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Intensive Support Schools Proposal Review Process Site-Based Committee 2015 PART I: Training
Vision
o Increase capacity of school communities to engage in continuous school improvement
o Provide feedback to proposals before they enter an implementation-planning phase
o Evaluate proposals against the vision and goals of the community for a quality community school
Timeline to decision-making
MAY 21
MAY 21-26
MAY 26
MAY 28
Proposal Submitted to Site Based
Committee & Academic Review Board
SBC & ARB review and evaluate
the proposal(s) at home
Site Based Committee
Evaluation Debrief Session
Academic Review Board
Evaluation Debrief Session
* Representatives from the Academic Review Board will attend each school’s Evaluation Debrief Session * Representatives from each school’s Site Based Committee will attend the Academic Review Board’s Evaluation Debrief Session * Time may be used on May 27-May 29 to finalize review. All completed evaluations must be submitted by June 1 at 4pm to 6th Floor 1000 Broadway
JUNE 2
JUNE 5
JUNE 10
JUNE 24
Submission of Proposal Evaluation
Recommendation to Superintendent
Submission of Proposal Recommendation by
Superintendent to Board of Education
1st Reading of Superintendent
Proposal Recommendation by Board of Education
2nd Reading and Decision-making
by Board of Education
Things to Expect
o Proposals will be in English, therefore pair with English speakers
o Every one tends to have their emphasis areas that they focus more energy on, therefore you don't need to labor over each sentence or section
o There is a description of a 1, a 2-3, and a 4-5, therefore choose the one that most closely describes each section – a 4 meets standard
o The evidence is the most important part of the review process, therefore highlight the strengths and areas for growth
o Schools will have over a year of intense planning, therefore assume that many areas for improvement can be addressed in the planning year
o Over-all shortcomings that are significant that do not demonstrate adequate planning, or a proposal likely to achieve significantly improved outcomes is not ready, therefore these proposals should be recommended for Timeline II, to launch in 2017
o The proposal will need to be read in advance of the evaluation debrief session, therefore budget your time
o Quality evaluation takes some planning ahead, therefore be prepared to:
o Record evidence of strengths for high rating
o Record evidence of weaknesses or shortcomings for low ratings
o Record concerns, questions, or recommendations for improvement, if any, for each section
o Write questions and comments in margins or on post-its within the proposal
o You wil l receive a kit including rubric, notes, post-its, pen, green highlighter for strengths, yellow highlighter for weaknesses
Steps to training PREPARATION – Recommend 2 hour Meeting
o Pair non-English speakers with English speakers o Provide materials – highlighters, pens, rubric, sample proposal sections o Seat in small groups of 4 o Provide a colored index card that will be folded and propped up like a tent when a
member is finished with the review. This will signal that the person is ready to calibrate their ratings with another ready partner
OVERVIEW – 15 min
o Introduce the vision o Provide rubric and walk through the sections o Gather general questions regarding rubric
(Send email regarding questions immediately after training) PRACTICE – 60 min
o Select sample 3.E section and read aloud the rating examples o Ask for clarifying questions about terms o Ask for suggested clarifications from the group o Read sample proposal section on Interventions and Accelerations o Highlight strengths and areas that are clear and well articulated o Highlight areas of concern or weaknesses or parts that raise questions o Review rubric – score (rate) the section with a 1, 2, 3, 4 or 5 o Record evidence for why the rating was given o Record questions, concerns and recommendations for improvement regardless of the rating,
if you have any (this will help the schools improve proposal during the planning year) o Prop up colored index card to signal you are ready for a partner o Join a partner who is also finished and discuss the ratings you gave and your evidence o Attempt to agree on a single rating
DEBRIEF – 15 min
o Share what came up during the process o Chart questions & comments o Chart feedback to improve the process o Send email to [email protected] with comments, questions, and suggestions
immediately following training Homework: Do this is you have another SBC meeting prior to May 21 Note Rubric section 1.F, provide second sample proposal section on parent & community involvement, ask to complete at home for practice and return to debrief and discuss
SUPPORTS FOR UNDERPERFORMING STUDENTS
Academic acceleration for underperforming students is addressed using the following tiers at NEW SCHOOL SECONDARY:
1. CLASSROOM LEVEL
NEW SCHOOL SECONDARY teachers have a unique opportunity to review data regularly during and in between the semester(s). Out of these analysis sessions teachers will design action plans for all students, but especially for struggling students. Please see the assessment section in Element 3 for more detail on data analysis. The most common interventions for struggling students will include:
• Re-‐teaching key concepts in small groups during class time
• Office Hour assignment with student to re-‐teach key concepts
• Saturday School assignment with student to re-‐teach key concepts
• Peer or adult tutoring assignment for student to re-‐learn key concepts
2. INTERSESSION
For students who need additional support (as per data analysis), they are assigned to receive academic acceleration support during Intersessions:
Extended Semester – Students who have not learned all concepts from a cycle will be assigned to Extended Semester from 3-‐5pm during Intersession and will be taught key concepts.
Intersession Acceleration Course – Students who need considerable extra time to learn key concepts from Math and English will be assigned an Intersession Acceleration Course that focuses on the key skills and concepts in Math and English that a student is struggling with. These courses are taught in teams by NEW SCHOOL SECONDARY faculty as part of their Professional Development process.
3. SUMMER SCHOOL
Some students who need additional support beyond Office Hours and remedial intersession in order to pass their courses may be assigned to Summer School at year’s end. Budget permitting, these courses will be three weeks in length and will be taught in June each year. Additionally, new students entering 6th and 9th grade who, after being given a placement test, need additional support in math and literacy will be placed in summer school.
4. GRADE LEVEL RETENTION
For a small number of students, it may be determined by NEW SCHOOL SECONDARY
leadership, faculty, advisor, student, and family that the best decision for keeping a student on the path towards college is having them spend another year in the current grade before moving onward.
STRATEGIES TO SUPPORT ACADEMICALLY LOW ACHIEVING STUDENTS
Students will be considered to be achieving below grade level and at risk of retention if ongoing assessment results indicate a lack of skills mastery and/or lack of proficiency in the core content. Because NEW SCHOOL SECONDARY intends to educate a diverse population of students, NEW SCHOOL SECONDARY will offer several supports to struggling learners, English Learners (ELs) and Students with Special Needs.
It is the mission of NEW SCHOOL SECONDARY that all students will be provided with a high-‐quality, rigorous education, including being accepted to a four-‐year college or university upon graduation. There are no exceptions for this mission: it is our belief that it is the NEW SCHOOL SECONDARY community adults’ responsibility to coach and inspire every NEW SCHOOL SECONDARY student to achieve this goal. In order to be successful with all students we must be especially thoughtful about how to support the most at-‐risk learners and gifted students. The following sections describe how NEW SCHOOL SECONDARY intends to support these special populations.
The program includes specific practices that support students not meeting mastery of skills or content:
• A personalized learning approach: All students will have personal goals created in conjunction with their families and advisors. This will include supports for struggling students outlined in Figure 20 below.
• Differentiated instruction: Via blended learning and regular instruction. During independent learning time as well as small group instruction, teachers will have the ability to create personalized learning experiences and to give each student what s/he needs as appropriate to their readiness.
• Competency based learning: Students will not move ahead in independent learning until they have mastered the concepts necessary.
• An extended school day: Office hours will be provided by teachers to help support students. Teachers will be able to review key concepts and skills, answer questions and offer tutoring.
• Remedial support during intersession, Saturday School and Summer School: Any student falling behind will have extra hours of instruction to ensure that they master the standards.
• Data driven instruction and a data cycle: Using the adaptive learning and assessments in the independent learning time, teachers will know each child’s level, including what content they have mastered and what supports they need. Additionally, teachers will administer benchmark assessments to determine mastery and readiness levels. After each benchmark assessment,
teachers will identify gaps in skills and content mastery and develop instructional plans to address these gaps. Teachers will engage in an inquiry cycle of data: pre-‐assess, teach, assess, and re-‐teach.
• Professional Development and High Quality teachers: Our innovative professional development program will train and support teachers in teaching EL students, students with special needs and struggling students. Additionally, teachers will have dedicated professional development time to discuss student progress, address concerns, and analyze the results of benchmark assessments and prepare for re-‐teaching based on a data cycle.
The most important systems for best supporting special populations are identification, and response to intervention. Struggling students must be identified quickly and accurately, and then effective responses to their struggles must be determined, delivered, and monitored with equal speed and accuracy.
TIERED-‐SERVICE MODEL AND AT-‐RISK IDENTIFICATION
In order to serve struggling students well, NEW SCHOOL SECONDARY must be able to identify them quickly and reliably. The table below [Figure 1] details the Response to Intervention process used to identify struggling students with the correct targeted interventions of each tier of the model.
Each grade level will have a team of educators which meet every week for one hour. During this weekly grade level meeting, the first agenda item will be to collect data from teachers on students who are struggling academically or behaviorally. Students are identified who are a) failing or are in danger of failing multiple classes, or b) are having consistent behavior issues across classes. The grade level team then moves students from Level 1 to Level 2 as needed (i.e., assigning students to mandatory Office Hours, After School Study Hall, and Peer Tutoring). If a student is only failing one class, the teacher for that class will meet with the advisor and the family. This process is done on a regular basis, no student will spend more than 4-‐6 weeks in a level if they are not being successful. Grade level teams discuss student progress weekly. As students move levels, their advisor teacher and their family are notified of the move.
If a student is still not responsive in Level 2, the grade level may then opt to move the student to Level 3 of the Rtl tiered Service model. When a student is moved from Level 2 to Level 3, an Intervention Meeting is scheduled.
The student’s advisor is notified, and the advisor arranges a meeting with the grade level teachers, the student, and the student’s family. This process continues as described above until the student is either successful, or they move to have more supports put in place until they eventually are successful in the model. The process is overseen by the grade level teacher, and is supported by the grade level teachers and grade level advisors. This Rtl model is based on the successful model used at Summit Prep.
Figure 1 -‐ Tiered-‐Service Model for At Risk Intervention
Student Experience (Column A) Faculty Expectations (Column B) Resources (Column C)
Level 1: General Education Program
Daily classroom experience Standards based Professional development and collaborative planning.
SIS posts data and tracking Gradual release Daily common planning time for vertical teams and interdisciplinary support
Homework completion Vertically and interdisciplinary planning curriculum for skill development and spiraling, and differentiated homework
1 hour grade level teams weekly
Regular advisory participation Differentiated instruction 2 sections only
PLP All scholars are engaged Class size of less than 30
Final exam review sessions Differentiated homework Looping and/or teaching the same subject two or more years in a row
Independent Learning Time Homework is meaningful, differentiated and extends learning
Uninterrupted teaching time, “learning comes first” (no assemblies, minimum days, announcements, pulling students out of class etc.)
Longer assignments are chunked with frequent checks
Induction mentors
Advisory teaches academic literacy skills
Existing developed curriculum for each course (available to all)
Teachers help with Independent learning and key skills
Existing developed curriculum for advisory
Extensive scaffolding is used to support skill development
Personalized Educator Plans (PEPs) connected to PD and school goals
Assignments are designed to allow students to demonstrate mastery of course standards and key skills
Shared decision making authority in school policy and procedures
Students are assessed using multiple modalities
SDAIE/SIOP methodology for ELs
Common behavior norms and expectations with consistent follow-‐through
Level 2: Additional General Education supports
Office Hours Two hours of office hours per week A clear system for supporting assignment completion, resulting in ability to plan classes accordingly
Study Hall After school HW support system Culture of revision and redemption
Peer Tutoring Consistent expectations for delivery of work on time
Level 3: Additional General Education Supports outside of regular schedule
Academic Acceleration Intersession Small group academic acceleration support in English and Math during intersession.
Scheduled, coordinated time with students who need additional support
Extended Semester Extended semester sessions per intersession
Designated grading days
Saturday School
Additional advisor Support
Level 4: Additional General Education Supports
504 or IEP plan with accommodations
10-‐15% of administrator’s time
Extensive personal advisor support Intervention documentation template
Grade level interventions and plans 504 plan template
Level 5: Special Education Supports
IEP with services Write Present Levels of Performance when needed
Contracted resources as required.
Resource support Attend IEP meetings when needed Contracted school psychologist
Speech and language therapy Implement Contract therapists
modifications/accommodations
Occupational therapy 10-‐15% of administrators time
Hearing
County Mental Health
Modifications to program/curriculum
As noted above, NEW SCHOOL SECONDARY will provide extensive support to all students in Level 1, 2, and 3. It is a philosophical belief that all students benefit most from being part of general education classrooms with their grade level peers whenever possible1. It NEW SCHOOL SECONDARY’s belief that high quality teaching incorporates most supports that are generally considered “additional supports” for struggling/at-‐risk student. For example, the independent learning time in NEW SCHOOL SECONDARY courses will all be highly personalized with data and 1-‐to-‐1 laptops, and differentiated instruction. Or, Specifically Designed Academic Instruction in English (SDAIE) “sheltered” strategies used for EL students in the classroom, can help almost all students. In addition, the intersession sessions provide extended time for students who need it, and also allow for intensive small group academic acceleration support and extension. All of these supports would generally be considered part of a program to assist special populations in a traditional school; however, these are supports that are available to all students at NEW SCHOOL SECONDARY that could benefit from them.
This approach allows students from special populations the opportunity and challenge to be considered part of the typical system at NEW SCHOOL SECONDARY. We believe this is appropriate and healthy for their self-‐confidence, and ultimately allows them to be able to reach higher academic and non-‐academic goals. It is important to note that this philosophy is not being used as a means for not providing great services to special populations. Rather, we believe that the strongest services for special populations must first begin with high quality supports for all students in general education classes, and that these supports, when executed well, provide a high level of support for the most at-‐risk student.
ADDITIONAL SUPPORTS FOR STUDENTS
• Office Hours: each teacher will provide time once per week after school for students to receive tutoring or ask questions.
• After school tutoring (peer or professional): twice per week after school, students will have the opportunity to receive tutoring in their classes either from the assigned tutor for that class, or a peer.
1 Hehir & Sanchez, “The Best Ways to Integrate Special Needs Students” 2012.
• Study Hall: quiet homework completion in high school.
• Saturday School: students who need additional help meeting mastery may be required to attend Saturday school as determined by the teacher. These sessions will provide extra support and tutoring for these students, and may also provide support in preparing for end of year tests such as CAHSEE, SBAC or AP. Additionally, Saturday school may be used for disciplinary reasons in order to teach SEL skills.
• Extended Semester Class during intersession: students who need extra time in a course (because they are failing or are not showing mastery of content or skills), will be required to attend extended semester classes for one or more of their courses. These take place from 3-‐5pm during intersession.
• Academic Acceleration Intersession Course: students who are failing behind may decide, in conjunction with faculty and their advisor, to take this course in lieu of an intersession course. They will complete assignments as determined by their teacher.
• Summer School: students entering 6th or 9th grade who are not at grade level for math and/or ELA as determined by placement tests given as part of the enrollment class will be enrolled in summer school for three weeks.
While the logical progression of the model works for most students, the best progression may vary for each student, depending on their specific needs. Decisions will be made based on what is best for each individual student, and the Tiered Service Model will be used as a guideline for the approximate number of student who will need various supports within the Charter School. It is the responsibility of NEW SCHOOL SECONDARY leadership and the NEW SCHOOL SECONDARY grade level leaders to predict when a level of the tiered service delivery model may exceed the predicted number of students (and thus need resource adjustments). These support structures are modeled after Summit Prep and were highly effective with a similar student population to the students in Oakland.
STUDENT SUCCESS TEAM AND RESPONSE TO INTERVENTION
If the supports outlined above do not lead to sufficient progress in the student’s achievement level for academic, behavioral or social emotional concerns, we will form a Student Success Team (SST) to consider additional or alternative supports to meet the child’s specific needs. This team will be comprised of the key people responsible for the child’s learning and success, including the student’s teachers, parents, advisor, the Special Education Teachers, and the administration. The team will collect data, discuss observed student strengths, areas of concern, and brainstorm interventions to address the student’s needs. The team will evaluate students every eight weeks to monitor progress, and will meet at the end of that period to evaluate the effectiveness of the intervention. At the end of the monitoring period, if the student’s achievement has not improved sufficiently, we will request parent consent for referral for Special Education evaluation and testing for specific learning disabilities.
SAMPLE KEY ELEMENT 7: Family and Community partnerships are prioritized in order to support students
Goals:
v Create empowered families that actively participate in school decisions v Build strong family and school relationships v Maintain clear, consistent, regular communication v Galvanize community partners to best serve the students at New High School
Strategies/ Structures: New High School operates under the premise that the teachers, parents/guardians, and students, by their own choice, must work together as partners to create the potential for a quality education. Parents are a vital part of this partnership, and accordingly, New High School will work to encourage all parents, even those who traditionally have not engaged with the school community, to participate.
Families are partners in the education of their children. Students and staff at New High School will make families welcome, know them well, and engage them actively in the life and decision making of the school. Regular communication and multiple opportunities for participation encourage families to be strong partners in their children’s learning.
Family involvement and community partnerships are fundamental to meeting the needs of the whole child. We mean equal participation of and appreciation for all the individuals and organizations who work for and with our children. We recognize the challenge of developing a culture and program that is authentically inclusive of families and community members. Towards our goal of valued and integral partnership, we will implement the following:
v Student–led parent conferences: Coaches will work with teachers to build student capacity to lead their parent conferences. These conferences will take place twice annually. At these conferences, students will present their progress, learning, and challenges to their families. The conference is an opportunity for students to practice being reflective, celebrating what they have learned and setting new goals.
v Parent education on curriculum: The Principal and teachers will facilitate monthly meetings with the parents on the curriculum. New High will work with software vendors to ensure parents can access the content students are learning and monitor student progress. Achieve 3000 is a good example of a program that provides each parent with an account, provides Spanish translation, and allows parents to change the reading level of the text so they can better access the program.
v Family/community center: By year 2, New High will open a Family/Community Center that offers parenting information, information about parent education, opportunities for parent involvement, community opportunities, important meetings, and job opportunities. They will provide technology training to families and work with families without computers or internet access to gain access.
v The Family Leadership Council: The Family Leadership Council, which consists of two representatives from each classroom, will be a vital voice in every important decision made at New High School, in areas such as budgeting, student programs, and curriculum. Parents already have had a great deal of influence on this petition and we hope to build on that through the maintenance of high levels of family involvement at the site and OUSD-wide.
Community Partnerships Building strong links with the local community is critically important to the school’s success. New High School and OUSD will partner with individuals and organizations in the community that are dedicated to helping students obtain their academic goals and providing total child support and development. In the Fruitvale, OUSD has already developed strong partnerships it seeks to maintain, while it expands the number and scope of its current partnerships. They fall into two main categories: those that serve the variety
of family needs and those that are targeted at providing academic and enrichment services to students. Our current Fruitvale schools partner with Migrant Education, the Alameda County Food Bank, Temple Sinai, the Unity Council, the Spanish Speaking Citizen’s Foundation, the East Bay Agency for Children, La Clinica de la Raza, Reading Partners, Oakland LEAF, Seneca Center, and Great Oakland Public Schools. New High School and OUSD will continue to reach out to a wide range of organizations to develop relationships and to provide much needed support to the school community.
Call for Quality Schools Proposal Rubrics For proposals to operate a District-‐run school -‐ 2015 Cycle
V3.0
Final v3.0 Rev; 3/1/15 Evaluation Version
2
Proposed District-‐run School: Click here to enter text.
r SBC Reviewer Name: Click here to enter text. r ARB Reviewer Name: Click here to enter text.
District-‐run School Proposal Rubric and Evidence Collection Template 2015
Instructions for Site-‐Based Committee (SBC) / Academic Review Board (ARB): -‐ This template guides reviewers through the quality review of the Call for Quality Schools applications consistent with the 2015 District-‐run School Proposal Guide.
Reviewers will score key categories within four main domains: School Culture, Leadership, Educational Program, and Teaching. Please note that the category names align with the sub-‐headers found in each completed application so reviewers are easily able to locate the relevant information in the application. Appendices that may contain important information to properly score the category are also specified in the left column.
-‐ For each category, key characteristics of a “Meets Expectations” response, a “Partially Meets Expectations” response and a “Does Not Meet Expectations” response are outlined. Using these standards, reviewers should score each category based on the evidence found in the application. For each domain, there is an empty box for reviewers to share evidence to support your category ratings. Be sure to include evidence on each category in that domain for which you provided a score. Evidence should be as factual and objective as possible.
-‐ Reviewers should submit their scores 48 hours in advance of the first Site-‐Based Committee or Academic Review Board Session for that application. During that session, overall domain scores and overall recommendations will be formulated by the SBC or ARB based on the average category scores and the evidence gathered to inform those category scores.
Domain 1: School Culture Please select a score in each of the categories below using the standards included in the given rubric. Please avoid using half-‐point increments on the scoring. School Culture Does Not Meet Expectations (1 pt.) Partially Meets Expectations (2-‐3 pts.) Meets Expectations (4-‐5 pts.) Score 1.A Vision and
Mission
The application includes a mission that does not provide a clear, focused, and compelling picture of what the school aims to achieve academically or socially. The mission does not serve as the foundational driver for the school and is not clearly evident in the rest of the application.
The application includes a mission that provides some indication about what the school aims to achieve, but the mission lacks clarity or rigor around targets and outcomes or the statements may not be specific enough to create a compelling purpose for the school. The rest of the application does not fully align with and support the stated mission.
The application includes a vision and mission that provide a clear, concise, compelling picture of what the school aims to achieve, describes its fundamental reason for being, includes rigorous standards for pupil performance, describes priorities that are meaningful, measureable, and attainable and that are appropriate for the target population, and satisfies the mission specific criteria set forth in the District-‐run Performance School Application Guide. The mission fully aligns with the rest of the application.
1.B Targeted Student Population
The application does not identify the specific demographics or does not demonstrate an understanding of the needs, educational values, and area demographics of the target student population.
The application includes research on the target student population that identifies specific demographics, but doesn’t clearly describe or fully demonstrate an understanding of the needs of the population. The targeted student demographics seem reasonable given publicly available demographic data, with few errors.
The application includes detailed research and information on the target student population demographics, achievement data, etc. The application explains how the proposed program will meet the needs of the targeted population and community needs. The targeted student demographics are reasonable given publicly available demographic data.
1.C Appx.C
Family & Community Support for
The application does not provide evidence of support from parents, teachers, students, and community partners in the region that
The application provides some evidence of support from parents, teachers, students, and community partners. The application describes
The application provides adequate evidence of support from parents, teachers, students, and community partners. Parents and community members are involved
3
the Application (Double the
points awarded in this section)
the applicant expects to locate. Any description of outreach strategies are artificial, lack sufficient frequency and diversity, and will not reach a broad audience.
outreach strategies; however, they may lack depth and breadth to reach a broad audience.
in developing the proposed school. The application describes strong, diverse outreach strategies to engage all parents equally in the school.
1.D
Student Discipline Policy
The application does not provide a discipline policy that meets the standards and procedures outlined in the OUSD discipline policy. The discipline policy is not uniform, fair, and consistent for all students
The application provides a discipline policy that is approaching the standards and procedures outlined in the OUSD discipline policy. Information on expulsion or dismissal procedures, appeal processes, and how expectations are communicated to guardians/students lack detail and clarity. There are concerns as to whether the discipline policy is uniform, fair, and consistent for all students or whether discipline data is adequately monitored and responded to with RTI and restorative practices.
The application provides a discipline policy that meets the standards and procedures outlined in the OUSD discipline policy, including clear expulsion or dismissal procedures, appeal processes, and an explanation of how expectations will be communicated to guardians/students. The discipline policy reflects the school culture, ensures students are on task and focused on learning, ensures that minority students are not disproportionately represented in disciplinary procedures, and is uniform, fair, and consistent for all students. Proposed methods to monitor and respond to discipline data with RTI and restorative practices, is clear and robust.
1.E Student Engagement
The application describes a school culture that is not clear and/or will not promote a positive academic environment or reinforce student intellectual and social development. Systems and structures to foster high rates of attendance are not clear or insufficient. *High School-‐ plan for drop-‐out prevention is weak
The application describes a school culture that attempts to promote a positive academic environment and reinforce student intellectual and social development, but the systems and structures to foster high rates of student attendance lack consistency and/or frequency. *High School-‐ plan for drop-‐out prevention is fair
The application describes a clear school culture that promotes a positive academic environment and reinforces student intellectual and social development. There are sound systems and structures to foster this culture. The application specifically addresses systems to be inclusive of students with special needs and English language learners. *High School-‐ plan for drop-‐out prevention is strong
1.F Community Schools: Ongoing Family Involvement & Satisfaction
The application includes few if any opportunities for partnering and engaging parents in the school’s culture and operations as well as an inadequate description of the makeup and role of parent/community governing bodies. The community partnerships described are superficial.
The application includes some opportunities for partnering and engaging parents in the school’s culture and operations as well as a description of the makeup and role of parent/community governing bodies. The community partnership(s) described meet some of the needs of the students/community or there is moderate level of support expressed by the community organization to support the plan.
The application includes specific plans for partnering and engaging parents in the school’s culture and operations as well as an adequate description of the makeup and role of the (parent/community governing bodies. The community partnership(s) described meet the diverse needs of the student body/community, and there is a strongly expressed level of support by the named community organizations to support the plan.
Please share evidence below to support your ratings. Be sure to include evidence on each category for which you provided a score. Evidence should be as factual and objective as possible (i.e., “there are 30 signatures in support of the school, but no mention of intent to enroll forms from parents” instead of “there is insufficient community support for the school”).
4
Reviewer Notes: (School Culture) Section Strengths Noted Weaknesses Noted Questions Mission and Vision
Targeted Student Population
Family & Community Support for the Application
Student Discipline Policy
5
Student Engagement
Community Schools: Ongoing Family Involvement and Satisfaction
Integration of Pillars Strong School Culture – The school will have a mission, vision, and values that are focused on high academic achievement for students while preparing them for college, career, and community success. The school will stress the importance of education as well as the social and emotional well-‐being of students. This feature must permeate all other components of the school and include restorative practices as a part of the approach to strengthening culture.
Score = Meets (1)/Partially (2)/Does Not Meet (3)
6
Domain 2: Leadership Please select a score in each of the categories below using the standards included in the given rubric. Half scores are not allowed so please use your professional judgment in selecting. Leadership Does Not Meet Expectations (1 pt.) Partially Meets Expectations (2-‐3 pts.) Meets Expectations (4-‐5 pts.) Score 2.A
School Leadership
The application does not provide a profile of a successful. The other members of the leadership team have not been identified and the application does not provide a clear description of the duties, responsibilities, qualifications and credentials necessary for these team members; thus resulting in the potential for low-‐quality team members and/or demonstrates no understanding of the role.
The application identifies a leader, or has provided a profile of a leader, who has not opened or managed a school or is not part of a principal leadership training program, and/or raises concern about capacity to design, launch, and manage a high performing school. Some members of the leadership described indicate that some of the team members could result in a quality team
The application has provided a profile of a leader, who has opened and managed a high performing school, and has established a consistent track record of improving student achievement. Or, the application has provided a profile of a leader, who has not opened or managed a school but is part of a principal leadership training program or demonstrates capacity to design, launch, and manage a high performing school. The application provides a strong description of leadership team positions and clearly describes the duties, responsibilities, qualifications and credentials necessary for these team members.
Please share evidence below to support your ratings. Be sure to include evidence on each category for which you provided a score. Evidence should be as factual and objective as possible (i.e., “the org chart does not include lines of accountability” instead of “the org chart is insufficient.”). Reviewer Notes: (Leadership) Section Strengths Noted Weaknesses Noted Questions School Leadership
Integration of Pillars Educator Development and Pipelines – Successful schools will be led by effective leaders who work collaboratively to develop and nurture a cross-‐functional leadership team. The school will help educators develop through effective professional learning and recognize effective educators for their success.
Score = Meets (1)/Partially (2)/Does Not Meet (3)
7
Domain 3: Educational Program Please select a score in each of the categories below using the standards included in the given rubric. Half scores are not allowed so please use your professional judgment in selecting. Educational Program
Does Not Meet Expectations (1 pt.) Partially Meets Expectations (2-‐3 pts.) Meets Expectations (4-‐5 pts.) Score
3.A
Curriculum
The application does not include a developed curriculum nor process for developing the curriculum. The curriculum provided in the application does not provide sufficient evidence that it will meet the needs of the particular student population and does not align with the California State Standards and Common Core. The learning environment described is not a fit with the student body or the curriculum as described.
The application meets some, but not all of the criteria listed for “meets expectations” in this area.
The application includes a curriculum tailored to meet the needs of the particular student population. The application provides evidence that the curriculum is research/evidence-‐based and will deliver rigorous, engaging and effective instruction for the target student population. The curriculum is aligned with the California State Standards and Common Core (including 21st Century Skills). The application includes a curriculum that will ensure cultural relevancy and will address the needs of culturally and linguistically diverse students. The application defines how the school will ensure horizontal and vertical alignment and how the school will monitor the implementation of the curriculum. The application adequately details the specific instructional materials necessary to implement the school’s proposed curriculum. The learning environment aligns with the student population and curriculum described.
3.B Progress Monitoring & Assessment
The assessment plan is not clear and does not demonstrate that it will be aligned to state or district standards. The application’s list of assessments is too limited in number to demonstrate an appropriate evaluative process. The application does not include a system to administer interim assessments or use the data to identify students in need of support and inform instruction.
The application meets some, but not all of the criteria listed for “meets expectations” in this area.
The application indicates that the school will utilize grade level appropriate assessments (including baseline, interim, and summative assessments) that align with the school’s curriculum, performance goals, and state standards. The application includes a clear schedule and protocol for data analysis, describes how data is used to refine and improve instruction, and describes a plan to report the data to the school community. The application includes academic performance goals for student achievement with a clear process to monitor progress towards goals. The application describes systems to manage student performance data.
3.C Language Program Design and Instruction
The application provides limited evidence of the language program model and instructional plan. The plan does not address the unique needs of the target ELL population.
The application meets some, but not all of the criteria listed for “meets expectations” in this area.
The application describes a language program model that is grounded in research, is asset-‐based, and meets the unique needs of the ELL population. The instructional plan ensures that ELLs at all proficiency levels receive both targeted and explicit ELD instruction as well as full access to the academic demands of the Common Core and Next Generation Science Standards. The application includes a plan to collect and use data to monitor
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progress and inform instruction, interventions and placement of ELLs. The application describes how leadership will structure the professional development and collaboration time to ensure that teachers are prepared to meet the needs of their diverse language learners consistent with the program model. There is a plan to address the non-‐academic needs of ELLs that may hinder their success. For high school applicants, there is a clearly articulated plan to ensure all ELLs, including newcomers, receive the A-‐G credits needed to graduate.
3.D Special Education Students
The application does not provide evidence that the school will not have programs for special education students that are research-‐based, include appropriate resources, or offer a continuum of services.
The application meets some, but not all of the criteria listed for “meets expectations” in this area.
The application describes programs for special education students that are research-‐based, include appropriate resources, and offer a continuum of services that meet IDEA and FAPE in the Least Restrictive Environment. The application describes systems to identify and recruit special education students in a non-‐discriminatory manner, and monitor IEP student progress. The application includes a plan to ensure that all staff are “Highly Qualified” and are licensed to serve mild/moderate needs students. The application provides detail about regular PD that will be required of teachers who serve special needs students. The application describes how the school will structure and staff a center program to serve students with severe special needs, in the event that it is asked by OUSD to host such program. The application includes methods to regularly evaluate the effectiveness of the special education program.
3.E Academic Intervention and Acceleration
The application describes limited supports for students in need of academic intervention or acceleration. The application does not have an RtI plan or does not demonstrate an understanding of RtI and the intervention process described is confusing and not clear.
The application describes supports for students in need of academic intervention or acceleration but does not describe a systematic method of identifying students to receive these services. The application does have an RtI plan, but action steps named lack specificity or clarity and/or it lacks specific research-‐based strategies in Tier I, II, or III.
The application describes systems to identify students in need of academic intervention or acceleration. The application includes an RtI plan that meets the state’s requirements and includes specific research-‐based strategies to support students in Tiers I, II, and III. The application describes systems and structures for students at risk of dropping out of high school and/or not meeting the proposed graduation criteria (if applicable). The application describes specific interventions to help close the achievement gap. The application describes that the school will schedule and use time to ensure adequate opportunities to support the needs of all students.
3.F Gifted and Talented
The application does not describe programs for gifted students that are research-‐based and include appropriate resources.
The application meets some, but not all of the criteria listed for “meets expectations” in this area.
The application describes systems to identify gifted/talented and academically advanced students, and monitor progress for students who may be above grade level. The application describes a plan to ensure that all staff are “Highly Qualified” and are qualified to serve gifted students. The application describes programs for gifted students that are research-‐based and include appropriate resources.
3.G Supplemental Programming
The application does not include supplementary programs or extra-‐curricular activities or the programs described are not
The application includes supplementary programs and extra-‐curricular activities, but the descriptions in the application lack detail and do
The application describes supplementary programs for students to promote improved mental, emotional and physical health that are evidence-‐based. The application
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evidence-‐based. not adequately describe the evidence-‐base.
provides an outline for extra-‐curricular activities. The application includes a plan for summer school, including the enrollment numbers, selection criteria, schedule, and funding (if applicable).
Please share evidence below to support your ratings. Be sure to include evidence on each category for which you provided a score. Evidence should be as factual and objective as possible.
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Reviewer Notes: Educational Program
Sections Strengths Noted Weaknesses Noted Questions Curriculum
Progress Monitoring and Assessment
English Learners
Special Education Students
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Academic Intervention and Acceleration
Gifted & Talented
Supplemental Programming
Integration of Pillars Increased Time on Task – Successful schools will intentionally use time to maximize student learning. Extended school days, weeks, and years are integral components. Additionally, the school must prioritize providing teachers’ time for planning, collaboration, and professional learning.
Score = Meets (1)/Partially (2)/Does Not Meet (3)
Integration of Pillars Rigorous Academics – Effective schools ensure teachers have access to foundational documents and instructional materials needed to help students achieve high growth. This includes data-‐driven inquiry cycles that support regularly assessing student progress, analyzing student progress, and re-‐teaching skills with the expectation that students master standards.
Score = Meets (1)/Partially (2)/Does Not Meet (3)
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Integration of Pillars Linked/Personalized Learning – Students will be exposed throughout a K-‐12 program to different educational options that go beyond the “four walls” of the school in effective schools. This will include bringing relevance to students’ lives and the world of real world of work through the curriculum, allowing students to innovate and create, having them concurrently enrolled in college classes, engaging them in internships, using online learning, and providing students access to career pathways in our secondary schools.
Score = Meets (1)/Partially (2)/Does Not Meet (3)
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Domain 4: Teaching Please select a score in each of the categories below using the standards included in the given rubric. Half scores are not allowed so please use your professional judgment in selecting. Teaching Does Not Meet Expectations (1 pt.) Partially Meets Expectations (2-‐3 pts.) Meets Expectations (4-‐5 pts.) Score 4.A Teacher
Coaching
The application does not clearly describe how the school will conduct observations or provide feedback to teachers and the protocol and criteria are not clearly defined yet or lack relevance to the curriculum scope and sequence or do not capture best practices in teaching. There is not sufficient staff capacity described to coach teachers.
The application describes how the school will conduct observations and provides feedback to teachers but does not provide a set schedule and protocols are only somewhat developed and for the most part capture best practices in teaching.
The classroom observation protocols and feedback instruments provided in the application are based on research. The application describes that teachers will be observed and will receive feedback on an identified regular basis using a protocol with well-‐defined criteria that will reinforce the curriculum scope and sequence of the school. The application describes a feedback loop to inform instructional planning.
4.B Professional Development
The application does not provide evidence that the school will offer PD on a regular basis. There is not sufficient detail to determine what topics will be covered in that PD, or the PD described does not align with the mission, values, and goals of the schools, does not meet the needs of the educational program, does not align with the school calendar, and/or does not take into consideration the needs of the inaugural staff. PD will not be evaluated regularly.
The application outlines a schedule for PD but there are concerns that the school will offer sufficient PD monthly to meet the needs of the educational program, and the needs of the inaugural staff are only somewhat addressed. The description of topics is fairly complete, but may not sufficiently consider the needs of the educational program or data on teacher development needs. The application describes that PD will be evaluated regularly for effectiveness, but does not clearly detail how.
The application outlines a clear schedule for PD and demonstrates that the school will offer sufficient PD monthly (that is aligned to the school calendar) to meet the needs of the educational program, and thoroughly addresses the inaugural staff needs. The application details the general topics selected for PD, which are based on the needs of the educational program and overall teacher needs and interests. The application describes how the PD is aligned with the mission, values, and goals of the school. The application describes how PD will be evaluated regularly for effectiveness. The PD described in the application addresses ELL and special education students. The application identifies who will be responsible for developing, leading and evaluating PD at the school.
Please share evidence below to support your ratings. Be sure to include evidence on each category for which you provided a score. Evidence should be as factual and objective as possible (i.e., “PD and collaboration time is only planned to be offered 3 hours per month” instead of “there is not enough PD.”).
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Reviewer Notes: Teaching Sections Strengths Noted Weaknesses Noted Questions Teacher Coaching
Professional Development
Integration of Pillars Educator Development and Pipelines – Successful schools will be led by effective leaders who work collaboratively to develop and nurture a cross-‐functional leadership team. The school will help educators develop through effective professional learning and recognize effective educators for their success.
Score = Meets(1)/Partially (2)/Does Not Meet (3)
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Domain 5: Facilities Please select whether the information in the proposal was “Present” or “Not Present” or “NA” Facilities Questions
Present Not Present NA
1 Describe any modifications or improvements to the facility that is integral to the proposed program. Please provide a rationale.
2 Is the school’s current physical configuration insufficient in any way that suggests 'major' capital Improvements are required to accommodate the proposed program?
3 How do you propose to use existing outdoor space academically, for learning landscapes, and/or outdoor programs and student activities? What suggestions do you have for modifications needed in this area?
Reviewer Notes: Facilities Sections Strengths Noted Weaknesses Noted Questions General Feedback
