School Improvement Grants

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

Elementary and Secondary Education ActFiscal Year 2014

District Name:

Oregon Department of EducationSalem, OR 97310

.

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

The district should submit its FY 2014 application to 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:

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:

Glenfair Elementary

School4110520 946 Focus, Tier 3 Transformation

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

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

Glenfair Elementary Leadership is committed to input from parents, staff, and community partners. The year long commitment includes on-going written communication, informational events, data collection surveys, and community partnership feedback.

Written Communication The Glenfair Gazette, our informational parent newsletter (FC 3.1, FC 3.2), is sent out quarterly with

school and district information updates. The building website (FC 3.8, FC 3.3) is updated weekly with announcements, upcoming events, and

headlines(www.reynolds.k12.or.us/glenfair). Also available through this site is the yearly calendar, school-rating information, past report cards, 14-15 school initiatives and any state explanation documents. District and building processes can also be accessed through the Glenfair specific school

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website. The school has an increased presence on social media through a creation of both a Facebook page and

Twitter (@goglenfairgriz) in the summer of 2014. We post events and offer information reminders through these sites. We also receive parent messages and questions on a range of subjects, notably related to School Improvement.

Summary: The feedback from our written communication efforts surfaced the need for more frequent communication. In response we will be sending a monthly parent newsletter, creating a Glenfair specific parent handbook, and pushing out autodial communications through text messages to parents and guardians.

Informational Events1. Parent Meetings (FC 3.6, FC 3.1, FC 3.2, FC 3.4, FC 3.5)

Latino Parent Night, October 23rd

Agenda: Native literacy program review, parent feedback on meeting topics to be covered throughout the yearGlenfair Parent Meetings, November 20, Dec 9, Jan 22, March 19, March 28

11-20 Agenda: Multnomah County Library, New Health Curriculum, parent feedback on meeting topics to be covered throughout the year and on new arrival/dismissal system

12-9 Agenda: School initiative updates, parent feedback on initiatives1-22 Agenda: Report Cards, low cost internet, parent feedback on communication from teacher and school3-19 Agenda: Attendance, State Assessment, Multnomah County DCHS, Wallace Medical, parent feedback5-20 Agenda: Homework Policy

2. ConferencesNov 13-14 Attendance, Student baseline and goal setting (FC 3.7), Program DescriptionsApril 16-17 Parent Compacts, Attendance, Student Achievement, Program Descriptions

3. Family involvement- Sept 2nd- Family Meet and Greet Monthly- Raising the Bar parenting class presented by Urban League Weekly- Oregon Food Bank Various dates- grade level specific evenings Dec 4, Mar 19, June 4 SUN Showcase

Summary: The feedback from our informational events surfaced the need to bring our families together for community building within the school and outside of the school, create a clear homework policy, review bus behaviors and student conduct policies. In addition, parents conveyed a desire to better understand how to help their children succeed in class, clarify the changes associated with the adoption of Common Core State Standards and expressed an interest in becoming more actively engaged in school decision making processes.

Data CollectionThroughout this year we have utilized numerous on-line resources to solicit and receive community and staff input (FC 3.2, FC 3.4, FC 3.8).  We began the year by asking staff and parents to identify their priorities for Glenfair and our students.  As the year progressed we looked for input on topics ranging from school improvement, conference schedules and other school wide processes.  To date we have conducted over a dozen surveys that have allowed us to quickly analyze the school and the community’s views on a variety of topics.  The most recent survey focused on applying the SIG. The results from the staff survey further directed us to identify and prioritize school wide initiatives while receiving input on staff commitment. It also helped guide school wide readiness and to prioritize school improvement initiatives for the future.

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Summary: The collection and analysis of data is the cornerstone of informing School Improvement plans at Glenfair (EE 2.4).  Throughout the year we have used a variety of formats and tools to receive input from all stakeholders and make it a priority to use that data to guide our decision-making. The data we have collected has led us to moving forward with several focus points for next year.  Data has told us that student behavior is a concern.  To those ends we are moving forward a plan of grounding our staff in trauma based instruction (DSC 1.1, EE 2.5), focusing on school wide systems for dealing with behaviors (PBIS EE2.3, EE2.4, LDR 5.1) and seeking additional support in the form of redefining roles (LDR 5.1) and adding staff (LDR 5.8).  We have also identified student access to additional educational opportunities as key to our growth.  To meet those needs we will focus on engaging our families(FC 3.1-3.8), extended school day options (EE 2.2), tutoring (TL 4.4), early kindergarten classes (DSC 1.5, 1.3), and increases in school wide technology opportunities (DSC 1.3, FC 3.7).  We will also support classes with more students (EE 2.2) and be ready to engage with community partners for services for social and emotional support (FC 3.2).

Community PartnersIn response to the high level of need in our building we are working hard to develop meaningful relationships within our community.  Glenfair collaborates with multiple partners to attempt to meet the demands of a highly at-risk population.  The following community partners have supported Glenfair this year to help begin transforming our building (FC 3.1, 3.2, LDR 5.5).

-         Department of Human Services – We have partner with DHS to have an on-site self-sufficiency worker in our building.  His role is to assist our families in getting students to school on a regular basis.  His ability to access supports and information outside of our school system has been instrumental in opening communication between our families and our school and in several cases been a key component in individual student attendance.

-          Metropolitan Family Service – MFS partners with us to help run our Schools Uniting Neighborhoods (SUN) extended day/after school and coordinate several other initiatives. The on-site coordinator runs after school academic intervention programs, coordinates Americorps Vista Volunteers, helps to host our food pantry/ clothes closet, and supports us with attendance and parent involvement.  Her participation with our staff is crucial to many of our programs.

-          Oregon Food Bank – This year we were selected as an Oregon food bank site.  We repurposed one of our portables to provide needed food support to many of our families and others in our community.

-          Multnomah County – The county partners with us on several initiatives to support our students and our community.  We are a SUN school and a member of both the Communities Supporting Youth and Early Kindergarten Transition (a branch of Early Learning Multnomah).  These partnerships have allowed us additional assistance in attendance, kindergarten transitions to our school, and extending their school day.

Summary: Glenfair is offered a lot of opportunities to engage in professional dialogue and reflect on our practice through these partnerships. Some of the reoccurring themes of our partnerships have been: the need for trauma based instructional practices and training (DSC 1.1,EE 2.5) , the need to extend our academics within and outside the school day (EE 2.2), the need for wrap around family services (FC 3.2), and a great need to focus on and respond to attendance and mobility.

The feedback received from our written communication, informational events, feedback collection, and community partners helped us identify our areas of focus and create our intervention plans. We have taken each of the key areas, researched intervention options and chosen the pathway most suitable for our capacity.

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To address behavior and provide rich learning experiences we will engage in trauma based instruction training/ implementation beginning in the 2015-16 school year. In response to attendance need and mobility data we would like to hire a Mobility Mitigation Specialist who will support families with issues connected to mobility, attendance, and school to home partnerships. To address our academic need and parent feedback we will be partnering with families to create and implement a homework policy in the 2015-16 school year. To address our system needs we plan to articulate flow charts and response plans to all key academic concepts (TL 4.2) and highlighted areas of behavioral needs (EE 2.5). To strengthen our behavior response roles we will engage in restorative justice training as well as contracting with Safe and Civil Schools (DSC 1.1, EE 2.5).

To reinforce the core academic program, we will add intervention services to cover math and reading tutoring for students two years below grade level (TL 4.3, 4.1, DSC 1.4). We will contract with experts from American Reading Company to strengthen coaching capacity and launch “Read to 100” fall Kindergarten kick-off (EE 2.3, DSC 1.6). Student instructional options will be increased through lengthening the school day, extending the school year through summer school, and offering academics during all school breaks with the exceptions of major holidays (EE 2.2).

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

No action was taken to engage family and community stakeholders.

(1B) [Enter response here. Describe how the needs analysis takes into account the current state of improvement efforts at the school. See the evaluance

Glenfair Elementary School is in great need of attention to address current issues of attendance, academic outcomes, and student behavior. The process for identifying these included parent, staff, and students interactions and feedback forums in addition to data analysis. Once needs were identified staff were asked to offer suggestions on how to best respond. We began with an ongoing dialogue written on posters available at all times in the staff room. Staff were encouraged and welcomed to add ideas and respond to the ideas of others. Building leadership met with district staff to review ideas presented on the posters. Each idea was reviewed, consolidated, and reworded and eventually formatted in a PowerPoint presentation. The consolidation of ideas was presented to staff, who then enhanced, consolidated, reworded and added ideas. Staff then conducted a survey prioritizing list and rating feasibility. The survey was then reviewed by

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building leadership and shared again with staff and parents. A final list was sent to district for final review. In the creation of this grant application staff, building leadership, and district office staff further consolidated ideas. This process produced the following list of priorities in response to our building needs:

1) Social and Emotional Support (DSC 1.1, 1.2, EE 2.1, 2.5)– The needs of our families and our population are severe. Students are faced with overcoming many obstacles and concerns to get their mind on learning. Teachers must find the balance between support and challenge to ensure learning and connection. Despite a great effort, our staff lacks formal training in how to deal with this trauma. As part of our response plan, we plan to partner with Multnomah County Mental Health services to provide training and mentorship in trauma based instruction. In addition to this training for staff, we would like to expand our partnerships to include student contact time within the school day be contracting with Trillium Family Services or Lifeworks who also specialize in student mental health support. In addition to supporting our most impacted students, we must also pay attention to ensuring a safe, happy, and healthy learning environment for all students. This includes school-wide processes and agreements that are taught and reinforced with all students. In the 2014-15 school year we began the work in general school climate with Safe and Civil Schools. Our intent is to expand this partnership into year 2 of establishing our school culture to address school norms and expand into our communities. By giving attention to our students' social and behavioral health, we will ensure the foundations and readiness for student learning.

2) Family Engagement (Fc 3.1-3.8) – It is important that we extend our efforts in supporting student success deepening our current relationships with families. Attendance at Glenfair has been a struggle for several years. Our greatest impact on attendance has been growing true relationships with families- taking time to listen to their needs and respond in manners that are informed and culturally appropriate. Creating and maintaining these relationships takes great amounts of time and intentional outreach. Beyond time and intention, this effort is also impacted by our high mobility. New students enter our system so frequently that our enrollment system struggles to keep up. Our current effort is spent on placing the new student and obtaining records. This generates an inattentiveness to welcoming our new families that exacerbates the separation between home and school. We must make every effort to welcome and retain our student by beginning a relationship with them immediately and maintaining our relationships with each family.

Our new system will increase capacity to include a mobility mitigation specialist designated to make the initial contact with the family for an entrance interview. Families will be contacted within 48 hours of registration by our specialist to discuss student transition. Information will be shared with teachers. Teachers will then make a follow-up welcome call within the first week. The mobility mitigation specialist will also conduct exit interviews with families. Data on exiting families will be compiled and analyzed for future planning. The mobility mitigation specialist will also be activated to respond to chronic absenteeism. This position will be responsible for organizing home visits and community visits along with our DHS self-sufficiency worker. In addition to addressing our highly mobile population, we intent to increase opportunities for family engagement. Families will be invited in for academic and enrichment opportunities throughout the year. Getting students to school and engaging families as partners is another foundational layer to student academic success.

3) Instructional Enhancements (EE 2.2, DSC 1.4,1.6, LDR 5.3, LDR 5.7, TL 4.1-4.3)– In order to strengthen student outcomes we must enhance our instructional practices by adding instructional days, targeting instruction through tutoring, increase independent practice and monitoring through educational software/technology. Currently we see a loss of learning over numerous breaks

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throughout the year. Our goal with this intervention is to eliminate those long breaks and have school open for our students to engage in additional learning. This increase in instructional minutes and reduction of days off will help us to mitigate our learning loss over vacations. We also plan to increase student success through strategic tutoring. Students two or more years behind will be supported through additional tutoring in math and reading. Tutoring options would be provided during the school day and during additional instructional days. An additional practice to increase student success is to strengthen engagement during independent practice through the use of educational software/technology

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

The needs analysis disregards current improvement strategies / priorities.

(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.]

Reviewing past data for Glenfair Elementary reveals a consistent concern in both math and reading academic achievement. It is our vision to design a system that provides predictable student outcomes for all students within our system. Students at Glenfair Elementary deserve to succeed regardless of what are their background and academic needs. Committing to an instructional cycle of assessment, planning, implementation, and reflection on an individual student level is a necessary step to ensuring predictable outcomes for all students. In order to sustain an instructional cycle for all students we must ensure reliable assessments, viable curriculum, a collaboration process, and a process for communication with both student and parents.

Currently, Glenfair staff uses the Literacy Framework to guide all reading plans and structural framework. A commitment to continue refinement of data teaming, paid through Title I carryover and is not reflected in Year 1 budget, and instructional practices is planned for the 2015-16 school year beginning with summer professional development schedule June 15-18 and August 10-14. We will also expand our work in Common Core State Standards by strengthening text dependent questioning strategies, structure and book selection for independent reading and processes for efficient and effective small group instruction.

Glenfair is in the second year of implementation of a comprehensive reading assessment, IRLA (Independent Reading Level Assessment)- a comprehensive tool used as a screener, diagnostic, progress monitoring, and benchmark feedback system. This tool is used to set student goals and communicate student progress. All

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staff members have extensive training in this tool through professional development directly from the publishing company, American Reading Company, and training through our building and district instructional coaching. All staff are implementing the IRLA literacy tool. The data comparing year one implementation (2013-14) school year to year two implementation (2014-15) shows good progression in volume and consistency of teacher entering data as well as stronger student outcomes (42.8% currently at benchmark compared to 27.5% at benchmark the end of the 2013-14 school year ). In addition to this assessment system, the district provides a Literacy Framework as a guiding document to determine time, curriculum, and instructional structures.

It is an expectation that our students are offered grade level math instruction based on Common Core Standards with an emphasis on vocabulary and problem solving and instruction at their proficiency level to strengthen foundational concepts and address need. In order to realize this expectation we must utilize reliable assessment tools and teaching tools. Currently, Glenfair staff has been allowed to choose either EngageNY or "Math in Focus" as their core curriculum. Intervention options include Math Whizz, Focus Math, and Digging Into Math. Math assessments include a district benchmarking tool called RIMA (Reynolds Interim Math Assessment), in-program assessments, and math problem solving scored with the state rubric. Our math effort will be expanded in the 2015-16 school year through the implementation of a new district math framework articulating a common on-going math assessment, professional development on math practices, curriculum and intervention outlines and math non-negotiables. This framework is currently in draft form, but will be finalized with an implementation plan beginning with August professional development. Glenfair has made initial provisions to embrace the district expectations through the framework by adding math data and review processes in our PLC structures and expanding Title 1 supports to include math in the 2015-16 school year.

One of the major priority areas for the 2014-15 school year has been school climate and culture. The three major actions under this effort are: to define and implement common school-wide expectations for students, host events to promote positive school culture, and implement an attendance protocol to eliminate chronic absenteeism. To track these efforts we are reviewing referral data, tracking attendance data, and school climate information data. Current referral data shows an increase in total number of referrals (232 referrals written in the 2013-14 school year and 613 referrals written so far in the 2014-15 school year). Our PBIS team and building leadership have worked closely with staff to analyze the increase. Everyone agree that there are two major contributing factors- the first is a new building commitment to document student behaviors. The second is the implementation of consistent guidelines and expectations. We are expecting for behavioral referrals to increase in year two (2015-16) of school-wide PBIS implementation. We are also keeping track of assessment data and comparing with our past years (2013-14 74.6% of students attending 90% or more of the time 2014-15 68% of students attending 90% or more of the time). Our attendance team has analyzed mobility, and efforts and have concluded that our efforts are so severe that the majority of our time is being spent on our highest absentees and very little effort is put in proactive measure for attendance. This has prompted us to review our attendance committee efforts and protocol. Our additional data set comes from an end of year survey on community morale that we will be conducting at the end of May. Our informal/anecdotal data leans towards higher staff morale and fewer parent complaints to the district office. So, we are hopeful in a positive outcome.

All of our data is compelling that Glenfair students are in need. Our staff is aware and willing to provide whatever it takes to get students here and successfully learning. We believe that our initiatives are key to laying the foundation for the success of our students.

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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.

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

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

Throughout the past year we have worked hard to engage our staff, parents and stakeholders in discussions to inform the direction under way at Glenfair. We employ numerous methods to collect data from various groups including online surveys, newsletters, administrator hosted breakfast meetings, social media sites, website contact and auto dialers. All of the information gathered is reviewed by the school leadership team and used to help drive decisions throughout the year.

Gathered information is used to inform school decision making, establish parent meeting agendas, schedule important events, and direct the alignment of the SIG proposal to stakeholder feedback. Highlights from those decisions include parent education on the state report card and how the rating applies to Glenfair, a focus on school wide PBIS systems to ensure student safety and plans to move forward with meaningful family engagement including a family book study and additional parent meetings.

The following lists highlights our parent meetings and topics discussed. Most of these topics came from formal and informal information gathered from our surveys, parent conversations and staff requests.

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· Parent Meetings:

Latino Parent Night, October 23rd

Agenda: Native literacy program review, parent feedback on meeting topics to be covered throughout the year

Glenfair Parent Meetings, November 20, Dec 9, Jan 22, March 19, March 28

11-20 Agenda: Multnomah County Library, New Health Curriculum, parent feedback on meeting

topics to be covered throughout the year and on new arrival/dismissal system

12-9 Agenda: School initiative updates, parent feedback on initiatives

1-22 Agenda: Report Cards, low cost internet, parent feedback on communication from teacher and

school

3-19 Agenda: Attendance, State Assessment, Multnomah County DCHS, Wallace Medical, parent

feedback

5-20 Agenda: Homework Policy

In addition to the topics covered at parent meetings, below is a list of the topics covered in surveys and at administrator breakfasts.

Glenfair strengths and weaknesses

Parent education needs

Glenfair 3 year plan

School Improvement Grant

Parent and staff concerns

PBIS / Safe Schools

Family summer survey

Home technology

Homework

Bus and bus stop safety

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School procedures and plans

Classroom, bookroom and home library needs and functions

The information we have gathered from all our sources directs us to move forward our priorities for Glenfair over the next three years. It has also prompted us to pursue the transformational model for the SIG. Our priorities in order for our three year transformation plan will be:

Enhanced instruction

Family Engagement

Social and emotional support

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

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

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

No action was taken to engage family and community stakeholders.

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

These 3 focus areas were selected through a multi-step process of gathering information, analyzing

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information in committees, researching interventions, selecting interventions that can be sustained, and moving the recommendations to leadership for final examination and approval. In some cases this process has taken almost the whole year. We believe involving multiple sets of stakeholders and passing ideas through multiple filters has created a strong focused direction to move our school forward.

As stated above, we have used multiple sources for gathering information from our families. Surveys, informal conversations, formal discussions and guided town hall settings to name a few. After careful analysis of the information gathered from our multiple sources, Glenfair has established the following list of priorities to transform our school over the next three years.

Family engagement

Social and emotional support

Enhanced instruction

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.

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

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

Must Replace Principal – Glenfair replaced the Principal this past year and added an Assistant Principal and Behavior Interventionist to help begin the process of transformation (LDR 5.6) An increase in capacity has allowed us to increase family communication, respond quickly to student behavior, implement new instructional practices, and foster county partnerships. In the 2015-16 school year the leadership team will continue to articulate and review areas of responsibility, design

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response systems, and implement year 2 initiatives.

Must Implement Rigorous Teacher Evaluation System – The Reynolds School district has implemented a rigorous teacher evaluation system. The system includes 3 observations of staff members yearly, special attention to new staff and opportunities for teams to collaborate to improve instruction across teams and grade levels (EE 2.6, DSC 1.2, LDR 5.7, LDR 5.8, LDR 5.2).

Must Use TEVAL To Determine Teacher Reward/Removal Through the use of TEVAL systems, teachers not performing at acceptable levels will be evaluated or transferred out of Glenfair. In addition the evaluation process will be used to select teachers for individual recognition and opportunities for leadership or additional training. Depending on the preferences of individual teachers, we will reward success with public recognition, classroom material enhancements and in examples of particular success, teacher support to expand learning through additional professional development opportunities.

Must Implement Recruit/Retain Strategies To recruit and retain staff we will be partnering with the school district to offer Glenfair employees first seats to an opportunity to gain their ESOL endorsement with a current partnership with Marylhurst University using tuition dollars in conjunction with district funds. Glenfair will be present as guest to Portland area teacher preparation universities in order to conduct direct outreach to describe the conditions and transformation of Glenfair while assessing and appealing directly to teacher candidates. We intend successful teachers to be retained through the transformation of Glenfair's working culture that empowers teachers through professional development, an improved student culture, a reward and incentive system.

Comprehensive Instructional Reform Strategies

Must Use Research-Based Instructional Program – Our district has adopted some powerful researched based instructional program adoptions. In 2013 our district leadership, staff and outside experts developed a comprehensive Literacy Frame. We are deep into year 2 our Literacy Frame (attached as appendix B) and investing resources and time in IRLA and other key components of the framework. Additionally we are moving forward with district wide GLAD training for all staff members to meet the needs of our population. We have moved to a Content Imbedded English Language Development model for our language learner instruction to strengthen academic language and content learning simultaneously in the classrooms. Finally, we are adopting a new Math Frame which we will be piloting in 2015-16. All the core components of these programs are researched based.

Must Use Data/Data Teaming – We are heavy into the use of data teams to evaluate student needs and success in reading. Next year we plan to expand our data teams to include math needs and successes. We also use our local math assessment the RIMA and STAR Math to assess math growth and collect data on individual student success.

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We also heavily engage in the use of data to track discipline rates, monitor parent participation and run our student support teams. This data while not directly related to the success we see in the classroom has a huge impact on the ability for classes to set a rigorous pace of instruction and for our students to keep up with their need to work outside the school building on their learning.

An addition each grade level team has weekly PLC time focused on grade level specific decisions and data. They share ideas, successes and failures in an attempt to move forward the very best instruction for our students. Much of this discussion is centered around data collected from their individual classrooms and both summative and formative information is analyzed.

Must Use Job-Embedded Staff Development – Our district supports numerous opportunities for professional development embedded in our teachers work experience. We have currently a GLAD lab, we are adding a Math Studio Classroom and have established required coaching cycles to assist in focus areas of the district. We will also take advantage of district wide in-service opportunities on a variety of topics and our early year PD influx to kick start our major focuses for the upcoming year.

Our school also takes advantage of our early release Wednesdays. Every week our staff is gifted with a 2 and a half hour of professional development window to focus on district initiatives, school priorities, and teacher selected workshops. It also provides for cross building and cross specialty development. These weekly opportunities will strengthen our ability to deliver our professional development in a timely cyclical fashion to both monitor results and value our teachers growth through PD.

Increasing Learning Time And Creating Community Oriented Schools

Must Increase Instructional Time B

Glenfair would look at several strategies to increase instructional time. We have a 4 tiered approach that will increase learning for all our students. First, we would only close school on proper holidays. All students would be extended the opportunity to come to school on vacation days that were not holidays throughout the school year. For example we would run 6-8 days of school over the traditional winter break to decrease learning loss and provide specific focused instruction to all students who chose to participate. This program would be open to all students and include meals as part of the experience. Second, we would do an overhaul of current programs to increase exposure to

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academic content throughout the school. For example we would restructure library time to include specific instructional strategies designed to increase student reading. Third, we will stagger staff start and end times to extend our day at school. For example specialists in reading or language instruction will have a later start time and be able to staff after the traditional school day to provide their expertise to our extended day offerings. Finally, we will streamline our daily schedule to allow for more usable minutes during the day. For example we will open school 30 minutes to allow for our breakfast program to not cost us time during the instructional day. These ideas will run in conjunction with a 24 week after school program and an 8 week summer school.

Must Increases Family & Community Engagement – In addition to our current parent meetings, open houses, back to school nights, and other events we would create additional family involvement opportunities for our parents to positively engage in our school. We will hire a mobility specialist who will work with our highly mobile population to welcome them to the school and help the students transition into or out of our building. We will also contract with Stand for Children and Latino Network to provide culturally responsive outreach and family engagement with parent groups at our school. Priority will also be given to trying to staff our numerous outreach programs with parents so that our families will feel like they are empowered to advocate for themselves and others in the community.

School/District Can:

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

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

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

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

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

Providing Operational Flexibility And Sustained Support

District Provides Operational Flexibility – The district is ready to be flexible in bussing times, nutritional needs, and extended day opportunities. They support the school in the movement to a year round calendar in the 2016-17. Within the framework of our Literacy and math initiatives allow schools to be creative with time, money and personnel.

District Provides Technical Support – The district will supply a .2 SIG Technical Assistance Consultant (TAC) to assist in the implementation of the grant and its initiatives. They will also assist in securing quality PD opportunities for staff and in the routine practices of accounting for and distributing funds, daily maintenance and required reporting to the state.

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3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

OR

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

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

OR

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

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

OR

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

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

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

[(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.]

All staff at Glenfair Elementary express a sincere determination to lead students to academic and behavioral success. In preparation for the 2014-15 school year a staff survey and community survey were developed to develop plans for the school year. The leadership team invited staff to join in on planning sessions each Tuesday during Summer 2014 to further develop academic, behavior, and system plans. New systems and structures were introduced, trained in, and further developed in the fall and throughout the school year. Staff were involved in several feedback forums, surveys and discussions, to reflect on current practices and begin molding future plans. When the opportunity to apply for the SIG surfaced, staff and leadership determined the best approach was to continue to move forward with our 3 year plan and build a SIG application on the continuation of current school improvement efforts.

Consensus continues to build around the primary priorities for Glenfair's 3 year plan, most notably extending instructional opportunities for students, building a culture of inclusiveness and rigor and stabilizing students and families to maintain attendance and school connections. Our plans are extensive and will be realized regardless. Yet progress will be accelerated and strengthened by the receipt of the commitment and support offered through the grant.

15

The work is on-going and present in each conversation, presentation, and major school initiative. One strong step in the direction of the refinement offered through our plan are leadership meetings detailing next step actions needed. To carry the work forward, eight professional development days are scheduled and planned for this summer (June 15-18 and August 10-14). These days include presentation and training in IRLA, Math practices, PBIS, Action 100, Trauma Based Instruction, and the use of technology to accelerate GLAD sheltered strategies. These professional development opportunities offered to staff will both strengthen staff skills and brand the ideas presented in the three year plan.

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.

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

The Reynolds School District has the capacity to support the full implementation of the Transformation Model at Glenfair 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, interim and long term plans. The entire Academic Unit supports the concepts that Glenfair Elementary has revealed in their discussion of what school improvement efforts will be effective at Glenfair. The Reynolds School District Cabinet is also supportive of the plan developed by Glenfair’s Leadership Team. In short, there will be no surprises or internal obstacles involved in implementing the SIG at Glenfair.

The district will be adding a .2 FTE Technical Assistance Consultant for each school that receives the SIG. This translates into one full day of support each week for the SIG principal and for the district. If all three schools that have applied receive the SIG, then this Technical Assistance consultant will serve three schools and the district at .6 FTE.

The members of the Academic Unit and Cabinet will support the principal of Glenfair in implementing the 16

final requirements of SIG. The Director of Federal Programs will provide support to the SIG principal in terms of budgeting, planning and program implementation while leaning heavily on the Finance Coordinator for assistance with the nuances of budgeting and spending. The Directors of Elementary Education and Federal Programs will ensure that professional development is arranged for, implemented systematically, and paid for through grant funds.

The Director of Human Resources will ensure that Glenfair 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 Consultant, Director of Federal Programs, and Assessment and Accountability Coordinator will support the principal in determining a regular reporting structure and will assist the principal in gathering data related to that structure. The Director of Equity will support the community and parent engagement efforts at Glenfair and will lend resources to the effort, such as interpretation services and culturally specific consultation and resolution services. In addition, the Director of Equity will coordinate training around restorative justice and restorative practices that may come as a result of the grant application’s acceptance. The Executive Director of Special Education will assist the SIG principal in maintaining compliance while providing as much flexibility as possible. The Director of Instructional Technology will provide expertise to areas of grant implementation that require technology appraisal, evaluation, and procurement. The Academic Unit as a whole will serve as problem-solving venue in regard to curriculum, instruction, and implementation. The Cabinet will serve as a problem-solving venue in regard to interfacing IT, facilities, transportation, nutrition, and other operations.

In order to maintain the highest level of oversight, the Chief Academic Officer will have weekly meetings with the SIG principal, the SIG consultant, 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. Once per month, the ODE School Improvement Coordinator for our region will be invited to attend this SIG support meeting.

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

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.

17

implementation year.

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

[(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.]

Interventions selected by Glenfair have been reviewed, discussed, and voted on by current staff members.

Adjustment of current practices requiring no SIG additions or cost. All efforts fall under current general fund or Title positions:

1. Master Schedule will be reviewed with the the objective to sharpen student transitions, structure behavior support (example: moving all grade levels to recess and then lunch), and optimize instructional blocks (attempting 60-90 minute blocks of time).

2. Library will be restructured. Lesson plans will be created to include a read aloud, response to reading option, a highlighted objective and independent reading to practice the skill.

3. Leadership We will review all leadership roles- Principal, Assistant Principal, Behavior Interventionist, Counselor, and Instructional Coach to articulate core responsibilities for both leadership accountability and to build a stronger and more reliable response to staff needs. All leadership roles will maintain a year-long calendar with pre-planned events, monthly goals/deadlines, and documentation of efforts.

4. Title 1 Provides a 1.0 instructional coach, direct instructional services in Reading and math for small group instruction, and parent involvement dollars. Services will be readjusted to include math support.

5. Attendance protocol is being reviewed to ensure easy access to data, timely response to attendance concerns and communication between attendance committee and teachers.

6. PLC structures will be reevaluated and formalize for a more intense focus on student data and response and to include math.

Initiation of new practices requiring financial support through SIG dollars:

Social and emotional support –1. Partner with Multnomah County Mental Health services to provide faster, more appropriate referrals

for student mental health. Also work with district student services to establish a contract fore Glenfair with Trillium Family Services to support Red Zone students who are currently missing disproportionate amounts of class time either as absent or from repeated teacher behavior referrals.

2. Trauma based instruction – We are in discussions about extending our current partnership with Multnomah County Mental Health services to include initial training for staff, on-going coaching, and resources and references for promising practices in response to students who are impacted by trauma outside of school.

3. Behavior support – Seek additional assistance during high behavior times to include lunch and playground and during the testing season. In addition, we will continue the current partnership with Safe and Civil Schools to train staff on proactive behavior measures and reactive responses to green, yellow, and red zone behaviors.

Family Engagement – A mobility mitigation specialist will serve the most chronically absent students in the Glenfair community by conducting entrance and exit interviews, maintaining a case

18

load of families to support through wrap around services, and individual educational support training. This individual would be hired through Metropolitan Family Service, but will be housed at Glenfair.

Instructional Enhancements1. Additional instructional days – In order to extend learning opportunities and maintain consistent

instruction we will need to coordinate student registration, teacher recruitment, professional development, and student assessment tools with MFS and the SUN school coordinator. We will also need to coordinate with nutrition services and transportation to ensure necessary support services will remain uninterrupted during additional school days.

2. Tutoring – We currently offer tutoring services through our extended school day. We intend to expand these services throughout the school day and repurpose tutor time to support efforts in the following priority order: 1) Students identified in the RTI process as needing a 3rd intervention will be tutored on one objective identified in their highest need areas to be tutored in for 6 weeks for data collection. 2) The bottom 10% of both math and reading in each grade level will be offered tutoring within or outside the school day. 3) New students coming in behind grade level may be given a transition plan to include tutoring in lagging reading and math skills.

3. Additional pay for additional work – A year-long calendar will be determined at the beginning of the 2016-17 to include an extended work day every 5 weeks for professional development and planning. School calendars for the 2015-16 school year have already been adopted and budgeted for by the Reynolds School Board. District Superintendent and Cabinet are receptive to conducting a pilot form of year round school in 2016-17.

4. Technology – We currently have one 5th grade classroom that maintains a 1 to 1 iPad ratio. We have used this classroom as a case study for our technology implementation and have learned several things regarding student work submission, tool management, and programs. Our district has also been researching technology practices from other districts, which have included a visit and conversation re: promising practices and suggestions. The conclusion of this inquiry has revealed a strong recommendation to move toward a greater student to device ratio. The Reynolds School District is also currently running an app survey to identify and recognize the most impactful resources available. We will consider the results of input taken with research to inform appropriate software purchases that align with District Literacy and Math frameworks, are culturally competent and maintain rigor and relevance for the students.

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.

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

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

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

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

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with school leadership, has

The LEA has identified practices and policies that would potentially

The LEA has identified practices and policies that would potentially

The need to modify practices or policies was not addressed.

20

identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies.

- or -

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

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.

inhibit the full and effective implementation of the selected intervention.

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

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

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

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

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

The district will provide support for this SIG principal through providing .2 FTE, or one day per week in

21

technical support. This individual will be contracted with through a local agency such as Education Northwest or NWEA. This experienced professional will be a seasoned, retired principal who can provide the following weekly supports to buttress the obvious support that will be provided by the Director of Elementary Education and Direct of Federal Programs:

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

- Participating in hiring process of new teachers and support staff

- Guiding Leadership Team development

- Coordinating and facilitating instructional walkthroughs with feedback to the principal

- Assisting principal in CAP revision and school improvement budgeting

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

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

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

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It is understood that many teachers may wish to leave the school when the SIG application is successful. The district is committed to implementing Tier 1 hiring practices in the event that this occurs. The district will assist Glenfair Elementary to recruit and quickly hire high quality candidates for teaching positions at Glenfair. 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 Glenfair Elementary School.

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

In support of selected intervention, the district will continue to provide professional development including a new teacher orientation and training, a 7-day Project GLAD training, a five-day Mathematical Practices Training, and one Math Studio per grade level at Glenfair. Furthermore, the district will continue to provide a 1.0 FTE Instructional Coach at Glenfair Elementary School in order to support core program implementation and application of the key learning from professional development sessions. At Glenfair, 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 Glenfair 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 Glenfair Elementary School to implement a different data teaming structure or protocol granted that it is more intense, wider in scope, more frequent, or longer duration. District leadership will visit these data team meetings and provide feedback as to their effectiveness. The district will use a rubric to evaluate the effectiveness of data team meetings.

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

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

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

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with

The LEA has described mechanisms to oversee

The LEA has described mechanisms to oversee

Description does not articulate how the LEA

24

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).

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 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.

will provide oversight and support to the school.

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

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

We will continue to engage the staff, parents and stakeholders in discussions to inform the direction we are taking Glenfair.  We will continue to use online surveys, newsletters, administrator hosted breakfast meetings, social media sites and contact information, website contact and auto dialers to communicate with our community.  Our goals moving forward will be to strengthen our communication home in multiple languages, increase our social media presence and bolster the relevance of parent meetings to include more specific ways for them to help their students and how the SIG is impacting our school. We believe this transparency will increase confidence and ensure we are meeting the need of our stakeholders.

We also have plans to hire a mobility mitigation specialist as part of our grant. Our mobility rate is astounding at a little over 50% of our students leaving our school throughout the year and a new 50% replacing them. That means that even if a school wide intervention is planned by the middle of the year many of our students have not been part of the experience. To assist us in overcoming that issue we will hire a specialist to communicate with families, welcome them to the school and specifically educate the families in school wide procedures and practices. Our goal is to decrease chronic absenteeism through establishing a culture of attendance at the school. This means everyone taking a proactive role in attendance. This attention and support to the community must begin on their day of registration and not end until the end of the school year. However, the sheer number of students entering and exiting the school is too high for our current capacity to follow through on the entrance meeting, initial teacher contact, home visit, and continued follow-up. Our families are sometime moving in and out before we are able to engage with them. By extending this arm of the school, we will not only be changing attendance rates, we will be changing lives.

It will still be the responsibility of the entire team to welcome families and begin engaging as soon as possible, this additional capacity would ensure that contact is made within the first 48 hours and services are deployed right away. This job description would include the entrance/exit meetings with families, support with registration, connecting families with necessary supports through our already existing DHS partnerships and MFS partnerships, obtain and respond to a weekly report of students chronically absent- positive response

25

to increase and support for decrease in attendance, coordinate family involvement events, and coordinate our volunteer program. A stronger attendance system with a designated person to coordinate and support will decrease our chronic absentee rate (currently at 41%). In the absence of the addition in capacity, we run the risk that the very basic foundation of learning, showing up, could continue to be an obstacle.

We also want to increase the ability for parents to engage as volunteers for Glenfair. A push to recruit additional volunteers in the building will be accompanied with a variety of jobs that parents can easily step into to be part of our building on a daily basis. These jobs will be consistent needs, expose them to the learning environment and train them to the academic procedures and expectations they can help their children with outside of class.

We will continue to establish every opportunity to educate and inform our stakeholders of the initiatives and plans for moving Glenfair forward.  We will also continue to keep the lines of communication open by having set aside time at events for questions, comments and concerns.  We will also formalize a process for parents to leave written concerns at all meetings or daily in the office so the pressures of speaking in front of others or language barriers will not stop any concerned member from communicating their questions or feedback to inform our implementation.

In addition to we plan to be a consistent presence at our local neighborhood meetings and several community groups to expand our influence and community presence.  We will in particular focus on organizations that are civic centered and encourage input to and assistance with our goals.  This entire effort will be targeted at branding our school and moving forward systems and processes of communication with our stakeholders that can be self-sustaining in the future and will not require additional funds or personal to remain viable. We believe that by opening the door and inviting people in to see the work we do they will be welcome and want to stay to help with the transformation we are undertaking.

Finally, we will also run a series of events designed again to bring people to Glenfair. Building on what we already conduct include: incoming kindergarten family nights to educate family's on ways to help prepare their student of kindergarten while giving the students a taste of school, meet and greet events, and focused home visits to highlight student successes in the classroom. We know that once people are part of the change at Glenfair they will be excited and as passionate as we are to be part of our transformation.  These events will be the open hand to welcome them to join us on our journey.

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

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.

26

model.

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

[(9) Enter response here. Describe the strategies and plans for sustainability. See the evaluations

When designing a 3 year plan for transforming Glenfair we focused on high impact initiatives with potential to show quick gains and successes to help reframe our school as one of successful outcomes. Our staff, student and families need to see tangible evidence of attention being paid to our programs, instruction, and behavior in the first year of implementation. The potential gain from this initial effort has dual benefits to both reframe Glenfair as a successful school and lay foundations of expertise and infrastructure that we can continue to build on

Social and emotional support-

Instrumental Enrichment (IE) has been purchased and utilized with groups of students for the past several years. The concepts of the program align with the level of critical thinking and problem solving needed to tackle smarter balance assessment. The goal of this effort is to blanket training and exposure to staff through year 1 training and implementation to create the capacity to continue use in the future. The cost of the program is high. To sustain the purchase we will need to collect data and analyze which groups of students gain the most from this level of explicit training in critical thinking. Over the course of the 3 years this will return to an intervention to be used with select group of students and implemented by 3rd-5th classroom teachers with small groups of students.

As a second initiative under this effort, we will be seeking partnerships for both training and wrap around supports for students and families directly from our building. We currently partner with DHS through Multnomah County Collaborative Supporting Youth Initiatives. In addition to continuing this partnership we will be seeking additional partnerships. The initial costs would include training time for staff to learn about available services and collaborations and possible contract services. Any ongoing costs would need to be supported through general fund (social worker). If this was not attainable, staff would still be trained in offering referrals to families for wrap around services through these partnerships. Teachers are a key communicator and resource for families in need.

Year 1 will be the highest cost as it will include formal consultation.  We are planning on a reduction of major referrals during the lunch hours as a compelling statement to eventually placing an additional noon duty in the general fund.

Family Engagement A mitigation specialist position would be necessary to establish partnerships throughout the

community. Our goal for the position would include short term measures- dealing with absenteeism and road blocks and long term measures- establishing connection and relationship with families and community entities. This role would be established in years one and two of the grant and assignment will be redistributed in year three.

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Instructional Enhancements Individualized, small group, and strategic tutoring efforts will be a key intervention to responding to

the large number of students two years or more below grade level in math and reading. The efficacy of this intervention should eventually decrease the need to be addressed in our current Title 1 program.

Reynolds School District is exploring options to minimize educational breaks in future academic calendars. To begin this effort we will maintain both an extended day program funded by our SUN (Metropolitan Family Services) partnership and add academic and enrichment opportunities during school breaks (other than proper holidays). To sustain this effort past the years of the grant we will adjust our SUN program to fewer extended days to cover the additional days.

Our goal is to have a 1:1 student to iPad ratio by the end of the 3 years. To reach this goal we will utilize district Technology grant applications, Title funding, and SIG monies. To sustain this effort we will design a replacement schedule on par with all building technology via general fund and Title 1 dollars to address aging machines.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

1) 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.]Trauma Based Instruction-

Glenfair Elementary has experienced an increase of families who are affected by trauma which has negatively impacted the entire school climate. Implementation of training and additional staff, will support a school-wide, proactive approach from the in-school perspective. Additional training and resources for our staff and families will assist in establishing a sustainable, healthy culture. Trauma-based training for our classroom teachers and the addition of trained staff will assist in the stabilization of the community and a more intentional focus on academic expectations by all stakeholders. Success will be tracked by the decrease of behavioral referrals, a reduction of classroom disruptions, increased community participation and academic performance.

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Social Emotional Supports-

Social Emotional Supports are critical at Glenfair because the current social emotional needs of many of our students impact their ability to learn, as well as impacts the classroom environment and the learning of their peers. We propose the addition of a staff member trained in IE (Instrumental Enrichment) who would work with grade level groups. The priority of groups would be Third, Fourth, Fifth, Kindergarten, First, Second. Attendance in these groups would be flexible to allow students who demonstrate growth in social/emotional skills to phase out, as well as allow new students to join as the need arises. Students in small, focused groups working through IE curriculum will demonstrate an increase in self-management, internal locus of control, empathy, collaboration and problem solving. To track success, we will compare referral data as collected in SWIS, as well as qualitative and quantitative data from the classroom teacher, specialists and other staff.

Behavior is a concern at Glenfair. As we move toward a new understanding of behavior and what it looks like to be a student at Glenfair we need some additional FTE that is trained and has a proven background in behavior. This FTE would support processing referrals, provide teacher time to work with students on issues and repair relationships, and implementing behavior plans for our red zone students. This FTE would be phased out over the course of three years as we are able to make a climate and cultural change in the building.

We also want to provide some additional training to staff and specialists throughout the building. We were blessed this year with excellent training form Safe and Civil Schools and we would like to continue that work with a focus on yellow and red zone behaviors. We want to also make restorative justice training part of our staff wide PD for next year to allow for a better understanding of how to reincorporate students into the classroom and repair relationships to move forward after an event has occurred.

The goal of all these interventions is to reduce referrals in the building, regain instructional minutes currently lost to behavior issues, and support students and staff in moving forward if an incident occurs. To monitor our success we will look for a reduction in student referrals, more rapid growth as measures by IRLA and RIMA and staff and student survey data.

Instructional Enhancements

Students at Glenfair are behind. We have worked hard over the past year to accelerate learning for all students but we must do more to get our students to catch up. In conversations with our families and students we know

29

that at home many of the home supports that could facilitate learning do not exist. Our long term goal is to go to more of a year round model for school at Glenfair. To achieve that goal we will phase in additional school days and work with the district to move to a year round calendar for future years.

In year one our proposal is to have school be open any day that is not a holiday. We will remain open for any extended break and provide an educational opportunity for all our students. This would add an additional 13 days to our calendar and help to mitigate the learning lost over our extended breaks. If successful our students will show a reduction in learning loss over breaks and give us great data to use to move forward with a modified year round calendar in year two of the grant.

We also want to increase our students ability to accelerate their instruction individually. To those ends we will increase our student to technology ratio from 2:1 to 1:1 to better allow our students to access and interact with technology. We expect this to not only bolster our current technology initiatives but also better prepare kids for high stakes testing and raise their comfort level when using technology.

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.]

The action plans stated in our three year plan have already been incorporated into our work. We have had continuous conversations with staff in preparation for these initiatives. We have also planned our summer professional development weeks (June 15-19 and Aug 10-14) for training and planning time for the initiatives presented in our five year plan.

In addition to continuing to inform our community, staff and students of all our action items, the next step toward greater student success is to ensure all professional development, planning times, additional instructional days and reflection times are scheduled in the calendar and communicated to staff for next

30

school year. We will also make sure that expectations are defined clearly in all planning documents so teachers can begin planning with the end in mind. It will be important that we identify which data points we will be using to check on progress throughout the year. End of year data will be collected as baseline and shared with staff.

Once all of our opportunities are scheduled we will begin recruiting for new positions- mobility mitigation specialist, tutors, additional day teachers, and Trillium social worker. Technology will be ordered and apps will be purchased from the district recommendation list which is currently being compiled based on a staff survey.

Prior to next school year leadership and staff will work on branding our school goals, publishing information on events, and highlighting new partnerships. This communication will include written information, informational meetings, and teacher talking points. Also, implementation lists will be created by leadership to include under each initiative "look for items" in each year of implementation.

All initiatives will be review cycle- train, design, implement, review data, reflect on practice, and adjust. The leadership team will be placed in charge maintaining this cycle for each initiative.

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.

2) The LEA must describe how it will monitor each priority and focus school, that receives school improvement funds including by-a) Establishing annual goals for student achievement on the State’s assessments in both

reading/language arts and mathematics; and,b) Measuring progress on the leading indicators as defined in the final requirements.

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

Professional Goals:

All data systems will remain updatedEvery data team meeting will include student data and instructional planningAll staff will implement school-wide agreements and initiatives

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Behavior Goal:

Student referrals will decrease by 50% annually throughout the duration of the grant. (Current number of referrals as of May 2015 is 613)

Attendance Goal:

Student attendance will increase by 10% in year one and an additional 5% for each year of the grant

Parent Engagement Goal:

Increase parent participation by 20%Increase in number of events offered each yearIncrease in parent contact

Reading Goals:

All students will show growth from fall to spring benchmarking as identified by IRLA.

Students who begin the year on grade level will make one year of gains during the assessment period.Student beginning the year within one year of grade level will make one and a half year gains during the assessment period.Students beginning the year two or more grade levels behind will grow two or more grade levels during the assessment period

Math Goals:

All students will show proficiency on end of year math problem solving.

All students will show growth from fall to spring benchmarking as identified by STAR assessment.

Students who begin the year on grade level will make one year of gains during the assessment period.Student beginning the year within one year of grade level will make one and a half year gains during the assessment period.Students beginning the year two or more grade levels behind will grow two or more grade levels during the assessment period.

Goals will be addressed during periodic check-ins through progress monitoring using IRLA, STAR, and other in-program assessments.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in collaboration with school leadership, has described annual goals

The LEA has described annual goals based on reading mathematics student data, as well as

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

The LEA did not describe annual goals.

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based on reading and mathematics student data, as well as periodic check-in measures, to ensure improved achievement for students.

quarterly check-in measures, to ensure improved achievement for students.

[(11B) Enter response here. Describe the strategies for monitoring progress. See the evaluation rubric below for guidance.]Monitoring our progress will be key to successful implementation of our programs.  With the change in the state testing OAKS while informative about students overall success is no longer timely or adequate in monitoring student progress.  If we wait for the scores form the test to return to us we will be past our ability to make change.  To address that deficit in progress monitoring that OAKS has afforded us in the past we are focusing on several ways to monitor student growth throughout the year.  We believe that through these systems we will be able to predict student success and make more agile decisions when it comes to individual student instruction.

To monitor our students reading our district has fully adopted the IRLA program form the American Reading Company.  This researched based program allows teachers to move students along the reading continuum and track their growth over time.  It also has structured goals and targets to track a student and give you an idea of their current reading skills based on grade level.  The full implementation of this program will inform our data team meetings and assist us in targeting the supports that individual students may need to move up levels in reading.

To monitor students in math the district has spent the last year adopting a math framework that will allow us to align curriculum to the CCSS and transitions students across different levels.  We have also implemented the Reynolds Interim Math Assessment to assist in progress monitoring our math levels across the district.  This assessment, given three times a year, will allow is to monitor student growth and achievement and inform decisions at data meetings.  We will also be adopting a district wide online program that will also track student growth and math age.

SWIS data has been used consistently this year to track behaviors and incidents throughout the building. We will use that as baseline data to compare as we are get more social and emotional supports in place for our students. We hope that increasing the training our staff has in PBIS, trauma based instruction and restorative justice we can work collaboratively to correct behaviors and get students back to class rather than focus on punishing students. We will continue to use SWISS data and look to decreases in behaviors as a key to regaining lost instructional time.

Another addition to our school will be the implementation of HERO software for assistance in rewarding our students for positive behaviors. The HERO system allows us to track and record positive behavior and place emphasis on modifying behaviors we want to highlight. This system will be linked to a student store that will allow students to receive tangible rewards for their positive behaviors.

We will also be tracking services form our mental health partners. Once partners are selected we will monitor the number of students they are serving and track trends in repeated issues they are encountering. This information will be used to adapt our school wide systems, where appropriate, to better meet the needs of our community. We will also look for trends around time of year with more incidents, number of students served throughout the year and hopefully a reduction in necessary interventions with students.

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In addition to tracking student learning and social supports we will also focus on student attendance by tracking chronic absenteeism and daily attendance rates with an eye to several interventions we are rolling out.  Discipline data will be analyzed including key times of the day, staff members involved, incident location, and ethnicity information.  We will also track data surrounding staff attendance, substitute days that go unfilled and how that all relates to classrooms disruptions and behavior incidents.

Finally, we will carefully track the students involved in our school extension efforts to carefully monitor their learning.  Our main goal is to reduce the learning loss throughout the year and summer with the school options we will offer.  If we can show that the additional year round support is helpful we will use the data to move forward a yearlong school calendar proposal for the following school year.

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.

3) 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.]

Social and emotional support is ensuring that students have the foundational elements necessary to ensure learning can take place.

Year one under this grant would bring training and coaching in trauma based instruction to all staff members, continue to refine school-side systems for behavior by contracting with Safe and Civil Schools to lead our team through identifying key needs adjusting personnel and practices, and to contract with Trillium services to provide student mental health support.

Year two under this grant would be further imbedding trauma based instruction through our PLC practices, continue work in school-wide systems by contracting with Safe and Civil Schools to further develop our school-wide practices, and continue direct services to students through Trillium services

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Year three school staff will be fully implementing trauma based instruction the instructional coach and administration will offer feedback and coaching to ensure a solid implementation, our school wide systems will be in place and maintained by staff members, direct mental health services to students will remain, but decrease as the proficiency of trauma based instruction increases.

Year four is a continuation of all trauma based instructional practices and school-wide systems and the elimination of contract services with trillium as the need diminishes through growing expertise in serving students' social and emotional needs. Year five actions will be based on a system more successful as a result of year 1-3 implementation efforts and will require much less support and attention to this area.

Parent Engagement is providing supports and extending partnerships beyond the school walls and to families.

Year one under this grant would include redesigning and retraining staff on an attendance protocol, hiring of a new mobility mitigation specialist, and planning/implementing parent involvement opportunities.

Year two and three would be continuation of mitigation specialist position and refinement of attendance protocol

Year four a mitigation specialist would no longer be necessary to maintain our system and activate our attendance protocol.

Year five actions will be based on a system more successful as a result of year 1-3 implementation efforts and will require much less support and attention to this area.

Instructional Enhancement is strengthening instructional programming and processing to meet individual needs of students.Year one under this grant includes 13 additional instructional days offered to all students, Tutoring opportunities for students 2 year below grade level, and iPads and apps for robust independent practice and familiarity with assessment forum.Year two includes continuation of additional instructional days, student tutoring, purchase of app license, and the addition of staff ESOL license program participation through Marylhurst. Reynolds School District is strongly considering a move toward a year-long calendar within each year of implementation we will be considering the district positon and adjusting our program to suit the academic calendar. In partnership with MFS, our offerings will include both after school programs and additional instructional days when/if the calendar is adjusted.Year three would include additional instructional days (structure to be determined by district calendar), tutoring, and the second year of the ESOL endorsement program, and renewal of appsYear four would include additional instructional days (structure to be determined by district calendar), tutoring, and renewal of appsYear five would include additional instructional days (structure to be determined by district calendar), tutoring, and the second year of the ESOL endorsement program, and renewal of apps

35

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

4) 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

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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match the LEA's and school's capacity to implement.

[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.

5) 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.

6) 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.]

Glenfair staff is committed to transformation. We have taken a major step forward this year toward transformation of students experience and outcomes. Our most proud accomplishments are our expansion of community services, dedication to uniformed reading instruction, complete ELD model adjustment and our increase in staff morale. These outcomes are in direct reflection to the intentional and strategic work done in preparation and implementation this school year. We will use these foundations to continue building strong programs and supports for family and students to fulfill our vision of predictable positive student outcomes to become positive, contributing citizens with the freedom to choose life’s path.

To continue this transformation process we will be offering 8 days of professional development this summer (June 15-18 and August 10-14) We will also have an event to kick-off the school year when teachers return in August. A master calendar with professional development, due dates, and monthly focus points will be provided at the on-set of the year. Our initial professional development will cover all actions, timelines, and goals to ensure we are starting the year with the end in mind.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

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

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

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

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

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

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[(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.]

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 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.

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

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.

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.

This letter has been secured and is attached to the 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.

7) 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

39

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.]

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.

8) 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

The LEA has selected a reform strategy aligned to the needs of the school as well as aligned to the

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.

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needs of the school (as determined by the needs assessment) as well as aligned to the population / setting of the selected school.

population / setting of the selected 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.]

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.

9) 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

The LEA has developed a rigorous review

The LEA has developed a process to select or

The LEA did not address a rigorous

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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.

process to select and monitor the operator selected that takes into account research-based strategies, performance, and continued evaluation and monitoring of implementation.

monitor operators of the school.

review process.

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

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

Year 1 Budget

Year 2 Budget(Full

implement-tation)

Year 3 Budget(Full

implemen-tation)

Year 4 Budget

(Sustain- ability

Activities)

Year 5 Budget

(Sustain-ability

Activities)Five-Year Total

Pre-implementa

tion

Year 1(Full

Implementation)

Glenfair $555114 398,622 363,750 $204,930 $0 1,522,416

District-level Activities and/or indirect

District indirect rate @$76,120

Total Budget $1,598,537

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

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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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