School Improvement Grants

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

Elementary and Secondary Education ActFiscal Year 2014

District Name: Reynolds School District #7

Oregon Department of EducationSalem, OR 97310

SUBMISSION INFORMATION

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

The district should submit its FY 2014 application to erica.anderson@ode.state.or.us

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

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

Erica AndersonOregon Department of Education255 Capitol St NESalem, OR 97310

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

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

For Further InformationIf you have any questions, please contact Erica Anderson at (503) 947-5880 or by e-mail at erica.anderson@ode.state.or.us.

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APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS

Legal Name of Applicant: Applicant’s Mailing Address:

District Contact for the School Improvement Grant

Name:

Position and Office:

Contact’s Mailing Address: Assistant PrincipalShifts in requirementsAppendixExplain RJ use

Telephone:

Fax:

Email address:

District Superintendent (Printed Name): Telephone:

Signature of the District Superintendent:

X

Date:

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

District School Board Chairperson (Printed Name): Telephone:

Signature of the District School Board Chairperson:

X

Date:

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DISTRICT APPLICATION REQUIREMENTS

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

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

SCHOOLNAME

NCES ID # STATESCHOOL ID #

Priority or Focus (Include ODE school

improvement tier assigned fall 2014)

INTERVENTION:

Margaret Scott

Elementary School

4110520 948 Focus, Tier 3 Transformation

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

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

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

Parents and community members are integral contributors of this improvement grant and their input was widely solicited over the course of two years for the purpose of school improvement. Our current CAP is informed by this input and below is a list of formal opportunities provided during the 2014-2015 school year to contribute to the improvement process and specifically to this grant plan.

Family and Community members were engaged at the following events in order to review data and information and to gather input for Margaret Scott’s SIG comprehensive needs assessment:

October 9, 2014 and October 12, 2014: Principal and staff shared the Oregon State Report Card ratings and school data with families and community members who then worked in groups to review improvements outlined by school Leadership Team and to brainstorm and record additional strategies

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for improvement. First Wednesday Family and Community Meetings: Monthly meetings held on the first Wednesday

of each month to share curriculum and assessment results. Each of these meetings has an opportunity to gather and record input from families for improvement efforts.

November 2014 and April 2015: Formal Family Conferences; parents were encouraged to provide feedback and input for improvement during the Title I presentations held throughout the conferences.

March-May 2015: Stand Up for Children hosted an 8-week program for parents which instructed them on strategies to increase high school graduation and future attendance in post-secondary schools and training. The family participants were engaged in providing input to Margaret Scott teachers and administrators each week on various topics for school improvement.

April 2015: Survey was distributed requesting input on interventions for SIG improvement planning; 2014-2015 Oregon Report Card was reviewed again.

May 13, 2015: SIG overview meeting was held for all family and community partners. Input regarding improvement opportunities and ideas for supporting family and community partnerships were documented. Participants were given an opportunity to review and approve the SIG draft plan and provide additional input and clarifications. Parents signed a commitment compact that will be framed and posted in the building.

Input Summary:Parents reported that they desire more opportunities to learn about Common Core requirements in order to support their children at home as the highest priority for improvement. This includes a need to provide early childhood education, especially for students new to the United States and those speaking a language other than English.

Secondary priorities included more opportunities to volunteer and participate in their child’s academic program, more opportunities to communicate with the school and the classroom teacher about student growth, more opportunities to use technology to access student results and more input into decisions about school improvement. Parents and community members also expressed an interest in creating and participating in a Family Advisory Board along with school leaders, teachers and district staff.

Finally, there was interest expressed in establishing additional partnerships through the SUN Community School to support families with primary needs such as food, clothing and financial support.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

No action was taken to engage family and community stakeholders.

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model.

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

Margaret Scott is in the third year of school improvement as a Focus School. As such, school improvement has been a formalized process through Indistar/CAP for the past three years. Our needs assessment surfaced the need for us to establish routines that would systematically address and monitor student growth. The following outlines improvement efforts leading to the submission of this grant plan:

2013-2014 (Year 2): Hired new Principal (LDR 5.6) Developed 5-Year Plan with Leadership Team and Staff (LDR 5.3) Established initial data teams 3 times a year (EE2.4) Re-cultured the student population after enrollment increased from 375 to 491 in September Introduced PBIS and SWIS/Synergy behavior data systems (EE 2.5) Introduced “First Wednesday” parent and community education meetings each month (DSC 1.3) Provided professional development on district initiatives: SIOP and Independent Reading Level

Assessment (IRLA) (EE 2.3)

2014-2015 (Year 3): Margaret Scott made adjustments to the CAP and narrowed the focus for improvement to allow for deeper implementation and more opportunities to collect, analyze and use data for planning purposes. The following summarizes the current state of school improvement progress Margaret Scott has already completed, which has increased capacity and strength of the school and staff for sustained transformation:

DSC 1.4: Implemented SUN programming starting in 2014-15, providing academic intervention and enrichment after school for selected underserved students. We believe the capacity of this program will increase exponentially over the next two to three years with coordinated training and support for SUN staff to align intervention and enrichment to school improvement goals.

EE 2.3: Strategically utilized the district-assigned 1.0 FTE Instructional Coach at Margaret Scott to support implementation of GLAD and support Data Team and PLC planning. This position is funded through Title I set-aside funds and will continue for the 2015-2016 academic year.

EE 2.4: Collaborated with Education Northwest and use of Rapid Inquiry-Based Change Cycles (RICC) focused on improving the educational outcomes in mathematics for all students during 2014-15.

EE 2.4: Provided six data team and PLC Planning Days to each grade level team EE 2.4: Made school wide core curricular change to EngageNY for mathematics instruction and Do

The Math (Marilyn Burns) for mathematics intervention. This work is supported by a Title I 0.5 FTE instructional coach for math, who will continue in this role during the 2015-2016 academic year.

EE 2.4: Implemented Guided Language Acquisition Development (GLAD) in the 2014-2015 academic year which will continue and be enhanced through the use of phonetic and comprehension strategy instruction in 2015-2016. This is a district-wide initiative funded through Title I set-aside funding.

FC 3.5: Continued scheduling of “First Wednesday” family and community meetings as well as staff book study of “Engaging Students with Poverty in Mind” by Eric Jensen to support understanding of cultural and social issues facing our families and students.

TL 4.4: Continued use of common interim assessments to provide for long-range goal setting in mathematics and reading. Having two years of interim data allowed for more effective planning for

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instruction and intervention. LDR 5.3: Worked with Education Northwest to strengthen Leadership Teams, including developing

norms and protocols for data analysis and planning using data in grade level and specialty PLCs. The focus in year 1 of this work has been to distribute leadership across the school.

Comprehensive Needs Assessment Priorities:The SIG Team members (comprised of teachers, community partners, School Coach and Principal) reviewed and analyzed several data sources including OAKS and ELPA student achievement data, discipline reports, the Oregon Report Card, attendance reports, parent/community surveys and school management documents for the Comprehensive Needs Assessment. In addition, the SIG Team utilized assessment tools such as the Professional Learning Community (PLC) rubric, CLASS and Survey of Enacted Curriculum to determine school strengths, needs and capacity. Combined with ODE/CAP revisions and feedback, the following needs emerged as priorities for furthering current improvement efforts:

Need to maintain ongoing partnership with Education Northwest in order to fully implement RICC data teaming efforts (EE2.4) and Leadership Team training and support (LDR 5.3).

Need for site-based family and community support personnel to provide daily access for families to school resources and information, connections to social services and preschool opportunities.

Need for focused strategies to improve attendance and reduce tardy behavior. Need for increased school-community partnerships to support school vision and mission. Need for an additional school-based administrator, such as a School Improvement Coordinator, to

support building management and allow the Principal greater capacity to serve as the instructional and improvement leader (LDR 5.6).

Need for comprehensive summer school to meet the needs of struggling students and provide extended learning outside of the regular school year (DSC 1.4).

Need for structured, after-school extended learning and enrichment opportunities to improve student outcomes and experiences (DSC 1.4)

Need for extended learning opportunities within the school day for students not able to attend after-school and summer school (DSC 1.4).

Need for additional technology applications to be used to support student practice and engagement in school and at home (blended learning and applications for learning)

Need for a Restorative Justice Coordinator to support CAP goal of safe, equitable, culturally-responsive school climate (DSC 1.1) and current PBIS initiatives.

Need for high-quality professional development in core curricular area of ELA, especially writing.

In February 2015, CAP review indicated that evidence that the tasks have yielded progress on Priority Goal #1 (Data Driven Decision Making) and Priority Goal #2 (Guaranteed and Viable Curriculum). Tasks remained unchanged in those areas as improvement is being made. For Priority Goal #3 (Extended Learning Time and Engagement), there was no evidence of progress. Tasks for Priority Goal #3 must be created to provide structured learning time during the day, after school and in the summer in order for progress to occur and student outcomes for growth and achievement to improve.

It has been determined by the SIG Team and the district's Academic Unit that these needs can be met by applying SIG funding and final requirements to mitigate the current needs.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The needs analysis, conducted by the LEA, in conjunction with school leadership,

The needs analysis takes into account the current improvement strategies / priorities

The needs analysis acknowledges the current improvement strategies / priorities

The needs analysis disregards current improvement strategies / priorities.

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takes into account the current improvement strategies / priorities being implemented AND incorporates a review of the ODE CAP Review Feedback.

being implemented and might incorporate a review of the ODE CAP Review Feedback.

being implemented.

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

Margaret Scott Elementary is a Focus School, currently Level 1 on the Oregon Report Card. Our underserved subgroups historically score low on state assessments in both growth and achievement. Currently, less than half of our students are expected to reach end-of-year standards in reading and mathematics, according to SBAC Interim Assessments and school-based interim assessments, IRLA and Evergreen Interim Math Assessment (EIMA). 2013-14 OAKS scores indicate that Scott’s performance was significantly lower (up to -28.8 points) than the Oregon average performance, especially for the Hispanic, economically disadvantaged and female subgroups.

There are over 29 different languages spoken at Margaret Scott. 13% of our students qualify for special education services and about 5% have a 504 plan for health reasons. More than 23% of students attend school less than 90% of the academic year.

The free and reduced lunch rate is 100% and over 45% of students are identified as ELD, many of whom are also classified as recent immigrants and refugees. A district-wide boundary shift in 2013-14 increased enrollment at Scott by 27.3%, or approximately 110 students. This slowed the process of improvement due to poor access to student data and parent distrust around the boundary shifts. This developed a need to re-culture the school to be welcoming for all stakeholders. Additional time has been required to reteach behavior and cultural expectations to students involuntarily transferred to Margaret Scott.

The current family organization, The Boosters, has two adult members. Six regular volunteers from the community partner, Rivercrest Community Church come each week to serve Scott's students. Scott also has partnerships with Education Northwest, Boys and Girls Club of America and Stand for Children. The needs assessment indicated that additional partnerships, especially for immigrants and underserved populations would benefit the improvement process.

Over 15% of the student body has received a major discipline referral over this past year and African-American students are disciplined and/or suspended at a disproportionately higher rate than other races. Boys receive the majority of the major referrals. Physical aggression and verbal harassment make up the majority of these referrals. The trend for major referrals has doubled in the past two years.

Teachers and staff met over the course of March 2015 through May 2015 to participate in needs assessment and to brainstorm possible interventions to resolve current lagging academic and engagement factors.

The following Strengths and Challenges in Regard to Curricular and Instruction were determined as a result of the Needs Assessment:

Teachers are still learning the ELA Common Core State Standards and will require time to develop learning targets, rigorous instructional plans and assessments to prepare students for SBAC.

Use of EngageNY for one year of school-wide implementation increased teacher and student capacity

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for improving math outcomes. With continued use, increased growth and achievement are expected. Low writing scores on student performance tasks, writing samples and ELPA testing indicate a need

for higher levels of language and vocabulary development and professional development on new writing standards.

Lack of systematic extended learning time within and outside the regular school day for students contributes to poor outcomes for underserved students.

Poor attendance rates contribute to low student outcomes and low engagement. Limited parent engagement and parent self-reporting of lack of knowledge and resources to support

their child is a priority need. Community partnerships need to be developed to provide support for families with economic and

social needs. Limited staff knowledge and experience with cultural and social needs around poverty and equity

results in a disproportionate number of school suspensions for African American students. Additional leadership staff is required to meet the demands for building management, fiscal

accountability and supervision and to provide opportunities for the Principal to serve as instructional leader and to assist in helping teachers address the root cause of the discipline challenges.

Teachers and parents require additional training and development in strategies to implement positive behavior supports.

The following Strengths and Challenges in Regard to Use of Data Teams for Decision Making were determined as a result of the Needs Assessment:

Implementation of Rapid Inquiry-Based Change Cycles (RICC) with the support of Education Northwest was a powerful change agent in the area of mathematics. Teachers and the school Leadership Team have high capacity for continuing this work in other content areas in the next two years.

Instructional Coaches have experience leading data teams and can increase teacher capacity through embedded professional development and support.

Data Teams would be strengthened by additional protocols and ability to use data to create formative assessments.

Student data needs to be readily available and presented in easy to analyze form. Capacity for this area would be improved if the building Principal had additional leadership support personnel, such as a School Improvement Coordinator, to share in the responsibilities for building management and other responsibilities.

Principal needs to be available for data team meetings. Current responsibilities take her away from this work too often.

In considering the current state of the school, the following Comprehensive Assessment System Indicators were prioritized for systematic and sustained improvement efforts:

DSC 1.1: The school’s Principal and staff work together to create a safe, respectful, culturally-inclusive environment with consistent school rules and expectations. Assessments/Metrics: SWIS referral data, surveys, Self-Manager monthly counts, Check-In, Check-Out (CICO) data, mental health referrals.

DSC 1.4: School staff identifies students who need additional learning time to meet standards and provides timely and effective programs of assistance. Assessments/Metrics: IRLA, EIMA, STARR, Classroom-Based assessments, family surveys, tech app data

EE 2.2: All teachers use instructional strategies and initiatives that are grounded in evidence-based practices, strengthen the core academic program, increase the quality and quantity of learning time and address the learning needs of all students. Assessments/Metrics: classroom observations, PLC documentation, lesson plans

EE 2.4: Instructional teams use a variety of data to assess strengths and weaknesses of the curriculum

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and instructional strategies and make necessary changes. Assessments/Metrics: PLC documentation, data team protocol records, yearlong plans, curriculum maps

FC 3.5: School staff ensures families have the opportunity for meaningful involvement in the school. Assessments/Metrics: sign-in sheets, parent surveys, contact documentation from Liaison

TL 4.4: All instructional staff at the school use assessment data in planning and delivering differentiated, standards-based instruction. Assessments/Metrics: PLC documentations, Data Day protocols data, coaching logs

LDR 5.4: School leadership is afforded proper authority to make necessary decisions that result in increased learning opportunities. Assessments/Metrics: Principal emails, Leadership agendas, district email

Structures are in place for documentation and reporting in all areas. Needs remaining include institutionalizing protocols for data management and solidifying systems at the level of PLC teams.

Capacity of Teaching Staff to Implement Transformation Model:The priorities for improvement and CAP actions selected for focus in Scott's SIG plan can mostly be realized with the current school administration and staff, although the Principal will be replaced. Due to the increase in capacity that has been developed over the past two years, teachers are able to complete high-quality implementation of school improvement activities at an ever-increasing pace. Most of the teachers at Margaret Scott hold or are currently working toward a Master’s degrees in specialized areas of education. Teachers have an average of 12 years of experience. It is the belief of the SIG Team that the selected intervention (Transformation Model) can be implemented with the current staff with some short-term staffing additions to create and enhance systems for improvement. As a community, Scott's staff is united in its vision of a school that ensures all children achieve their goals, now and in the future.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The needs of the school were not addressed.

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

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

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Margaret Scott has a clear process for gathering input from family and community stakeholders. The primary methods for garnering input include face-to-face opportunities, such as “First Wednesday” and parent conferences, along with community meetings held on-site. We believe that these methods of input allow for clearer communication of ideas and an opportunity for discourse among the participants. This information is recorded on charts and often shared in the school’s monthly family bulletin.

For situations in which clarity has already been addressed and to include non-attending participants, surveys provide quick information. This is not a preferred method as the return rate is very low, even when completed during school-wide events.

Below is a sample of meetings held with families in which input on school improvements was collected:

December 3, 2013: Shared data from the 2012-2013 Oregon State Report Card with families and recorded input for improvements. This input was part of CAP revisions and included in decision making at the school level.

March and April 2015: Rivercrest Community Church Meetings: Principal and kindergarten teacher attended two church meetings in to share Oregon State Report Card results, request support for volunteers and services and seek input for improvement using the selected intervention (Transformation Model).

October 9, 2014 and October 12, 2014: Shared CAP and 2013-14 Oregon State Report Card with families and recorded input for improvements, enhancements and eliminations.

Spring 2014 and 2015: Stand Up for Children: Spanish-speaking parents took part in an 8-part course in which they learned how to be involved in students’ learning and growth at Scott. Parents responded to a verbal questionnaire around the intervention of transformation of the school.

November 2014 and April 2015: During bi-annual conferences, parents encouraged to provide feedback and input for improvements during the Title I presentations held throughout the conference days.

April 15, 2015: Shared status of improvement efforts and possible SIG interventions for 2015-2018. Parents completed survey about the selected intervention (Transformation Model) and provided input for improvements.

May 13, 2015: Shared status of improvement efforts and possible interventions for SIG 2015-2018. Parents reviewed the SIG draft plan and provided clarification. Families attended signed a commitment sheet indicating their support of the principles of the SIG. This sheet will be framed and placed in a prominent place in the building.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

No action was taken to engage family and community stakeholders.

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school leadership pertaining to the current state of the school and improvement efforts.

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

Scott’s survey data and recorded input were analyzed by the SIG Planning Team and the district's Academic Unit to determine commonalities and trends. This input was used to determine potential paths for improvement efforts and community and family support for the selected intervention of transformation at Scott.

Summary of Parent Input: Parents reported that they desire more opportunities to learn about Common Core requirements in order to support their children at home as the highest priority. This includes a need to provide early childhood education, especially for students new to the United States and those speaking a language other than English. Secondary priorities included more opportunities to volunteer and participate in their child’s academic program, including using technology as a home support. Parents also requested more avenues to communicate with the school and the classroom teacher about student growth. Families requested access/translation of student assessment results. There was appreciation for being provided opportunities to participate in discussions and decisions around school improvement. Parents and community members also expressed an interest in creating and participating on a Family Advisory Board along with school leaders, teachers and district staff. Finally, there was interest expressed in establishing additional partnerships through the SUN Community School to support families with primary needs such as food, clothing and financial support.

Family and Community Recommendations for SIG Plan: Recruit and hire bi-lingual staff member as a family and community liaison to support families with

ongoing questions about supporting their child’s social and academic growth and achievement. This liaison could support improved attendance goals and support “First Wednesday” and early childhood opportunities. This person could also update the website to include more resources and up-to-date information about school and community events.

Develop and train a Family Advisory Board support the building administration and teaching staff. This team would meet monthly to provide input for “First Wednesday” and tackle current issues, such as bullying, attendance and opportunities for family involvement.

Purchase school-based licenses for programs that meet CCSS standards and provide practice and blended-learning opportunities at home.

Use SUN program to offer ESL classes and other job-training programs to support financial stability of families, which would allow them to remain at Scott for the long-term.

Provide assistance to families - food, clothing and other resources. Set up Parent Vue in our current Synergy program (as the middle schools and high schools do) so

parents can access student data conveniently and quickly. Continue to provide Title I parent trainings during conferences and continue to host “learning” events

such as math night and reading night with the Multnomah Library system.

On May 13, 2015, the strategies for the Transformation Model for this SIG Plan were shared with family and community members for final approval.

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3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

Margaret Scott has selected the Transformation Model and interventions to support the model. The interventions meet the intent of the final requirements and support improvement of student achievement and growth as well as community and family engagement.

A. Develop and increase teacher and school leader effectiveness through:1. Replacement of the Principal (LDR 5.6):

Current Principal has resigned and accepted a position in another district. District and school Leadership Team will seek a highly qualified replacement. The screening and

interview committees will be populated with district office administrators, Principals from other Focus schools, and school-based teaching staff.

Incentives will be provided to recruit and retain the transformational Principal who is hired.

2. Add a building level administrator, such as a School Improvement Coordinator to: Coordinate family engagement and equity initiatives. Share in building management responsibilities, including safety and security Provide technical support to staff Assist Principal in leadership duties, as needed Assist teachers in positive behavior and discipline supports Assist in the monitoring the products and processes of PLC Data Teams Assist in the improvement process in order to become effective as a Principal of a school requiring

improvement intervention.

3. Continue rigorous, equitable evaluation/support systems for teachers and Principals (LDR 5.2): Utilize Reynolds Professional Development and Evaluation Program that promotes goal setting based

on student data and provides for multiple observation and feedback opportunities each academic year.

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This program has four distinct levels and can be used to determine personnel decisions, including removal, and supportive remediation (EE 2.6).

Teachers will have the opportunity through this SIG funding allocation to obtain classroom materials, additional leadership opportunities and/or technology such as Smart Boards as a reward for meeting rigorous achievement and growth goals. These rewards will be determined through the goal setting process, which occurs at the beginning, middle and end of the year and will require rigorous standards for achievement and growth. The collective bargaining group (Reynolds Education Association) will assist in determining the menu appropriate for this purpose. This will be one area of flexibility provided by the district and Reynolds Education Association (REA).

Implement strategies designed to recruit, plan and retain staff. Teachers will have increased opportunities to develop professional skills through high-level trainings, which may include tuition support to obtain higher educational degrees and certifications such as ESOL and Reading Specialist. Reynolds has a rigorous screening and selection process that will be utilized for all incoming personnel (LDR 5.8). Principal and district leadership will collaborate with local colleges and universities to support pre-service teachers in developing skills to prepare them for work with underserved populations.

B. Implementation of Comprehensive Instructional Reform Strategies:

1. Provide a guaranteed and viable curriculum based on rigorous CCSS levels of achievement (EE 2.2): Continue use of EngageNY for mathematics, Lucy Calkins “Units of Study” for writing, and

American Reading Company’s Action 100 and Independent Reading Level Assessment (IRLA) for reading instruction and assessment.

Continue implementation of GLAD units of study for content knowledge and vocabulary. Improve implementation of data analysis and PLC planning protocols using the IRLA and STAR

math assessment as well as student writing samples and performance tasks (TL 4.1). Provide technology support for student practice opportunities within and outside the school day. Provide checkpoints to assist staff with prioritization and technical assistance as needed.

2. Provide High-Quality Professional Development and Data Analysis/Planning (EE 2.3): Provide high-quality, job-embedded professional development: 1.0 FTE Literacy Coach and 0.5 FTE

Instructional Coach for Mathematics funded through Title I. Continue receiving support and training from Education Northwest for data teaming protocols and

rapid change cycles (EE 2.4 and TL 4.4) Continue receiving support and training from Education Northwest for Leadership Team protocols.

This training and support will occur during bi-monthly Leadership Team meetings (LDR 5.1 and LDR 5.3).

Schedule new training for the Lucy Calkins, “Units of Study for Writing Instruction” curriculum. Trainers from the Teacher’s College of New York will provide this training. (EE 2.3).

Provide periodic reviews for instructional fidelity: Six PLC and Data Review and Planning days (held every six weeks) for each grade level and specialist team with support from instructional coach and Title I personnel using protocols from Education Northwest training (TL 4.1).

3. Creating a Context Conducive to Improved Student Outcomes: Hire a 1.0 FTE for PBIS and Restorative Justice Instructional Coordinator using SIG funding to

support safe, supportive environment conducive to increased student achievement (DSC 1.6). Provide Safe and Civil Schools training to teachers and staff for responsive discipline and relationship

building (DSC 1.1). Retain current staffing from MESD for Mental Health Specialist (currently at Scott 2 days a week). Continue to utilize Child Study Team and RTI processes for intervention and acceleration (DSC 1.6).

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C. Provide increased and extended learning opportunities for students (DSC 1.4): Design a daily master schedule with 30 minute “Enrich and Intervene” period. Students will have

differentiated opportunities provided by grade level teachers, Title I personnel and Special Education personnel to gain proficiency in CCSS skills and strategies. This will include independent learning “games”, use of technology, small group intensive instruction, peer-tutoring and/or one-on-one learning conferences. This 30 minutes will be captured through reduced transitions, breakfast in the classrooms and opening the classroom doors for students at 7:30 rather than 7:45 each morning.

Include in the weekly master schedule a grade level “Reteach and Enrich” time of at least 90 minutes per day. Teachers will create and administer a formative assessment on current CCSS skill. At PLC time, students will be grouped according to performance. The teacher with the highest number of proficient+ students will reteach those who struggled with this skill. Other students will be offered extension activities designed by the PLC around that skill.

Provide a robust, no-cost summer school with at least 100 hours of academic time and 100 hours of enrichment opportunities that is available to all students. SIG funding will be used for the 100+ hours of academic time and SUN community funding and partnerships will be used for the 100 hours of enrichment time.

Provide a daily afterschool “Academic Hour” staffed by classroom teachers, Title I support personnel and SUN Community School staff.

Provide training for families on the use of learning technologies and strategies to increase academic support at home (apps and blended learning).

D. Increase Family and Community Engagement (DSC 3.5): Hire 1.0 bilingual, classified personnel to expand family engagement, develop additional community

partnerships, increase attendance rates and support food, clothing and other family support systems. This person would also be responsible for planning early learning (birth-5) opportunities held at Margaret Scott throughout the year.

Continue to implement "First Wednesday" family and community events. These 90-minute monthly meetings include interaction with curriculum and topics brought to the community by stakeholders (DSC 1.3).

Implement a Family Advisory Board, which meets directly with the Principal and school leadership (FC 3.6) to problem-solve and plan opportunities for increased communication and involvement.

Provide technology supports for families (FC 3.4) such as Moby Max, IXL and blended learning opportunities. These are web-based applications aligned with CCSS skills and standards and provide opportunities for bridge practice

Increase the capacity of the SUN program by seeking community partnerships to support the school’s mission for enrichment

E. Provide operational flexibility and sustained support (LDR 5.4): The Director of Federal Programs will work with school leadership to support all objectives for this

SIG plan. The Executive Director of Personnel and school leadership will utilize rigorous hiring practices

designed to improve student outcomes and meet the goals of this grant. The Director of Federal Programs and school leadership will seek technical assistance to meet the

intended goals for this grant. The Director of Instructional Technology will support expanded use of technology to facilitate

extended learning opportunities. The Chief Academic Officer and the Director of Federal Programs will continue to provide adequate

supervision and support of the Principal.3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

OR

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

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

OR

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

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

OR

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

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

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

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

The district will commit the time and resources needed to make the implementation of this plan successful. Margaret Scott intends to begin immediate implementation of this plan for the 2015-2016 academic year.

Current policies, practices and procedures are in place to support all aspects of this plan, including hiring, managing the budget, evaluating staff and Principal and providing support for coaching and curriculum implementation. The district will provide assistance to Margaret Scott’s transformation through support and assistance from the Directors of Elementary Education, Curriculum and Instruction, Equity and ELD and Special Education. Transportation and Nutrition Services will continue their support of the SUN Community School allowing for extended learning. The Principal is invited to convene these Directors as needed to obtain support, share data and request flexibility for process and procedures.

In determining the capacity of the school to fully and effectively implement the selected intervention on the first day of school 2015-2016, the district recognizes that the following actions have already been taken:

1. Determined that replacement of the Principal will be required as the current Principal has resigned and accepted a position in another state.

2. Determined that hiring an additional building administrator would accelerate implementation and building capacity across the system.

3. Evaluated current instructional improvement initiatives at Margaret Scott and determined that this

13

school has: Fully implemented the use of IRLA to screen and benchmark students in reading. Fully implemented the RTI and Child Study Team (CST) procedures and have consistent systems for

identifying student needs. Partially implemented Data Teams and PLC Planning protocols and will require additional support

and training from Education Northwest to reach full implementation.

Partially implemented a committee structure and systems for distributing leadership for family engagement, Leadership Team and PBIS. This is necessary to implement the improvements needed for each of these initiatives. Committees still require protocols to improve effectiveness in order to be fully implemented.

Fully implemented EngageNY as a math core curriculum. Partially implemented the eight standards of Mathematical Practices and will require additional training in Summer 2015 from Teacher Development Group.

Partially implemented a system for increasing family and community engagement. Fully implemented a system for celebrating student and staff learning successes.

In order to implement the plan outlined in this SIG application, the district and school leadership have committed to complete the following prior to the first day of school in the 2015-2016 academic year:

Recruit and hire a highly qualified Principal with experience and expertise in school improvement. Hire an additional building administrator, such as a School Improvement Coordinator, to build the

capacity of the system to fulfill the Transformational Model. Hire a 1.0 FTE Family and Community Liaison to support school goals around engagement,

attendance, and early childhood education resources (FC 3.5). The district office will provide ongoing training and support on attendance protocols, programs and services available to support families at Scott.

Hire a 1.0 FTE Restorative Justice Coordinator to support school goals around safe, equitable, culturally responsive school climate (DSC 1.1). The district’s Equity Director, in collaboration with Resolutions NW, will provide ongoing training and support.

Create a master schedule which provides for 30-minute daily non-voluntary extended learning time within the school day and a 90-minute weekly non-voluntary extended learning time for “Enrich and Intervene” within the regular school week (DSC 1.4).

Create a SUN master schedule that provides for voluntary 60-minutes daily of extended learning time after school taught by certificated and classified instructional staff and supported by SUN Community School staff. Students experiencing difficulty will be strongly encouraged to participate in this

14

academic intervention opportunity that will be available to all students. District transportation will be provided to encourage families to allow students participate in this intervention.

Leadership Team will coordinate with Education Northwest to create timelines for implementation and supports for team planning and data analysis (EE 2.4 and TL 4.4). Calendar for training will be created and approved by August 2015.

Leadership Team, in collaboration with Education Northwest, will create and publish an assessment, analysis and planning schedule for all instructional teams at Scott prior to September 2015.

Leadership Team, along with instructional coaches and district initiative Directors, will meet to create and publish Professional Development Calendar for 2015-2016.

A state Leadership Coach will continue to work with Margaret Scott for 10 hours each week to support the SIG implementation and evaluation.

The District IT department will update all technology and install learning apps to support practice of CCSS skills prior to September 2015 and will provide ongoing support for upgrades.

The district will provide two days of differentiated professional development and five days of mathematical practice standards training in the fall of 2015 for all staff at Margaret Scott.

The district will support the Principal and staff at Margaret Scott in hiring to ensure the most qualified staff is selected to meet the goals of this intervention. Hiring will be completed prior to August 1, 2015.

The Director of Federal Programs, in collaboration with the Principal, will provide budget tracking and management for all funding sources available to Margaret Scott in an effort to support coordination of services and support.

With the exception of the hiring of the School Improvement Coordinator, Family and Community Liaison and Restorative Justice Coordinator, the above activities are already underway as part of the ODE CAP/Indistar improvement process. The additional personnel, extended learning opportunities, and specialized training described in this SIG plan, which require additional funding, will be implemented immediately upon approval of this plan. The district and school leadership has the capacity to fully implement all activities related to this plan.

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

15

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

The members of the Academic Unit and Cabinet all support the Principal of Margaret Scott in implementing the final requirements of SIG.

The Director of Federal Programs will provide support to the SIG Principal in terms of budgeting, planning and program implementation while leaning heavily on the Finance Coordinator for assistance with the nuances of budgeting and spending.

The Directors of Elementary Education and Federal Programs will ensure that professional development is arranged for, implemented systematically, and paid for through grant funds. Professional development calendar will be co-developed with the building leadership team.

The Director of Human Resources will ensure that Margaret Scott Elementary receives preference in regard to recruitment and hiring, and receives ample and timely technical assistance in implementing the TEVAL program in a rigorous manner consistent with the requirements of SIG.

The SIG TAC, Director of Federal Programs, and Assessment and Accountability Coordinator will support the Principal in determining a regular reporting structure and will assist the Principal in gathering data related to that structure.

The Director of Equity will support the community and parent engagement efforts and will lend resources to the effort, such as interpretation services and culturally specific consultation and resolution services. In addition, the Director of Equity will coordinate training around restorative justice and restorative practices that may come as a result of the grant application’s acceptance.

The Executive Director of Special Education will assist the SIG Principal in maintaining compliance while providing as much flexibility as possible in serving Special Education students.

The Director of Instructional Technology will provide expertise to areas of grant implementation that require technology appraisal, evaluation, and procurement.

16

The Academic Unit as a whole will serve as problem-solving venue in regard to curriculum, instruction, and implementation. The Cabinet will serve as a problem-solving venue in regard to interfacing IT, facilities, transportation, nutrition, and other operations.

The Chief Academic Officer will have weekly meetings with the SIG Principal, the SIG TAC, and the Directors of Elementary Education and Federal Programs to determine issues that need to be problem-solved in that group, or brought to Academic Unit or Cabinet for a wider problem-solving response. Dates for these meetings will be established on the calendar before August.

Once per month, the ODE Coordinator for School Improvement for our region will be invited to attend this SIG support meeting.

The district superintendent, Dr. Linda Florence, fully supports this grant and has agreed to provide whatever support is needed to make it happen.

The Reynolds School District envisions this entire support structure to compel and be responsive to the long-term needs of the students and staff at Margaret Scott.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

[(5) Enter response here. Describe how additional resources will be aligned to support the implementation of the selected intervention. See the evaluation rubric below for guidance.]

Reynolds School District is committed to providing the resources and time required by this plan to ensure improved results for the students at Margaret Scott Elementary School. It is our hope that efforts within this plan will inform the greater district in selecting interventions that lead to improved outcomes for students.In order to accomplish this, the district will align and leverage resources in the school and district and

17

coordinate funding sources to ensure that maximum stewardship principles are observed. The district will remain open to looking at ways to support students that may be different and/or unique, while following all rules and regulations.

Funding sources include General Education Funds, Title I, Part A and Title II, Part A funds, SUN Community School funding sources and other related school improvement grant funds, including School Improvement Grant (SIG) funding.

The district assures that Margaret Scott will receive all of the state and local funds it would have received in the absence of SIG improvement funding. The general funded staffing at Margaret Scott are supplemented through a state-applied equity formula based upon Margaret Scott’s high poverty level.

Currently, general funds are utilized to provide adequate and appropriate learning resources to students and to provide certificated and classified personnel to ensure proper supervision and safety. General Funds also provide:

0.4 FTE Mental Health Specialist 1.0 FTE School Counselor 0.4 FTE School Psychologist 30 Early Release Wednesdays for teacher professional development

The coordinated activities outlined in this SIG intervention plan require the use of the following coordinated funding streams:

Title I, Part A district set-aside funds will be used by Margaret Scott to: Provide five days of professional development for the Standards of Mathematical Practice to all staff Provide for a 1.0 FTE Instructional Coach for job-embedded professional development Provide continued support for guided GLAD unit development and training for new staff

Title IIA district funds will be used by Margaret Scott to: Provide training for IRLA and Action 100 for new staff members

Title I, Part A funding allocated to Margaret Scott will be used to: Provide a 0.5 FTE Math Coach and a 1.0 FTE Reading specialist. Fund parent engagement, including “First Wednesday” monthly meetings, attendance and special

topic seminars, provide food for Family Advisory Board meetings Provide some professional development opportunities for teachers and staff. Provide some classified and certificated support for extended learning during SUN after school

program Pay for transportation for SUN extended learning after school.

SUN Community School programming funds (provider supplied) will be used to: Provide adequate and appropriate staffing for after school and summer program enrichment programs Provide resources and materials for student enrichment opportunities

For 2015-16, Margaret Scott will receive approximately $32,000 in CAP funding to support Focus School improvements. For 2015-16, these funds are tentatively budgeted to support training from Education NW and to provide an abbreviated (60 hour) summer school opportunity for select underserved students. This funding will be surrendered upon favorable result of this School Improvement Grant application.

In addition to the leveraged resources above, Margaret Scott and the district will focus SIG funding on the

18

following resources to ensure a successful implementation of the transformational intervention: 1.0 FTE Family and Community Liaison (3 years) 1.0 FTE Restorative Justice Coordinator (3 years) 1.0 FTE Building level administrator, such as a School Improvement Coordinator (2 years only) Specialized professional development for Lucy Calkins’ “Units of Study for Writing Instruction” 100-120 hour academic summer school paired with a 100-120 hour enrichment SUN program Materials to support implementation, such as student reading resources, math manipulatives,

consumable supplies, early childhood training materials and parent/community engagement materials Substitutes to allow teachers to collaborate for data teams and PLC Planning and Curriculum

Alignment tasks. Special Education and ELD teachers will attend to coordinate services. Professional Technical support from Education Northwest to support Leadership Team systems and

structures Professional Technical support from Educational Northwest to support Data Team protocols and

support for PLC planning and curriculum alignment training. Professional training materials to support PBIS and Restorative Justice Curriculum rate for teachers attending Summer SBAC/Curriculum Alignment to RICC work Stipends for family and community member trainers (job support, ESL classes) Three annual “Go GLAD” days with trainer to support ELD and Special Education students. These

embedded, professional development days are designed to accelerate content area vocabulary and written expression.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

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

19

As Margaret Scott Elementary intends to extend learning time, the need for effective implementation resides in scheduling and providing compensation for licensed and classified staff to support this area of the Transformation Model. For after school and summer extension of learning, the need to modify current district supports for nutrition and transportation also exist.

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

At the building level, teachers have indicated their support for extension of the school day and school year provided appropriate compensation and opportunities for intentional planning be afforded in the schedule.

The policy of requiring Margaret Scott to have the same summer programming dates as other schools is restrictive. The district commits to allow flexibility in bussing, custodial, and nutrition services to allow for summer programming to be extended to a full-day and for as long as possible throughout the summer. Teachers will be compensated for teaching and planning for this intervention.

Current hiring practices could stand in the way of Margaret Scott moving forward with full grant implementation as current teachers leave or retire. The district Human Resources office has adjusted hiring practices to allow for fast track recruitment and hiring for Margaret Scott Elementary. SIG school hiring will be direct priority after bilingual and special education program hiring.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with school leadership, has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies.- or -The LEA, in collaboration with school leadership, has agreed that no policies / practices exist that would prevent the full and effective implementation

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

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

The need to modify practices or policies was not addressed.

20

of the selected intervention.

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

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

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

The district will replace the Principal. This Principal selected will possess the qualities of a transformational Principal worthy of being a leader at a school awarded a School Improvement Grant.

The Director of Elementary Education and the Director of Federal Programs will team up with the Margaret Scott Principal on a weekly basis to determine the instructional and operational supports that Margaret Scott will need in order to implement key SIG requirements and initiatives. Issues that arise will be brought to Academic Unit, and if needed to Cabinet in order to find quick and viable solutions to remove any internal obstacles inhibiting effective implementation.

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

Coaching Principal around school improvement implementation through specific, constructive, and frank feedback

Participating in hiring process of new teachers and support staff

Guiding Leadership Team development

Coordinating and facilitating instructional walkthroughs with feedback to the Principal

Assisting Principal in SIG revision and school improvement budgeting

Communicating with district’s Academic Unit and with ODE regarding SIG supports and requirements.

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

21

the district for this school to implement their selected strategies and interventions. Thus, the district stands ready to provide the following broad supports in line with the final requirements of the grant:

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

In addition, district administrators will visit Margaret Scott Elementary School at least monthly and provide feedback as to implementation of the various SIG initiatives. The TEVAL structure has options for a Principal to place teachers on Plans of Awareness and Plans of Assistance leading to eventual removal if the teacher does not improve after adequate professional development support is provided.

The district will work tirelessly with the Reynolds Education Association to negotiate appropriate reward structures that will recognize teachers who have made gains in student achievement. Also, the district is prepared to negotiate an allowance for a second teacher transfer window, pending REA approval, for teachers at SIG schools to "opt-out" and for teachers at non-SIG schools to "opt-in" to positions at SIG schools. These opportunities would be limited to equal swaps of FTE from SIG schools and non-SIG schools, and would be granted on a first-come, first-serve basis.

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

In order to support comprehensive instructional reform at Margaret Scott Elementary School, the district has already developed a research-based core program that is detailed in the RSD Literacy and Math Frameworks (See APPENDIX B & APPENDIX C). These appended documents provide an evidence-based look at the district's core programs. Furthermore, they give details about how the district will evaluate student progress; the district will examine data from IRLA, Unit Writing Performance Tasks, ELP Action Plans, and STAR Math. In these frameworks are clear implementation checklists and rubrics for Principals to measure progress toward full, high-quality implementation. In addition, the district has already furnished adequate core materials to the school and will continue to support implementation by refreshing materials.

In addition, the district will grant flexibility in the use of EngageNY to replace Math In Focus as the Core Program. Flexibility will also be granted for Margaret Scott Elementary School to select Do The Math as supplemental materials to support or enhance the core math program. These adoptions have already been vetted and approved by the district's Academic Unit. Finally, the Director of Elementary Education will work through the summer of 2015 to assist Principals in refining their instructional implementation plans.

In support of selected intervention, the district will continue to provide professional development including a new teacher orientation and training, a 7-day Project GLAD training, a five-day Mathematical Practices

22

Training, and one Math Studio per grade level at Margaret Scott. Furthermore, the district will continue to provide a 1.0 FTE Instructional Coach at Margaret Scott Elementary School in order to support core program implementation and application of the key learning from professional development sessions. At Margaret Scott, the Instructional Coach will also provide coaching on program and implementation and strategies in line with the main thrusts of this School Improvement Grant application, whereas at other district schools, the Instructional Coach will only focus on rollout and implementation of district wide initiatives.

In support of Margaret Scott Elementary School implementing the selected intervention, the district will support a continuation and expansion of Data Teaming. The district already provides a data teaming structure, samples agendas, and related forms. The district will, however, provide flexibility to Margaret Scott Elementary School to implement a different data teaming structure or protocol granted that it is more intense, wider in scope, more frequent, or longer duration such as the Rapid Inquiry-Based Change Cycles (RICC), which is currently being supported by Education Northwest. District leadership will visit these data team meetings and provide feedback as to their effectiveness.

In order to support the provision of providing increased learning time for students the district is prepared to provide flexibility. The district already allows schools to use their CAP and Title 1 allocations to extend the day and extend the year for some students by allowing schools to fund teachers directly or to reimburse a SUN service provider for providing teachers for the academic component of after school and summer programs. As a foundation for the partnership between SUN providers and the school, the district has provided a list of “Best Practices” for schools to aspire (See APPENDIX D). The district anticipates that the SIG will provide the funding needed to implement these best practices fully in after school and summer programs.

The final requirement that the school will offer extended learning time to all students means that programs that have existed in the past may greatly expand. This will create a need for flexibility in terms of bussing and nutrition services. This flexibility will be granted within the confines of what the SIG budget can allow. Finally, the district is prepared to support the Principal in restructuring the school day, if needed, to recoup instructional time for enrichment, intervention, or community building. The Director of Elementary Education will provide technical assistance in developing a schedule that balances district requirements with SIG initiatives.

In order to support the increase in family and community engagement required by the final requirements, the district understands that additional supports may be needed. As the school begins to engage parents in new and effective ways, the school may require additional custodial support and may need to pay certified and classified staff to provide the human resources that the event might require.

The district will streamline the time-carding process to make this as effortless as possible and to ensure that all who work extra will be appropriately compensated, including interpretation services. As there may be an increase in volunteers, the district may need to fast track the volunteer approval process for Margaret Scott, making it easier for parents to get into the school to support initiatives. Interpretation services will need to be prioritized to support parent involvement events at Margaret Scott.

In conclusion, the district understands that the design of the SIG is to push forward transformation and that such an endeavor requires sustained, consistent district support and operational flexibility. The district’s Academic Unit, Cabinet, and specifically the Directors of Elementary Education and the Director of Federal

23

Programs are prepared, willing, and passionate about providing optimum levels of support for Margaret Scott Elementary School.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

To ensure ongoing family and community engagement, grant funding and technical support will be used to: Provide monthly “First Wednesday” meetings in which families and community members can learn

about curriculum, assessment results, current initiatives and issues. They can also provide input around these areas and participate in the improvement initiatives.

Ensure daily opportunities to interact with the Family and Community Liaison Administer Bi-yearly surveys of parents during parent conferences. Provide Title I presentations during parent conferences. Participation in SUN Community School activities and projects related to school improvement and

community engagement. Create and sustain the Family Advisory Board, which meets directly with the Principal and school

leadership. Maintain and expand membership in Margaret Scott’s BOOSTER Club, which promotes family-

friendly events at the school. Develop new volunteer opportunities at the school. When each volunteer signs in on a computer in the

office and has the opportunity to engage with the liaison, secretary, registrar and Principal. Initiate an early childhood & family education program at Scott (4-6 hours a week, Birth-5) Hold yearly report card meetings to share results from the Oregon Report Card and SBAC results

24

Ensure greater access to Parent Vue and school website Administer annual surveys to parents and community members about SIG interventions.

Each of these family and community events, along with having an open-door policy, will invite participants to provide feedback and input for Scott’s plan for improvement as well as issues that arise within the community at large.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

The long-term goal of this SIG plan is to share the leadership, improve systems and develop capacity across the school and district. The interventions for this Scott's SIG plan are primarily designed to triage the building in an effort to transform the culture, curriculum and behavioral expectations at Scott. It is the goal of the school and district to expend the resources of time and funding to eliminate or reduce the need for such interventions after the grant funding ends. It is for this reason that this grant is strategically developed so that the investment of SIG funding is primarily used to develop systems that have capacity at the school level to be self-sustaining in the future.

Ability to continue offering extended learning time: Extensions of learning time within the regular school schedule will be sustainable beyond the grant period. The goal of this plan is to improve the academic and social outcomes for all students at Margaret Scott. Attainment of this goal as a result of the instruction and assessment systems at Scott being improved will reduce the number of students requiring intensive interventions. The need to extend the school day and the school year will dissipate. If an extended school day or a summer program is still required and/or desired by families, funding through increased partnerships and Title I, Part A could be appropriated for this activity. SUN Community Schools would be able to provide extensions of the school day as this grant provides for training and support of licensed and classified staff, which could continue beyond the grant period.

Plans for addressing staffing changes: As a consequence of the successful efforts of the Family and

25

Community Liaison and Restorative Justice Coordinator to build capacity among staff, their positions will be reduced or eliminated entirely. Data analysis for behavior and engagement will be used to determine if future investments in these responsibilities is required. The School Improvement Coordinator position will be terminated at the end of year two of this grant as the need for administrative oversight will be greatly reduced.

Plans for addressing funding changes: Professional development and systems development are the other primary uses of funding by this grant plan. The systems for data analysis, PLC planning and leadership protocols will allow for sustained implementation of the comprehensive reforms established as a result of this grant funding. By funding systems of support, we ensure that the changes become part of our established culture and capacity. The increase in community partnerships, especially those that foster improved and equitable learning outcomes for students, will continue to grow our capacity to serve students within and outside the school day. By continuing our current collaboration with Education Northwest for three additional years, we create a local partner invested in our sustained improvement efforts. Title 1, Part A allocations should be able to sustain more efficient and effective data teaming that increased capacity will bring.

Plans for sustaining systems for learning: Designing pre-, post- and interim assessments aligned to CCSS will allow Margaret Scott to continue to make instructional adjustments based upon data analysis which is supported by PLC planning. The time invested in creating and maintaining curriculum maps and assessment documents will no longer be required outside the regular contract day. These assessments will be the foundation of an improved teaching and learning system. If adaptations are required, the processes for making them will be well in place through PLC protocols. This allows Scott to minimize the time and funding required in the future to make adaptations to curriculum, instruction and interventions.

Guaranteed and Viable Curriculum: Data analysis, PLC planning and assessment calendars will allow us to sustain an appropriate pacing for student learning. The district Director of Curriculum and Instruction will continue to provide supports for curriculum and district learning initiatives, including curriculum mapping and pacing guides. The curriculum selections used are part of district initiatives and support is expected to continue for these core initiatives beyond the grant period.

Plans to continue family and community engagement: Following the grant period, we expect to have many more community partnerships than we currently have at Scott. It is our desire to utilize these partnerships to sustain our engagement efforts with families and community members. In addition, staff members could provide “First Wednesday” technical support to allow this initiative to continue. The registrar, with support from the Principal and counselor, will be able to sustain attendance efforts once they are within reasonable levels. We also believe technology will continue to advance, allowing families to further support their children’s learning beyond the school day.

The SIG funds and Transformational Model will allow for significant academic and social improvements at Margaret Scott. In order to guarantee sustainability, at least one staff member will be responsible for becoming the area expert for each part of this initiative. This will promote sustainability both during and after the grant period ends. The initial investment of these funds will allow Scott’s personnel to accelerate the change process and provide the capacity for sustained implementation, monitoring and accountability in the future.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA will articulate sustainability efforts throughout the implementation,

The LEA will articulate sustainability efforts throughout the implementation of the

The LEA will articulate sustainability efforts throughout the implementation of the

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

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support and oversight of the selected intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

intervention, including a tapered budget.

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

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

The Leadership Team, in collaboration with PLCs across the school, determined the following as the strategies for improvement. This occurred over the course of the 2013-2014 and 2014-2015 school year as the school engaged in comprehensive needs assessments and professional development on school improvement. Survey data from all stakeholders was analyzed to determine priorities for evaluating and selecting evidence-based strategies for sustainable school improvement.

Extended and Supported Learning Time: Although time alone will not solve the low achievement and growth for Scott students, we believe that providing a systematic and intentional time period in which additional highly-trained support is provided has the potential to improve student outcomes. This SIG plan has a minimum of 200 annual hours of extended learning opportunities for all students and 150 additional hours for students experiencing difficulty. We selected this strategy because it ties to our use of assessments to provide highly-focused, additional support to students. With intervention and enrichment blocks built into each grade level’s daily schedule, students would have access to highly trained math and literacy coaches, special education assistants and ELD teachers as well as their classroom teachers and peers during these times. We believe this consistency and intentionality, along with increased personnel scheduled at each block, will allow us to develop additional time wisely and lead to acceleration of all students’ progress.

Data Teams and PLC Protocols: This strategy was selected as there is a systemic need at the school for the vision for data use to be articulated and for school-wide expectations for protocols to be developed for analyzing and using data for planning and reporting progress. It was also selected as a strategy to support the culture of inquiry to improve teaching and learning. Data provides us with the material for asking questions that focus on student learning outcomes as a focus for instructional improvements. Following the process for Rapid Inquiry-Based Change Cycles with Education Northwest, we determined that data teams and the use of PLC protocols assisted us in accelerating the learning for students in the area of mathematics and extending this has the potential of doing the same for other content areas.

PBIS/Restorative Justice: Restorative justice's three main goals are:

A. Accountability. Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the extent possible.

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B. Community safety. Restorative justice recognizes the need to keep the community safe through strategies that build relationships and empower the community to take responsibility for the well-being of its members. C. Competency development. Restorative justice seeks to increase the pro-social skills of those who have harmed others, address underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person.

This strategy was selected due to the high need of disproportionate referrals and suspensions of African-American students, especially males at Margaret Scott. This strategy has proven in other schools to be effective in reducing overall major discipline referrals and eliminating suspensions. It corresponds with the overarching beliefs of PBIS of positively resolving issues between students, teachers and staff rather than removing students. PBIS is a system in place at Scott, which would complement Restorative Justice practices and training.

Guaranteed and Viable Curriculum: A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. The means that individual teachers to not have the option to disregard or replaced assigned content. It is viable when adequate time is ensured to teach all determined essential content. This strategy was selected due to the fractured and scattered instructional techniques and resources that were being utilized prior to 2014-15. This was one of the reasons the new students arriving at Margaret Scott following the district boundary change were not successful in making progress toward their learning goals. With the selection of EngageNY for mathematics in 2014-15, teachers made an intentional decision to follow with fidelity the curriculum and work in PLCs to determine the essential outcomes through classroom based assessments and data monitoring. The Leadership Team knows this strategy of selecting essential outcomes, and providing guaranteed content and time to learn, can be translated to other areas of learning and is a sustainable strategy for improvement.

Parent and Community Engagement Programs: Parent, family, and community involvement in education correlates with higher academic performance and school improvement. When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher-level programs. Researchers Belfield and Levin cite parent-family and community involvement as a key to addressing the school dropout crisis and noted that strong school-family-community partnerships foster higher educational aspirations and more motivated students. According to Paul Barton, the evidence holds true for students at both the elementary and secondary level, regardless of the parent’s education, family income, or background—and the research shows parent involvement affects minority students’ academic achievement across all races. Margaret Scott has identified a number of family and community engagement strategies and has selected the support of a school-based liaison as a necessary strategy for establishing systems for sustaining improvements in attendance and engagement made at the school level beyond the grant period.

Increasing the Impact of the SUN Community School: Firmly anchored in their neighborhoods, community schools are organized around education as the means to a productive future for children, families, schools, and communities. Using a collaborative approach, community schools marshal the resources and participation

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of multiple partners to work toward shared outcomes in defined and measurable ways. Each school is a portal to the services, relationships, and opportunities that support academic, social, emotional, physical, and civic development for students and family members across generations. Each school serves as an anchor for a collaborative school culture focused on better outcomes for students. We selected this strategy as a cradle-to-college alternative to the school-to-prison pipeline. Increasing the impact of SUN will allow Margaret Scott to offer intervention and enrichment opportunities after this grant period ends.

Hiring a building level administrator, such as a School Improvement Coordinator: This strategy was selected due to the value of the Principal serving as the instructional leader for this improvement intervention. Currently, the responsibilities of the Principal include all safety and security management, student discipline, curriculum support through professional development, licensed and classified observations and evaluation, family and community event planning, fiscal accountability and other duties as assigned. Emergent situations often take the Principal away from data meetings and other improvement initiatives, reducing her ability to support student learning initiatives and improvement of instruction. A School Improvement Coordinator could share in leadership responsibilities and increase the capacity of the Principal to be an agent of change and improvement. Additionally, the School Improvement Coordinator would learn, over the two years of SIG funding, the principles for school improvement and become more capable of leading improvement initiatives as a future Principal.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

Margaret Scott’s Leadership Team, along with teachers and district staff, will engage in planning and training during July-August 2015 to establish the structures and systems for implementation of the evidence-based systems and strategies for school improvement outlined in this grant plan. The information below includes SIG funded and other funded implementation efforts:

Extended Learning Time: Master schedule drafted by the Leadership Team to include 30 minutes daily of intentional, supported

learning time for enrichment and intervention within the school day. Master schedule drafted by the Leadership Team to include a weekly 90-minute block for each grade

level team to provide targeted enrichment and intervention on Early Release Wednesdays. SUN Community School schedule with daily “Academic Hour” taught by licensed and classified staff

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with support from SUN staff for students experiencing difficulty (up to 50% of school population). Establishment of a comprehensive summer school with 100+ hours of academic support paired with

an additional 100+ hours of enrichment opportunities taught by Scott teachers and enrichment supported by SUN Community Partners.

Data Teams and PLC Protocols: Schedule ongoing training and support for data analysis and planning to be provided by Education

Northwest. Grade level data teams will meet every six weeks for at least one-half day with instructional coaches

and Principal to analyze current data for literacy and mathematics. Early Release calendars will be established for ongoing Rapid Inquiry-Based Change Cycles (RICC)

for planning instructional solutions and data protocols. Teams will be expected to create common formative assessments to assess next week’s focus for the

enrichment and intervention 90-minute period. Protocols for planning will be used to determine focus for instruction and focus for intervention

during the following six-week period. This is addressed during daily enrichment and intervention 60-minute scheduled time.

Teachers will meet in grade level teams with coaches to plan the following week’s instruction and intervention and to analyze common formative assessments.

PBIS/Restorative Justice: Hire a PBIS/Restorative Justice Coordinator to begin the 2015-16 academic year. Continue to use Self-Manager program for students who are committed to Scott’s PBIS guidelines. Provide CICO (Check-In, Check-Out) for students at high risk of behaviors that prohibit academic and

social growth. Continue implementation of Second Steps curriculum in each classroom with the support of the

school counselor. Provide training on trauma, restorative justice and poverty to all teachers for the next 3-5 years;

including job-embedded coaching. Engage with Restorative Justice trainers to support teacher and parent training and implementation Schedule Mental Health Specialist services

Guaranteed and Viable Curriculum: All new teachers will participate in the seven-day Introductory GLAD training and district orientation. Teachers will have the opportunity to take part in “Go GLAD” embedded professional development at

the school level with support of instructional coach. All staff members will participate in five-day Standards for Mathematical Practices hosted by Teacher

Development Group. Continue use of EngageNY Mathematics curriculum along with pacing guides created in 2014-15

academic year. Continue to utilize the Marilyn Burns, Do the Math modules for math intervention. Continue use of IRLA and Action 100 as curriculum for reading. Begin ongoing training and use of Lucy Calkins’ “Units of Study for Writing” with all staff members. Continue work to establish essential outcomes for literacy and design pacing guide for Units of Study

for Writing with learning targets and student performance tasks. Meet regularly to create and analyze assessments for instructional purposes. Use Early Release time to continue to align curriculum and assessments to SBAC expectations.

Parent and Community Programs: Hire 1.0 FTE classified, bilingual Family and Community Liaison. Continue First Wednesday family programming in which curriculum and emerging topics for parents

are presented. Create Family Advisory Board to meet directly with the Principal and Leadership Team about

emerging topics and data.

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Enact protocols for improving attendance. Place Early childhood activities on calendar; promote in community

SUN Community School: Boys and Girls Club of Portland will continue to provide SUN programming, including academic and

enrichment programs during the regular school year and in the summer. These programs will be for five days a week for a duration of 3 hours daily October-May. Students will continue to receive a hot meal and a snack during after school SUN programming. Transportation will be provided home each day. SUN Coordinator will work with Family and Community Liaison to develop additional community

partnerships at Scott.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The LEA does not describe a strategy to implement.

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

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

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

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

At Margaret Scott, only 49.6% of all students met Reading OAKS standards for performance and only 34.4% met Math OAKS standards for performance. Additionally, there is a marked achievement gap between the Asian subgroup (67.6% Reading and 73.5% Math) and all other subgroups. In order to ensure that all students achieve outcomes at the same level as our highest performing subgroup, we are establishing rigorous and aggressive goals for improvement for our lowest scoring subgroups, Special Education and ELL. The expectation is that our minimum scores for these subgroups would meet the expectations below for the All Students category.

In the 2013-2014 school year, Margaret Scott’s overall growth and achievement score on the Oregon Report Card was Level 1. The underserved, special education and ELD subgroups were Level 1 as well. Although hopeful for growth and achievement on the SBAC assessment, the lack of predictability around report card

31

levels and timelines for this year will require these following goals to be adjusted upon receipt of the 2015 SBAC result reports.

Academic Growth Goals (to be adjusted upon receipt of 2015 SBAC scores):Year 1 (2015-2016) Year 2 (2016-2017 Year 3 (2017-2018)

ELA (All) Level 3 or higher for academic growth.

Level 4 or higher for academic growth

Level 4 or 5 for academic growth

Mathematics (All) Level 3 or higher for academic growth.

Level 4 or higher for academic growth

Level 4 or 5 for academic growth

Academic Achievement Goals (to be adjusted upon receipt of 2015 SBAC scores)Year 1 (2015-2016) Year 2 (2016-2017 Year 3 (2017-2018)

ELA (All)49% combined met and Achievement Level 2 or higher

61% combined met and Achievement Level 3 or higher

72% combined met and Achievement Level 4 or higher

Mathematics (All)40% combined met and Achievement Level 2 or higher

55% combined met and Achievement Level 3 or higher

70% combined met and Achievement Level 4 or higher

Margaret Scott commits to measuring progress on the following leading indicators: Number of instructional minutes at school Student scores on interim and summative Smarter Balanced assessments (two times each year) Student scores on school-based interim assessments in math and reading (analyzed at a minimum of

every six weeks) Student participation on state summative assessments in ELA and Math by All and by subgroup Student attendance rate (analyzed monthly) Tardy behaviors (analyzed monthly) Discipline incidents (analyzed by major and minor and ethnicity/gender each month) Distribution of teachers by performance level on Reynold’s Professional Development and Evaluation

Program. Teacher attendance rate

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The LEA did not describe annual goals.

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

32

for guidance.]

Margaret Scott commits to ongoing monitoring of progress for the leading indicators and for academic growth and achievement using interim assessments. Systems for monitoring will include:

Monthly attendance and truancy meetings with registrar, Family and Community Liaison and selected teachers

Monthly discipline meetings to analyze SWIS and Synergy discipline data Schedule checks each trimester to determine if time is appropriately allocated for core, intervention

and enrichment instruction. Six-week reviews of pacing calendars to determine if essential content will be learned within the

academic year. Tri-annual review by Principal of levels of performance on Reynolds Professional Development and

Evaluation Program. Monthly attendance report generated and analyzed by the Principal for teacher attendance rates. Six-week data and PLC planning sessions to determine if outcomes on IRLA and Math interim

assessments are increasing. Reports submitted to Principal and Leadership Team. Trimester reports on leading indicators to Academic Unit, with follow-up summary to Cabinet.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with school leadership, has described detailed periodic progress monitoring structures, strategies, and benchmarks to ensure successful implementation of the final requirements of the selected intervention.

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

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

The LEA did not described plans for monitoring progress.

The LEA must include a timeline delineating the steps it will take to implement the selected intervention in each school identified in the LEA’s application.

[(12) Enter response here. Describe the timeline for implementing the selected intervention. See the evaluation rubric below for guidance.]

Summer Pre-Implementation:Dates: Implementation Task

June 6, 2015 Receive the SIG Grant funding; notify all stakeholders

33

June 2015 Post, screen and hire Principal and School Improvement Coordinator

June 2015 Post job descriptions and listings for Family and Community Liaison and Restorative Justice Coordinator

June-July 2015 Conduct screening and hiring of Liaison and Coordinator as well as other open positions in the building

June-July 2015 Meet with Education Northwest to calendar training for RICC, Leadership Team work

July-AugustCoordinate with SUN Community School Director and newly hired Family and Community Liaison to establish schedule for family events and goals for Year 1.

July-August Early Kindergarten Transition and parent education training and Summer SUN program

July-August Meet with Leadership Team to establish schedules and systems for implementation of SIG.

August 3-7 Principal and selected staff members attend ODE Summer Institute in Eugene.

August 24-28 Provide training on Lucy Calkins’ “Units of Study for Writing” to all staff members provided by Teachers’ College Writing Project team

August (TBD) Hold parent meeting to share progress on SIG and invite members to join advisory board. Plan back-to-school event with new advisory group.

August (TBD) All staff attends two-day district differentiated training - PIC

August (TBD) Restorative Justice training for newly hired RJ Coordinator

August (TBD) Leadership Team meets with Education Northwest

Late August All calendars related to assessment, instruction and engagement are distributed during 1 day PLC Planning for all classroom teachers/coaches

September 7, 2015 Back to School Event held at Scott, conduct parent survey for support services

Implementation Year #1:Dates Implementation TaskSeptember 8-15, 2015 Administer all pre-assessmentsEvery six weeks Data Team meetings (see assessment and analysis master schedule)September 2015 Begin Restorative Justice cycle of training during bi-monthly staff meetings

September-June Meet monthly with Family Advisory Board prior to First Wednesday meetings

September-June Begin “First Wednesday” family and community meetings and input cycles

October 2015 Hold Oregon Report Card meeting and input cycle with family and community members; share discipline data

October-December 2015 Calkins’ Personal Writing RICC with performance task assessmentNovember 2015 Parent conferences and Title I parent/community presentationsNovember-December 2015

Give formative assessments for SBAC to grades 3-5; 2nd grade completes performance tasks as appropriate

Early December 2015 Administer first trimester interim assessmentsJanuary 2016-March 2016 Calkins’ Argumentative Writing RICC with performance task assessment

Late February 2016 Administer second trimester interim assessments

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April 2016 Conduct parent conferences and Title I presentations, survey parents

April 2016 Leadership Team meets to plan Summer School 2016 along with SUN program Director

May 2016 Administer third trimester interim assessments and submit student work samples online

June 2016 Post any open positions for 2016-2017 hiring; conduct screening and hiringJuly-August 2016 Summer School, EKT program and Back to School event

August 2016 Leadership Team meets; professional development for 2016-17 planned and published with calendars for assessment and planning.

Implementation Year #2:Dates Implementation TaskEarly September 2016 Administer all pre-assessmentsEvery six weeks Data Team meetings (see assessment and analysis master schedule)

September-June Meet monthly with Family Advisory Board prior to First Wednesday meetings

September-June Begin “First Wednesday” family and community meetings and input cycles

October 2016 Hold Oregon Report Card meeting and input cycle with family and community members; share discipline data

October-December 2016 Calkins’ Narrative Writing RICC with performance task assessmentNovember 2016 Parent conferences and Title I parent/community presentationsNovember-December 2016

Give formative assessments for SBAC to grades 3-5; 2nd grade completes performance tasks as appropriate

Early December 2016 Administer first trimester interim assessmentsJanuary 2017-March 2017 Mathematics RICC with performance task assessment

Late February 2017 Administer second trimester interim assessmentsApril 2017 Conduct parent conferences and Title I presentations, survey parents

April 2017 Leadership Team meets to plan Summer School 2018 along with SUN program Director

May 2017 Administer third trimester interim assessments and submit student work samples online

June 2017 Post any open positions for 2017-2018 hiring; conduct screening and hiringJuly-August 2017 Summer School, EKT program and Back to School event

August 2017 Leadership Team meets; professional development for 2017-18 planned and published with calendars for assessment and planning.

Implementation Year #3:Dates Implementation TaskSeptember 8-15, 2017 Administer all pre-assessmentsEvery six weeks Data Team meetings (see assessment and analysis master schedule)September 2017 Begin Restorative Justice cycle of training during bi-monthly staff meetings

September-June Meet monthly with Family Advisory Board prior to First Wednesday meetings

September-June Begin “First Wednesday” family and community meetings and input cycles

October 2017 Hold Oregon Report Card meeting and input cycle with family and community members; share discipline data

October-December 2017 RICC with performance task assessment

35

November 2017 Parent conferences and Title I parent/community presentationsNovember-December 2017

Give formative assessments for SBAC to grades 3-5; 2nd grade completes performance tasks as appropriate

Early December 2017 Administer first trimester interim assessmentsJanuary 2018-March 2018 RICC with performance task assessment

Late February 2018 Administer second trimester interim assessmentsApril 2018 Conduct parent conferences and Title I presentations, survey parents

April 2018 Leadership Team meets to plan Summer School 2018 along with SUN program Director

May 2018 Administer third trimester interim assessments and submit student work samples online

June 2018 Post any open positions for 2018-19 hiring; conduct screening and hiringJuly-August 2018 Summer School, EKT program and Back to School event

August 2018 Leadership Team meets; professional development for 2018-19 planned and published with calendars for assessment and planning.

August 2018 Present to the school board and other stakeholders the data and findings from the SIG grant implementation and means for sustaining post-grant.

Post-Grant Sustainment Years #4 and #5:Dates Implementation TaskEarly September 2018 Administer all pre-assessmentsEvery six weeks Data Team meetings (see assessment and analysis master schedule)

September-June Meet monthly with Family Advisory Board prior to First Wednesday meetings

September-June Begin “First Wednesday” family and community meetings and input cycles

October 2018 Hold Oregon Report Card meeting and input cycle with family and community members; share discipline data

October-December 2018 RICC with performance task assessmentNovember 2018 Parent conferences and Title I parent/community presentationsNovember-December 2018

Give formative assessments for SBAC to grades 3-5; 2nd grade completes performance tasks as appropriate

Early December 2018 Administer first trimester interim assessmentsJanuary 2019-March 2019 RICC with performance task assessment

Late February 2019 Administer second trimester interim assessmentsApril 2019 Conduct parent conferences and Title I presentations, survey parents

April 2019 Leadership Team meets to plan Summer School 2019 along with SUN program Director

May 2019 Administer third trimester interim assessments and submit student work samples online

June 2019 Post any open positions for 2019-2020 hiring; conduct screening and hiringJuly-August 2019 Summer School, EKT program and Back to School event

August 2019 Leadership Team meets; professional development for 2019-2020 planned and published with calendars for assessment and planning.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

36

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

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

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

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous process to select an external provider that includes an examination of provider's reform plans and strategies that are research based and match the LEA's and school's capacity to implement.

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

The LEA has developed a process to select external providers.

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The LEA did not describe plans for monitoring external providers.

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

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external provider is not fulfilling their responsibility within the contract.

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

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

Margaret Scott will not engage in a planning year. However, there are some pre-implementation activities planned prior to the first day of school in the 2015-2016 academic year.

Dates: Implementation Task

June 6, 2015 Receive the SIG Grant funding; notify all stakeholders

June 2015 Post, screen and hire Principal and building School Improvement Coordinator

June 2015 Post job descriptions and listings for Family and Community Liaison and Restorative Justice Coordinator

Mid-June 2015 Conduct screening and hiring of Liaison and Coordinator as well as other open positions in the building

Late June 2015 Meet with Education Northwest to calendar training for RICC, Leadership Team work

July-AugustCoordinate with SUN Community School Director and newly hired Family and Community Liaison to establish schedule for family events and goals for Year 1.

July-August Early Kindergarten Transition and parent education training and Summer SUN program

July-August Meet with Leadership Team to establish schedules and systems for implementation of SIG.

August 3-7 Principal and selected staff members attend ODE Summer Institute in Eugene.

August 24-28 Provide training on Lucy Calkins’ “Units of Study for Writing” to all staff members provided by Teachers’ College Writing Project team

August (TBD) Hold parent meeting to share progress on SIG and invite members to join advisory board. Plan back-to-school event with new advisory group.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

The Chief Academic Officer, Directors of Federal Programs, Equity, Curriculum and Elementary Education commit to providing the new Principal the opportunity to learn and be supported in all aspects of this improvement grant. This includes prior to September 2015:

Formal meetings with the Academic Unit to review the grant activities, timelines and goals Formal meetings with the new Principal and staff facilitated by the Academic Unit to review the grant

plan together and provide times for questions. Formal facilitation by the Academic Unit at a family meeting in which grant activities are outlined and

introductions to new staff are made. Ongoing support from Operations Unit to ensure accurate and timely budgeting, scheduling of food

and transportation.

In addition, Margaret Scott’s Leadership Team is heavily invested in the goals and strategies outlined by the grant and will be able to provide support in managing and implementing each action. The State Leadership Coach provided through ODE's contract with NWRESD will also be available to provide on-site, ongoing support for implementation of these grant activities.

The current Principal, who has resigned to take a position in another state, will be available through July to transition the new Principal into the actions and activities outlined in this grant, if the new Principal desires.

There is a commitment by all levels of the organization to make the transition and the orientation of the new Principal and new building staff seamless and effective for benefit of the students and families served at Margaret Scott.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA has described structures, timelines and expectations for the newly hired Principal to review the SIG plan and the expectations

The LEA has described timelines for the newly hired Principal to review the SIG plan described a process for revising the SIG plan based on the newly

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

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

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

hired Principal’s input, honoring the input from stakeholders as described in 2A & 2B.

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

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

A letter of support has been secured from the Reynolds Education Association's (REA) President. Attached to submission email.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

n / a No letter is included in the application.

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

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

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

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3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

The LEA has referenced the intent of the element it is choosing to modify and has described a plan to meet the intent of the element, including specific goals / measures aligned to the modified element.

The LEA described a plan to meet the intent of the element, including specific goals / measures aligned to the modified element.

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

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

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

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

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3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The LEA did not address a rigorous review process.

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

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

Budget for One or More Schools Implementing a Model on the First Day of the Upcoming School Year:Reynolds School District BUDGET

Year 1 Budget

Year 2 Budget(Full

implement-tation)

Year 3 Budget(Full

implemen-tation)

Year 4 Budget

(Sustain- ability

Activities)

Year 5 Budget

(Sustain-ability

Activities)Five-Year Total

Pre-implementa

tion

Year 1(Full

Implementation)

Margaret Scott $75,279 $465895 $514,269 369,269 $116,719 $0 1,541,431

District-level Activities and/or indirect

$77,071 - Indirect rate @ 5.00%District admin incentives in above numbers

Total Budget $1,618,502

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

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

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

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

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

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

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A complete application includes:

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

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

Part B of application:

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

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

Respond to Part B, numbers one through twelve.

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

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

Part C of application:

Fill in the District Budget table.

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

Part D: Check the assurance boxes.

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