involvement.

Response was missing details of how the school will increase family and community involvement.

Response was unclear and lacked details and evidence of how the school will increase family and community involvement .

Timeline Comments:

17



(4) Describe the timeline that addresses the steps the school will take for the appropriate activities within the chosen model.

Response was thorough and included specific details of the timeline needed to implement the chosen model.

Response included details of the timeline needed to implement the chosen model.

Response was missing details of the timeline needed to implement the chosen model.

Response was unclear and lacked details and evidence of the timeline needed to implement the chosen model.

Timeline Comments:

18



(5) List the reading and math annual goals for this priority/focus school.

Response was thorough and included specific details of the math and reading goals for the school. Goals were SMART (specific, measurable, attainable, realistic, and timely).

Response included details of the math and reading goals for the school. Goals were SMART (specific, measurable, attainable, realistic, and timely).

Response was missing details of the math and reading goals for the school. (Goal may be missing a few details of the SMART Goal (specific, measurable, attainable, realistic, and timely).

Response was unclear and lacked details and evidence of the math and reading goals for the school. Goals were not SMART Goals (specific, measurable, attainable, realistic, and timely).

Goals Comments:



(6) Give an overview of the interventions/strategies the school will be implementing with the SIG funds.

Response was thorough and included specific interventions/strategies the school will implement to get an understanding of the SIG program.

Response included interventions/strategies the school will implement to get an understanding of the SIG program.

Response was missing interventions/strategies the school will implement to get an understanding of the SIG program.

Response was unclear and lacked interventions/strategies the school will implement to get an understanding of the SIG program.

Interventions/Strategies Comments:



(7) A budget narrative has been completed and includes three to five years in the format requested

Response was thorough and included specific details of the SIG

Response included details of the SIG budget for this school in

Response was missing details of the SIG budget for this school.

Response was unclear and missing many details of the SIG


Approvals

Sub Questions to Review Score Strong- 3 points Not Evident-0 points

(3) The School Principal has signed off on the proposal. Signature is present. Signature is missing.

Overall Application Comments:

Total Score:__________ A value in the Limited or Not Evident column will require a revision before the grant can be awarded.

Applications will be ranked according to percent of possible points. Decision: O Award grant O Award grant with revisions O Do Not Award Grant

Possible Points:

24 possible points - all applications must have, plus points from one of the models below:

27 possible points - Turnaround Model (Possible total of 51 for all questions if this model is selected)

9 possible points - Restart Model (Possible total of 33 for all questions if this model is selected)

6 possible points - Closure Model (Possible total of 30 for all questions if this model is selected)

33 possible points - Transformational Model (Possible total of 57 for all questions if this model is selected)

12 possible points – Evidence Based/Whole School Reform Model (Possible total of 36 for all questions if this model is selected)

30 possible points – Early Learning Model (Possible total of 54 for all questions if this model is selected)

19

Project Year 2 - SD Department of Educationdoe.sd.gov/oess/documents/1516-SIG-ToddCo.docx · Web...

Documents

Transcript of Project Year 2 - SD Department of Educationdoe.sd.gov/oess/documents/1516-SIG-ToddCo.docx · Web...