Application SY 2016-2017 - Indiana · PDF fileTitle I – 1003(g) School Improvement Grant...

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Title I – 1003(g) School Improvement Grant Application SY 2016-2017

LEAs must submit an application for EACH school applying for 1003(g) to [email protected]. Part 1: Grantee Information

Instructions: Complete school and district information below. School Corporation/Eligible Entity Goshen Community Schools Corp # 2315 School Chandler Elementary School School # 1833

Superintendent Name Dr. Diane Woodworth Email [email protected]

Title I Administrator Name Mary Kay Longacre Email [email protected]

Principal Jeromy Sheets Email [email protected] Mailing Address 419 S. 8th Street City Goshen Zip Code 46526

Telephone 574-533-5085 Fax 574-533-1702

Total Funding Request 1,498150.00 Select Application Type: X Transformation ☐ Turnaround ☐ Early Learning ☐W hole School R eform ☐ R estart ☐Closure

Part 2: Grant Award Information

Grant Award Timeline: 1003(g) LEA application released (Draft) May 31, 2016 Technical assistance training through a live webinar. Join the webinar through the link below: https://indiana-doe.webex.com/indiana-doe/j.php?MTID=m1aaab1090d16d592f32292e9f764c764 Number: (877) 422-1931 Pin: 542-270-3981

July 14, 2016 10:00-11:00 am

https://indiana-doe.webex.com/indiana-doe/j.php?MTID=m1aaab1090d16d592f32292e9f764c764

https://indiana-doe.webex.com/indiana-doe/j.php?MTID=m1aaab1090d16d592f32292e9f764c764

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Technical assistance training through open calls. Number: (877) 422-1931 Pin: 542-270-3981

July 20, 2016 3:30-4:30 pm AND July 28, 2016 10:00-11:00 am

Technical assistance through appointments on-site at the Department of Education. Schedule an appointment using the jot form below: https://form.jotform.com/61465812951964

August 16, 2016 9:00 am- 4:00 pm AND August 18, 2016 9:00 am- 4:00 pm

LEA applications due August 30, 2016 Preliminary Award Notification September 30, 2016 Planning/Technical Assistance October 1, 2016 – December 30, 2016 Early Implementation January 1, 2017 – June 30, 2017

Grant Award Resources:

● USED SIG information: http://www2.ed.gov/programs/sif/legislation.html#guidance

● Indiana SIG Award Information: www.doe.in.gov/sig Federal Program Title: School Improvement Grant Federal Agency: U.S. Department of Education Pass Through Agency: Indiana Department of Education CFDA Number: 84.377A Award Name: School Improvement Grants Grant Award Number: S377A00120015A Instructions: Please complete the table below regarding who was involved with the grant process.

Staff Members Consulted for Application Process

Name Title Example: Mrs. Joan Smith Example: Title I Resource Teacher

Amy Smoot Chandler Master Teacher

Leon Bauman Chandler School Counselor

Jeromy Sheets Chandler Elementary Principal Andrew Kauffman Chandler Innovation Technology Specialist

https://form.jotform.com/61465812951964

https://form.jotform.com/61465812951964

http://www2.ed.gov/programs/sif/legislation.html#guidance

http://www2.ed.gov/programs/sif/legislation.html#guidance

http://www.doe.in.gov/sig

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Laura Schwartz Chandler TOSA

Beth Mast Chandler School Secretary

Mary Kay Longacre GCS Director of Grants and Assessment Karen Blaha GCS EL Director Dr. Angela Piazza GCS Assistant Superintendent Renee Manno District New Tech Coach

Dr. Alan Metcalfe GCS Assistant Superintendent

Instructions: Consultation with Stakeholders: List each meeting or other activity held to consult with stakeholders regarding the LEA’s application. Indicate the numbers present from each stakeholder group and the general discussion or feedback at the meeting.

Meeting Topic Date & Time

Parents/ Commu

nity

Teachers/Staff

School Administrators

School Board

District Staff

Students General Discussion or Feedback Received

Example: Student and Parent Forum

3/15/14 25 5 1 1 0 200 Principal discussed elements of SIG and Turnaround Model with group – opened up for public question/comment

STEM exploration meeting with Warsaw Community Schools administration

11-11-15 0 2 1 0 1 0 Initial exploration meeting with Warsaw administrator to gain further understanding of STEM structure. Team visited Washington Elementar, Warsaw High School.

Initial STEAM committee with staff

3-10-16 0 35 1 0 0 0 Principal discussed with staff the idea of STEM certification and the process to begin creating a PBL culture.

STEAM committee visit to Lake Hills Elementary

3-21-16 0 12 1 0 0 0 Initial STEAM school visit to gather an understanding of what STEAM looks like in practice. STEM coordinator from Lake Hills shared their certification journey and led the visit. Members took pictures, asked questions.

STEAM committee visit to Hamilton

3-28-16 0 15 1 0 0 0 STEAM committee members met with Hope College to discuss partnership with school

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Middle School, Outdoor Discovery Center, and Hope College

system, Hamilton Middle School to discuss scheduling and curriculum options, and the Outdoor Discovery Center to see pre-school options for project based learning.

District Academic Sub-Committee

4-13-16 3 12 4 0 2 0 Presented to academic sub-committee the process that STEAM requires in student learning. What that looks like for Chandler. Committee asked questions about professional development, programs, and student work and assessment.

STEAM committee with staff and community members

4-20-16 3 6 1 0 0 0 Principal brought the team together to begin discussing what steps the building needs to take to work towards STEM certification through the state of Indiana. Discussed what our vision and mission was for this process. Decided on next steps for building to take.

Screening of Most Likely to Succeed Documentary

5-3-16 55 15 4 3 5 3 Viewed the documentary Most Likely to Succeed to begin the conversation among all stakeholders about what STEAM and PBL looks like. How it is something we want all our students to experience.

Staff meeting, what does student centered environment look like?

5-11-16 0 35 1 0 0 0 Teachers began to investigate what student centered environments would look like through a STEAM viewpoint. Teachers worked collaboratively on a scavenger hunt to find ideal environments.

STEAM Leadership Meeting

5-2-16 0 3 1 0 0 0 Started to address some initial questions with knowledge gained from STEM school visits.

School Leadership Team

8-17-16 0 4 1 0 0 0 Team discussed roles and responsibilities


5-5-16 0 3 1 0 0 0 Starting to create our vision for partnerships with Goshen College, area businesses, and parents.

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5-12-16 0 3 1 0 0 0 Initial meeting based on curriculum needs, Buck Institute scheduling for summer professional development training.


5-16-16 0 3 1 0 0 0 Reviewed visit questions to create a list of current staff and community members for Buck trainer to address this summer. Created a scaffold for next year’s actions toward certification.

Meeting with Lippert Components

5-25-16 2 2 0 0 0 0 Initial meeting to establish partnership with Lippert Components. They offered personnel partnerships of engineers to review student engineering plans and share their own plans, products. Brainstormed what student learning trips could look like and possible flexible seating products to produce for Chandler students.

PBL Training with the Buck Institute

7-12-16 7-13-16 7-14-16

1 32 2 0 1 0 Buck Institute implemented pbl training on pbl and creating projects. All staff involved in creating projects with assessments to implement this school year.

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Instructions: Describe the process and comments from family and community input (1 page maximum):

● How and when was information shared? ● How was family and community feedback incorporated into your grant? ● How was your grant changed as a result of input?

Family and Community Input

Family ● Newspaper 2014, 2015, 2016

○ Goshen News coverage of Kindergarten Tools of the Mind, Project Lead the Way, and Student Makerspace ○ Elkhart Truth Newspaper coverage of Kindergarten Tools of the Mind, and Project Lead the Way

● Television News Station 2015 and 2016 ○ ABC 57 coverage of PBL events ○ WNDU coverage of PBL events ○ WSBT coverage of PBL events

● Family Reading Night December 2015 ● Whole School Family Game Night May 2016 ● First Grade PBL Family Build Night May 2016 ● Fourth and Fifth Grade High Ability Wax Museum May 2016 ● Hispanic Heritage Kindergarten Celebration September 2016

Community ● Community Grants ○ Donors Choose ○ Goshen Community Schools Foundation ○ WNDU and Martin’s One School at a Time

● LIppert Partnership May 2016 ● Showcase visits by surrounding schools form Elkhart County about Project Lead the Way February 2016 ● Goshen Airport Community Launch of Space Balloon May 2015 and May 2016 ● SeeMeCNC Printers Summer 2016 ● Goshen Parks Department Learning Explorations 2014- ongoing ● Newspaper Coverage of ● Good of Goshen (Goshen College, Goshen Community Schools, and the Goshen Chamber of Commerce Campaign)

○ Lego Robotics ○ Recess Playground School Garden

● Television News Station ● School Board Presentations

○ Lego Robotics ○ Project Lead the Way ○ Voya Unsung Heroes Grant for space balloon launch

● Partnership with Goshen Middle School for community showing of Most Likely To Succeed May 2016

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As noted in the above chart, there were many opportunities for families and the community to learn about, experience, and give input into Chandler Elementary School’s PBL journey. At this time, we feel that with Goshen Middle School and Model Elementary using the New Tech model, it would be a collaborative opportunity to partner with them. This would prepare our Culturally Linguistic Diverse students to be successful in their 21st century educational journey.

Part 3: LEA and School Assurances and Waivers Instructions: Certain terms and conditions are required for receiving funds under the School Improvement Grant and through the Indiana Department of Education (IDOE). Therefore, by signing the following assurances, the grantee agrees to comply with all applicable federal, state, and local laws, ordinances, rules and regulations, provisions and public policies required and all assurances in the performance of this grant as stated below.

The LEA/Eligible Entity must provide the following assurances in its application. The LEA/Eligible Entity must be able to provide, upon request, evidence of compliance with each assurance. ● Use its School Improvement Grant to implement fully and effectively an intervention in each Focus or Priority 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 and key school categories. Monitor each Focus or Priority school that an LEA serves with school improvement funds, and establish goals (approved by the SEA) to hold accountable Focus or Priority schools that receive school improvement funds

● If an LEA implements a restart model in a Focus or Priority school, include in its contract or agreement terms and provisions to hold the charter operator, charter management organization, or education management organization accountable for complying with the final requirements (only need to check if school is choosing RESTART model)

● Monitor and evaluate the actions a school has taken, as outlined in the approved SIG application, to recruit, select and provide oversight to external providers to ensure their quality

● Ensure that each Focus or Priority school that an LEA 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

● Monitor and evaluate the actions schools have taken, as outlined in the approved SIG application, to sustain the reforms after the funding period ends and that it will provide technical assistance to schools on how they can sustain progress in the absence of SIG funding

● Collaboration with the Teacher’s Union with each school application indicating its agreement to fully participate in all components of the school improvement model selected (n/a for charter schools)

● Report to the SEA the school-level data required under leading indicators for the final requirements ● The LEA and School have consulted with all stakeholders regarding the LEA’s intent to implement a new school improvement model.

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● This application has been completed by a team consisting of a minimum of: one LEA central office staff, the building principal, at least two building staff members

● Establish and maintain fiscal control and fund accounting procedures, as set forth in 34 CFR Part 7 and in applicable federal and state laws and regulations ● School Improvement Grant funds will be used only to supplement and not supplant federal, state and local funds a school would otherwise receive ● Prior written approval must be received from the Indiana Department of Education before implementing any project changes with respect to the purposes for

which the proposed funds are awarded ● Retain all records of the financial transactions and accounts relating to the proposed project for a period of three years after termination of the grant agreement

and shall make such records available for inspection and audit as necessary ● Provide ongoing technical assistance to schools identified for School Improvement Grant as they develop or revise their school improvement plan, and

throughout the implementation of that plan ● Coordinate the technical assistance that is provided to schools in the School Improvement Grant. Assistance to schools may be provided by district staff or

external consultants with experience and expertise in helping schools improve academic achievement ● Expenditures contained in this School Improvement Grant application accurately reflect the school improvement plan(s) ● Assist the school in analyzing results from the state assessment system and other relevant examples of student work. Technical assistance will be provided to

school staff to enable them to use data to identify and solve problems in curriculum and instruction, to strengthen parental involvement and professional development, and to fulfill other responsibilities that are defined in the school improvement plan

● The district will help the school choose and sustain effective instructional strategies and methods and ensure that the school staff receives high quality professional development relevant to the implementation of instructional strategies. The chosen strategies must be grounded in scientifically based research and address the specific instruction or other issues, such as attendance or graduation rate, that caused the school to be identified for school improvement

● The Indiana Department of Education may, as they deem necessary, supervise, evaluate, and provide guidance and direction to the district and school in the management of the activities performed under this plan

● The schools and district shall adhere to Indiana Department of Education reporting and evaluation requirements in a timely and accurate manner The LEA must check each waiver that the LEA will implement.

☐“Starting over” in the school improvement timeline for Focus or Priority Title I participating schools implementing a turnaround or restart model (only need to check if school is choosing RESTART model)

X Implementing a school-wide program in a Focus or Priority Title I participating school that does meet the 40 percent poverty eligibility threshold

By signing below, the LEA agrees to all assurances above and certifies the following:

● The information in this application is, to the best of my knowledge, true. The agency named here has authorized me, as its representative, to file this application and all amendments, and as such action is recorded in the minutes of the agency's meeting date

● I have reviewed the assurances and the LEA understands and will comply with all applicable assurances for federal funds

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● I will participate in all Title I data reporting, monitoring, and evaluation activities as requested or required by the United States Department of Education, the Indiana Department of Education (IDOE), and Indiana Code, including on-site and desktop monitoring conducted by the IDOE, required audits by the state board of accounts, annual reports, and final expenditure reporting for the use of subgrant funds

● By submitting this application the LEA certifies that neither it nor its principals nor any of its subcontractors are presently debarred, suspended, proposed for debarment, declared ineligible or voluntarily excluded by any federal agency or by any department, agency or political subdivision of the State of Indiana. The term “principal” for purposes of this application means an officer, director, owner, partner, key employee or other person with primary management or supervisory responsibilities, or a person who has a critical influence on or substantive control over the operations of the LEA

● The LEA has verified the state and federal suspension and debarment status for all subcontractors receiving funds under the fund associated with this application and shall be solely responsible for any recoupment, penalties or costs that might arise from use of a suspended or debarred subcontractor. The LEA shall immediately notify the State if any subcontractor becomes debarred or suspended, and shall, at the State’s request, take all steps required by the State to terminate its contractual relationship with the subcontractor for work to be performed and supported by funding from the application

Superintendent Signature: Dr. Diane Woodworth * Date: 08/30/2016

Title I Administrator Signature: Mary Kay Longacre * Date: 08/30/2016

Principal Signature Jeromy Sheets * Date: 08/30/2016

*Signatures provided via pdf

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Part 4: Schools to be Served by LEA Instructions: List ALL schools who qualify for the grant and how they will be served by the LEA. The LEA should determine the model selection based on Part School Needs Assessment and Goals.

School Name Grade Span

Priority (P) Focus (F)

Selected Model No model will be implemented – Explain why the LEA believes they do not have the capacity to serve this Focus or Priority School

Chandler Elementary K-5 Focus Transformation

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Part 5: School Needs Assessment and Goals Instructions: Describe below the current processes for collecting, analyzing, and utilizing relevant school data, including student achievement data and a review of student subgroup populations. (1 page maximum per section)

Data Processes 1. New Tech Network’s (NTN) District Systems Alignment Framework (DSAF) assesses 4 major district systems (instructional pedagogy, data collection and progress monitoring, professional learning practices, and district services). The DSAF provides rich qualitative data, using Rubrics with measurable goals in each domain, Audit Templates with reflection questions, and Evidence Lists that include documentation and artifacts. Chandler Elementary and NTN will collaboratively evaluate systems annually. Evaluation level should be at the Established level on the DSAF or higher by the end of the grant cycle. 2. NTN’s Fidelity of Implementation School Success Rubric (SSR) will be used to assess the implementation of the NTN school model in Chandler Elementary School. Annually, schools are rated as at risk, emerging or advanced by NTN school coaches, based on observation, in the following domains: Curriculum & Instruction, Technology, School Culture, and Professional Culture. Chandler is expected to reach advanced level by the end of the grant cycle. 3. Teachers and staff members access NWEA (MAP), IReady, and formative classroom assessments during weekly data meetings that take place weekly for an hour to form groups for differentiated learning in the classroom, during targeted school-wide intervention (daily, half hour) meeting the needs of all CLD students and academic levels. EL teachers and mainstream teachers collaborate on planning and delivering instruction to EL (CLD) students so that all proficiency levels can show growth. 4. Teachers and staff meet weekly within grade level teams to analyze student work while planning within the standards based instructional calendars. Team members, including EL (CLD) teachers and special education teachers, work together to plan for the instructional needs of subgroups during the these planning sessions. NWEA (MAP), IReady and WIDA data is used as sources of information to plan next steps. 5. Adult learning and professional engagement is assessed annually using NTN’s Staff Culture Survey, which includes questions about staff interactions, support from leadership and district, professional growth and engagement in the school community. Survey responses to Likert-scale items will be analyzed for each school, using tests for statistical difference to compare responses to key questions and constructs overtime. In addition, responses to open-ended questions will be coded to note patterns across schools and/or over time. 6. The TAP leadership team and staff analyzes the ISTEP and NWEA data in order to create school goals from which weekly professional development is created. These goals are created for every grade level and are based on NWEA data and growth projections. Student proficiency in Mathematics and Reading is measured by the ISTEP+, MAP and formative assessments. Proficiency rates in each subject area for each grade level will be compared to prior year proficiency rates to determine statistically significant growth in school-specific and district-wide rates of proficiency. 7. Student engagement is measured using NTN’s Student Culture Survey, student attendance rates, and out of school suspension rates. NTN’s Student Culture Survey, administered annually, includes constructs for engagement in learning experiences, connection to school, peer relationships, adult relationships and fair discipline practices. Survey responses to Likert-scale items will be analyzed for each school, using tests for statistical difference to compare responses overtime. In addition, responses to open-ended questions will be coded to note patterns across schools and/or overtime. Teachers use NWEA (MAP) data to work with students to set individual goals based on growth projections in reading and math. Annual student attendance and out-of-school suspension rates are calculated for each school. Rates for each year will be compared to prior years to assess growth in attendance and decrease in suspension.

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Describe below the school’s comprehensive needs assessment:

Comprehensive Needs Assessment

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Subgroup Achievement Indicators Review Subgroup Data via the NCLB drop-down under the Accountability tab:http://compass.doe.in.gov/dashboard/overview.aspx

Student Groups -ELA

% of this

group passing

# of students passing in this group

How severe is this group’s failure in comparison to the

school’s rate? In what ways are the learning needs of this group

unique?

SY 2016-2017 Goal SY 2017-2018 Goal

SY 2018-2019 Goal

SY 2019-2020 Goal

Example: LEP 35% 52 HIGH - No prior formal schooling; from non-Western

culture.

45% passing 50% passing 55% passing 60% passing

All Students 61.4% 153 High:Overall passing rate,lack of vocabulary and background knowledge


African American Asian/Pacific Islander Hispanic 54.7% 64 Very High: Goals set to have

Hispanic students passing at the same achievement rate as all students. Achievement impacted by lack of academic vocabulary, poverty levels, lack of background knowledge


White 69.8% 74 High: Goal set was 79%. Achievement impacted by poverty levels, low academic vocabulary and schema


Students with Disabilities 25% 7 Very High: 39 percentage points below goal.

40% passing High growth




http://compass.doe.in.gov/dashboard/overview.aspx

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This group has students with mild disabilities and specific learning disabilities

LEP 55.1% 54 Very High: Goals set to have students passing at the same achievement rate as all students. Achievement impacted by lack of academic vocabulary, poverty levels, lack of background knowledge


Free/Reduced Lunch 53% 96 High: Goal set was 64% Achievement impacted by poverty levels, low academic vocabulary and schema


Student Groups -Math

% of this

group passing

# of students passing in this group

How severe is this group’s failure in comparison to the

school’s rate? In what ways are the learning needs of this group

unique?

SY 2016-2017 Goal SY 2017-2018 Goal

SY 2018-2019 Goal

SY 2019-2020 Goal

Example: LEP 35% 52 HIGH - No prior formal schooling; from non-Western

culture.


All Students 56.8% 146 High: Overall passing rate,lack of vocabulary and background knowledge


African American Asian/Pacific Islander Hispanic 49.2% 60 Very High: Goal set was 60%

High needs in academic vocabulary; school needs to continue the growth trend


White 69.27% 74 Low: Goal set was 75% Achievement impacted by poverty levels, low academic vocabulary


Students with Disabilities 30% 9 Very High: Goal set was 40% 40% passing 45% passing 50% passing 54% passing

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This group has students with mild disabilities and specific learning disabilities School needs to help classroom teachers develop effective strategies for meeting the needs of students in this subgroup

LEP 50% 50 Very High: Goals set to have students passing at the same achievement rate as all students. Achievement impacted by lack of academic vocabulary, poverty levels, lack of background knowledge


Free/Reduced Lunch 50.5% 94 Very High: Goal set was 64% Achievement impacted by poverty levels, low academic vocabulary and schema


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Instructions: Based on the most current available data, complete the table below for your overall student population.

Overall Achievement Indicators SY 2014-

2015 Baseline

Data

Projected/Goal

SY 2015-2016

SY 2016-2017 Goal

SY 2017-2018 Goal

SY 2018-2019 Goal

SY 2019-2020 Goal

SY 2020-2021 Goal

1. Percent of students proficient on ISTEP (Both ELA and Math) (3-5) 49.8% 52% 54% 56% 58% 60% 65% 2. Percent of students proficient on ISTEP (ELA) (3-5) 61.4% 66% 68% 72% 74% 76% 78% 3. Percent of students proficient on ISTEP (Math) (3-5) 56.8% 60% 64% 68% 72% 76% 80% 4. Percent of students proficient on IREAD (Spring Test Only) (3) 82.2% 71% 74 77% 79% 82% 84% Leading Indicators

1. Number of minutes in school year students are required to attend school 75, 600 minutes

75,600 75,600 75,600 75,600 75,600 75,600

2. Number of daily minutes of math instruction 75 75

135 135 135 135 135

3. Number of daily minutes of ELA instruction 90 135 135 135 135 135 135 4. Dropout rate – HS only NA NA NA NA NA NA NA 5. Student enrollment number 479 489 498 508 518 528 538 6. Student attendance rate (must be a % between 0 and 100) 95.1% 96.5% 97% 97.5% 98% 98.2% 98.5% 7. Number of students completing advanced coursework (e.g. AP/IB) (HS only)

NA NA NA NA NA NA NA

8. Number of students completing dual enrollment classes (HS only) NA NA NA NA NA NA NA 9. Number of students completing BOTH advanced & a dual coursework (HS only)

NA NA

NA

NA

NA

NA

NA

10. Types of increased learning time offered: -Longer School Year – LSY -Longer School Day - LSD

-Before/After School – BAS -Summer School - SS

-Weekend Sc -Other - OTH

SS BAS SS BAS

SS BAS

SS BAS

SS BAS

SS BAS SS BAS

11. Discipline referral numbers –behavioral referrals counted 652 550 475 375 300 275 250 12. Discipline incidents – number of suspensions and/or expulsions 5 4 3 3 2 2 1 13. Truants – number of unduplicated students who received truancy letters

26 24 21 18 15 12 10

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14. Distribution of teachers by performance level on LEA’s teacher evaluation system. (Please indicate individual number for highly effective (HE), effective (E), improvement necessary (IMP), and ineffective (IN).

HE:19% E:70% IMP: IN:1%

HE: E: IMP: IN:

HE: E: IMP: IN:

HE: E: IMP: IN:

HE: E: IMP: IN:

HE: E: IMP: IN:

HE: E: IMP: IN:

15. Teacher attendance rate (must be a % between 0 and 100) 93.2% 95% 96% 97% 97% 98% 99% 16. Teacher retention rate (must be a % between 0 and 100) 97% 97% 98% 99% 99% 99% 100% Instructions: For the following categories, please demonstrate (1) how the LEA has analyzed specific needs for instructional programs, school leadership, and school infrastructure and (2) justification for the selected interventions for these areas. Each area should be tied back to data in Part 5 and address student subgroup needs. (1 page maximum for each section)

Instructional Programs

LEA analysis Chandler Elementary is under new principal leadership beginning July 2016. Although an analysis of school data shows lower than desired proficiency, Chandler students have shown growth.. Over the past three years, we have maintained and slightly increase our ISTEP+ pass rates from the lower 70s to the mid-70s, with the exception being the Spring 2015 ISTEP+ test, however in Spring 2015 our drop in pass percentage was on target with what was seen across the state of Indiana. Current instructional programs are aligned with state standards and district curriculum maps that provide a scope and sequence for instruction in each classroom. Current instruction for our English language learners is also aligned with WiDA standards and second language acquisition skills. Decisions are made using student achievement and teacher effectiveness data and include a daily enrichment/remediation block based on common formative assessment data. Based on student population, trend data, and the strengths of teaching staff, Chandler Elementary will transition into a New Tech school, with a planning and pre-implementation year during 2016-2017. Schools affiliated with the New Tech Network show strong student engagement resulting in higher achievement.

Justification for Selected Interventions (include

alignment to model chosen)

Chandler Elementary has chosen the New Tech Network as a structure for transformation based on a detailed analysis of student data, identified needs, and current instructional strengths. Chandler teaching and support staff continue to utilize technology tools to help teach children to think and perform at higher levels demanded by the rigor of the Indiana College and Career Ready Standards. Project Lead The Way was implemented in the 2015-16 school year. In July of 2016, teachers were trained by the Buck Institute in project based learning. New Tech is not only aligned to these initiatives, but it will also provide teachers with support and coaching to implement project-based learning an inquiry instructional approach in all grades and classroom settings. The three pillars of New Tech; project-based learning, 1:1 technology integration, and building a culture of respect, responsibility, and trust are aligned with school and district values. In order to ensure continued alignment to state standards and the vision of Goshen Community Schools, Chandler staff will consult and collaborate with New Tech Network coordinators and district administration during the planning year and throughout the implementation.

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School Leadership

LEA analysis Based on the LEA recommendation for current principal placement, the LEA has determined that the current principal is capable of successfully leading the transformation model and is committed to the success of the staff and students. The current school leader has strengths in the area of collaboration, communication, data utilization, and coordinating efforts of initiatives in the building. This year Chandler Leadership is also undertaking collaborative work regarding our culturally and linguistically diverse learners. With guidance from the Director of English Learners, the Chandler Leadership team is providing training to mainstream teachers in culturally and linguistically responsive instruction. This intent of training is to promote collaboration between the Chandler Leadership Team, English Language teachers, and mainstream teachers. Chandler Elementary is working with the school district and has put systems and processes in place to impact all our students, especially our low income and EL (CLD) students. The 8 Step Data Utilization to understand student mastery along with TAP system for ongoing, job-embedded professional development and consistent coaching were utilized to help our low performing students show growth.

Justification for Selected Interventions

(include alignment to model chosen)

District Level evaluation of principal leadership, TAP document of leader effectiveness, and supporting evaluations were used in determining the retention of the principal. TAP has as one of the four components building teacher leadership through differentiated career paths, this supports maximizing teacher leadership through PBL.

School Infrastructure

LEA analysis Current instructional programs are aligned with state standards and district curriculum maps that provide a scope and sequence for instruction in each classroom. Decisions are made using student achievement and teacher effectiveness data and include a daily enrichment/remediation block based on common formative assessment data. Although an analysis of school data shows lower than desired proficiency, school structures are in place to raise student achievement. Based on student population, trend data, and the strengths of teaching staff, Chandler Elementary will transition into a New Tech school, with a planning and pre-implementation year during 2016-2017. Schools affiliated with the New Tech Network show strong student engagement resulting in higher achievement.

Justification for Selected Interventions

(include alignment to model chosen)

Student achievement data of a variety of types-high stakes, common formative assessments, attendance data, and discipline data show a high need for transforming the learning and teaching environment. This is further supported by the demographics of the school-high poverty, a high percentage of English language learners, and a high transience rate. The model selected is one that aligns with the rigor of the new standards and with the vision of Goshen Community Schools. Additionally, based on stakeholder input and the needs of the community necessitated adding a before and after school program, a summer program, and a community outreach that includes parent education.

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Part 6a: Selection of Improvement Model Instructions: Based on our findings of the data sources, the LEA is selecting this model for this school: X Transformation ☐ Turnaround ☐ Early Learning ☐W hole School R eform ☐ Restart ☐Closure

Instructions: Reflect on the data, findings, self-assessment, and the elements of the six improvement models. Determine the model that is the best fit for the school and that when implemented has the greatest likelihood, to affect principal leadership, teacher instruction, and student learning. (1 page maximum for each section)

Describe how the model corresponds to the data, findings, analysis, and self-assessment.

Rationale for selected model: The transformation model focuses on the implementation of comprehensive instructional reform strategies, increasing learning time, and creating community oriented schools. The SIG would allow for flexibility to create structures for accomplishing each of these key components. Based on our school’s focus status and goals as well as on current data and demographic analysis, the transformation model is the most appropriate for impacting student engagement and success. With the continued implementation of the 8 Step Process for data utilization, the TAP program to continue to increase both teacher effectiveness and student achievement, and with the shift to the New Tech structure, Chandler Elementary will have the critical pieces in place to transform learning and teaching to continue the growth Describe how model aligns to Subgroup Data: In 2015-16, 33% of our student population was English Language learners (EL) students, creating cultural diversity within the school. The current demographics are: 38.6% Caucasian, 52% Hispanic, 3.8% Multiracial, 4.6% Black, and 0.8% Asian. Chandler has three full-time EL (CLD) Teachers on staff that work at providing the ELL students with the educational resources necessary to succeed academically. Teachers are provided with opportunities to receive SIOP training to assist them with ELL students in their classrooms, and are provided WIDA standards and strategies within curriculum resources. School-wide communication home is translated into Spanish, which is the first language of most of Chandler's ELL students. 74.7% of Chandler Elementary School's students come from low income households. Chandler Elementary School will increase achievement of low income students through techniques outlined in Teach Like a Champion by Doug Lemov, and strategies presented in locally planned TAP professional development clusters. Chandler Elementary School also has 64 (13.2%) students who participate in special education programs, many of whom generally underachieve compared to the general population. As with EL achievement, the achievement of special education students is significantly lower in English/language arts than it is in math.. The transformation model allows the flexibility that will be necessary to meet the needs of students in low-performing subgroups. Describe how the model aligns to Overall Achievement Indicators: Overall, the proficiency rate in both ELA and Math is below the district and state average in most subgroups and has remained flat. Chandler Elementary is characterized by high poverty and a high percentage of Culturally and Linguistically Diverse learners. Over the past three years, Chandler has seen significant student growth. State testing data has revealed that many more students, both in the bottom 25% and top 75%, are showing high growth, while the number of students exhibiting low growth is dropping. In the past three years the number of students showing high growth in reading has improved dramatically, and approximately 40% of our students are now showing high growth in reading. Also, 40% of our bottom 25% students have shown high growth in math. With this rise in growth, we have continued to see high levels of student achievement on the ISTEP+ exam. This year Chandler Leadership is also undertaking collaborative work regarding our culturally and linguistically diverse learners. With guidance from the Director of English Learners, the Chandler Leadership team is providing training to mainstream teachers in culturally and linguistically responsive instruction. This intent of training is to promote collaboration between the Chandler Leadership Team, English Language teachers, and mainstream teachers. The increased rigor of the Indiana College and Career Readiness Standards along with

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the data and demographics necessitates a need to transform the teaching and learning environment to ensure that student achievement continues to increase and the achievement gap closes. New Tech Network was chosen after evaluating several PBL models as it aligns to our school and district vision as well as the school need.

Describe how the model aligns to Leading Indicators: An analysis of Leading Indicators demonstrates a need to increase the number of high growth students as well as to increase attendance by reducing the number of students who receive letters due to excessive absences and tardies of concern. Building level committees are collaborating on methods to support students so that they may achieve high growth status. Chandler met the goal of 95% attendance in all grade levels but one in 2015. The selection of New Tech as the model for transformation was determined by the proven and documented increase in student engagement and community involvement. When all of the above factors work together, all pieces will be in place for transforming teaching and learning at Chandler Elementary.

Describe how the model will create teacher, principal, and student change. Change has already begun to happen as a result of data analysis, ongoing professional development, and the evaluation of transformation frameworks. Throughout the 2016-2017 planning year, the school-based team along with district leadership and collaborators from the New Tech Network, staff, students, and parents will be prepared for full implementation in 2017-2018. Project-based learning is the basis of this instructional approach. In project-based learning, learning is contextual, creative, and shared. Students collaborate on projects that require critical thinking and communication. By making learning relevant to them in this way, students feel empowered to own their learning. This higher level of engagement is associated with better educational outcomes. Our school, as a New Tech school, will use a strong collaborative system to create a network which helps students, teachers, and parents connect to each other, and to student projects across the country. We envision opportunities for community members to share in our students’ learning, as well as connecting with a network of learners around the country.

New Tech will help Chandler Elementary School build and maintain a culture that promotes trust, integrity, and potential. Students and teachers alike will have ownership of the learning experience and their school environment. This framework will help to build experiences and vocabulary for all students, especially our EL (CLD) students. Our CLD students need opportunities to explore, problem solve, and design solutions to real life problems, delivering a new level of vocabulary and collaboration amongst all levels of students. Working on real world problems and in a collaborative structure, students are accountable to their peers and acquire a level of responsibility similar to what they would experience in a professional work environment. As staff works collaboratively with New Tech Network, they will be increasingly prepared to create learning experiences that are rigorous, hands-on, and collaborative, thus ensuring students can meet the increasingly high demands set forth by the standards.

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Part 6b: Selection of Improvement Model – Planning Year – SY 2016-2017 Instructions: ALL models must complete the planning year table below. While completing this table, schools must address the required elements and develop SY16-17 action steps. Schools might not complete all rows in this section and may add more rows if needed. (200 word maximum for each action step) Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

Required Elements

Action Steps and Person(s) Responsible Timeline Budgeted Items Measurable Outcomes

SAMPLE: Increase learning time

SAMPLE: Hurst School will provide before and after school opportunities for all students to help increase student achievement called, Carnahan Crunch Time. Person Responsible: Ms. Rowlands, Title I Interventionist

SAMPLE: Multiple Phases (Multiple Quarters)

SAMPLE: $5,000 - Stipends

SAMPLE: The Carnahan Crunch Time program will be tracked using a google spreadsheet to document what before/after school program students attended. This data will be compared to student achievement data.

Principal Changes and Flexibility Building Culture

* Lead turnaround efforts to increase student achievement by monitoring and supporting the priority plan and facilitating the collaboration efforts. (Principal, Leadership Team) * Implementation and use of the TAP System with fidelity (Principal) * TAP Performance Based Compensation System (Principal, District Leaders, School-based Leadership Team) * Monitor instructional practices through coaching and teacher evaluation (Principal and Leadership Team) * Ensure weekly TAP professional development aligns with school goals and state standards ( Leadership Team) * Institute an attendance program to decrease absenteeism and tardiness. (Assistant Principal)

Phase one The action steps scheduled for the first quarter are focused on two areas. The first involved professional learning and data analysis in order to ensure students are making progress in mastering goals. This requires ongoing monitoring and collaboration between teachers, administrators, and stakeholders. These action steps also involve the creation of school plans and yearly goals found in the TAP School Plan, the School Improvement Plan, and our Focus plans which will be aligned to student data and the plan for moving forward with New Tech Network. Teacher evaluations, combined with student growth, provide the basis for annual performance-based compensation. The second involves beginning the planning phase of a full New Tech implementation in 2016-2017. This introductory time will focus on the three pillars of


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* Create 2015-2016 School Improvement Plan through Advance Ed by collaboratively working with stakeholder surveys and school-based team (School Improvement Team) * Revise Focus plan for current school year and share with parents, staff, and students (School-based Team) * Communicate regularly with staff, students, district, and community in ways rooted in student data, learning, culture, and climate (All staff) * Use flexibility in scheduling to provide optimal learning environment (Principal) * Collaborate, plan, and contract with New Tech Network Coordinator and district leadership to create a timeline for implementation. * Meet with stakeholders, small and large faculty groups to set vision and plan for implementation * Lead efforts to advance the work of the PBIS team in reducing referrals and suspensions (PBIS Team, Counselor, Assistant Principal) * Attend monthly supervision meetings with the Assistant Superintendent (Principal) * Create structures during the planning phase that will build capacity and teacher leadership (LEA, New Tech support coaches) * Work with provided mentor from participation in Indiana Principal Leadership Institute to grow and develop as a school leader (Principal, LEA) * Principal will be evaluated by district leadership yearly based on the facilitation of Leadership Team learning, school leadership competencies, and student achievement gains (LEA, Principal) * Hire two coaches/teacher leaders to support teachers in the implementation. (Administrative Team)

New Tech (Project-based Learning, Empowering Students, and building a culture of respect, responsibility, and trust). This phase of planning will be done with the assistance of a district level New Tech Facilitator. This phase of the planning year involves the hiring of additional staff to support the New Tech implementation. The funding for these individuals may be split funded within the district to allow for further district level implementation.

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Effectiveness of staff and recruitment/ retainment of staff Professional Development

* Utilize Ventures screening process when seeking new teachers to ensure highest quality candidates (District, Principal) * Assign teachers according to individual and team strengths in order to build instructional leadership and capacity (Principal, Leadership Team) * Attend weekly TAP Professional Development (All certified staff) * Use the TAP instructional rubric to evaluate teachers a minimum of three times per year (Leadership Team) * Provide follow-up to all teachers after weekly professional development (Leadership Team) * Add one hour to teacher contract day per week for professional development for teachers to prepare for implementation of New Tech in 2016-2017. (All staff) * Schedule and attend school tours of elementary New Tech Schools (New Tech Coach, District leaders) * Schedule professional learning as recommended by New Tech and district leaders (District, New Tech Coaches) * Lead data meetings every three weeks with teacher teams to analyze results and adjust instruction (Principal) * Provide several opportunities for parents and community members to get updates on planning, implementation, and current student data.

Phase two Phase two focuses on continued monitoring of instruction and assessment data in order to determine how students are progressing toward mastery and what ongoing adjustments need to be made. Teachers will continue to receive weekly support following professional development. The second part of phase two involves providing staff with the professional learning necessary to move toward a full implementation of the three New Tech pillars in 2016-2017.

Principal Changes and Flexibility Instructional Programs Professional Development

* Lead turnaround efforts to increase student achievement by monitoring and supporting the priority plan and facilitating the collaboration efforts. (Principal, Leadership Team) * Implementation and use of the TAP System with Fidelity (Principal) * TAP Performance Based Compensation System (Principal, District Leaders, School-based Leadership Team) * Monitor instructional practices through coaching and teacher evaluation (Principal and Leadership Team)

Phase three In phase three, monitoring instruction continues to ensure student gains and effective instruction. Weekly job-embedded professional development based on student data, and teachers continue to receive follow-up support after professional development each week. Work will continue with New Tech support coaches to advance the planning in preparation for

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* Ensure weekly TAP professional development aligns with school goals and state standards ( Leadership Team) * Monitor attendance program to decrease absenteeism and tardiness. (Assistant Principal) * Monitor progress of 2015-2016 School Improvement Plan through Advance Ed by collaboratively working with stakeholder surveys and school-based team (School Improvement Team) * Monitor Focus plan for current school year and share with parents, staff, and students (School-based Team) * Communicate regularly with staff, students, district, and community in ways rooted in student data, learning, culture, and climate (All staff) * Use flexibility in scheduling to provide optimal learning environment (Principal) * Collaborate and plan with New Tech Network Coordinator and district leadership to create a timeline for implementation. * Meet with stakeholders, small and large faculty groups to share progress and seek input * Lead efforts to advance the work of the PBIS team in reducing referrals and suspensions (PBIS Team, Counselor, Assistant Principal) * Hold monthly staff meetings to communicate progress and continue planning process (Planning Team) * Work with school bookkeeper and district leadership to order the materials and supporting tools and infrastructure needs in preparation for implementation. (District, Principal)

implementation. Teachers will visit sites and attend training.

Building Culture Family and Community Engagement

* Hold a series of town hall meetings with parents, district leaders, community members , and students to prepare for the implementation of New Tech. (Planning Team, District)

Phase four This phase focuses on involving key stakeholder groups and seeking input as decisions are made. Teachers, parents, and students work together to prepare for the shift to project based learning and

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*To promote the engagement of our Culturally and Linguistically Diverse parents, Chandler elementary school will provide notices in both English and Spanish. Chandler elementary School will also conduct parent and town hall meetings in both English and Spanish. *Chandler elementary school will also reach out to community members and recruit them for experiences and activities that provide experiences for our students. * Provide updates to the School Board on the status of planning and future implementation (Principal, Planning Team) * Offer updates at school events-monthly PTO meetings, concerts, and socials (Principal, Planning Team)

the integration of a collaborative learning culture to support positive achievement gains.

Effectiveness of staff and recruitment/ retainment of staff Instructional Programs Professional Development

* Provide stipend for summer professional development and planning days (2 days in June and 2 days in July or as recommended by New Tech) (District) *Implementation of New Tech and Culturally and Linguistically Diverse activities and practices. *Continued training through New Tech and EL support for CLD initiatives.

Phase five Teachers will use summer training opportunities to continue professional development and planning for fall implementation.

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Part 6c: Selection of Improvement Model – Implementation Years – SY 2017-2018, SY 2018-2019, and SY 2019-2020

Instructions: Complete the table below detailing the three-year implementation plan, if selected improvement model is: Transformation, Turnaround, Early Learning or Whole School Reform. Restart and Closure models do not need to complete. RURAL schools (as defined under subpart 1 or 2 of part B of Title VI of the ESEA Rural Education Assistance Program) may elect to modify ONE principle for Turnaround or Transformation. (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

Required Elements Person(s) Responsible

Action Steps Budgeted Items SY 2017-2018 SY 2018-2019 SY 2019-2020 Replace the principal who led the school prior to implementing the model

Principal will lead turnaround efforts to increase student achievement by monitoring and supporting the focus plan and facilitating collaboration efforts. (Principal, LEA)

* Principal will facilitate data meetings with teacher teams every three weeks to analyze common formative assessment data and make adjustments to instruction. * Principal will work with TAP Leadership Team to analyze student and teacher effectiveness data to plan appropriate weekly PD * Principal will communicate with key stakeholders regularly to share current data,

* Principal will facilitate data meetings with teacher teams every three weeks to analyze common formative assessment data and make adjustments to instruction. * Principal will work with TAP Leadership Team to analyze student and teacher effectiveness data to plan appropriate weekly PD * Principal will communicate with key stakeholders regularly to share current

* Principal will facilitate data meetings with teacher teams every three weeks to analyze common formative assessment data and make adjustments to instruction. * Principal will work with TAP Leadership Team to analyze student and teacher effectiveness data to plan appropriate weekly PD * Principal will communicate with key stakeholders regularly to share current

No additional grant cost.


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improvement plans, and updates on New Tech implementation.

data, improvement plans, and updates on New Tech implementation.

data, improvement plans, and updates on New Tech implementation.

Use evaluation systems for teachers and principals that consider student growth and assessments; develop with teacher/principal involvement

Implementation and use of the TAP System with fidelity

TAP Leadership Team will monitor and adjust where necessary TAP processes in the building. Additionally the Leadership Team will take ongoing steps, including seeking feedback from teachers, to ensure that TAP and the New Tech model are aligned and coordinated.



No additional grant cost.

Reward school leaders, teachers, staff who, in implementing this model, increased student achievement or high school graduation rates; remove those who, after professional development, have not improved

TAP Performance Based Compensation System

Teachers have ongoing opportunities for advancement by becoming mentor or master teachers and serving on the Leadership Team. Teachers are rewarded each year through the performance-based compensation structure, which is determined by evaluation scores and student growth.



No additional grant cost. Covered through General fund

Provide high quality, job- embedded professional development

One time per week late arrival time for students to allocate for weekly Professional Development on student learning

Staff will participate in weekly professional development based on student achievement data determined need. Embedded into this professional learning will be the pillars of New Tech-project based learning,and

Staff will participate in weekly professional development based on student achievement data determined need. Embedded into this professional learning will be the pillars of New Tech-project based learning

Staff will participate in weekly professional development based on student achievement data determined need. Embedded into this professional learning will be the pillars of New Tech-project based learning

No additional grant cost. Covered through General fund

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strategies and Solid instructional practices

culture of responsibility, respect, and trust.

and culture of responsibility, respect, and trust.

and culture of responsibility, respect, and trust.


Training for culture component, instruction and assessment in the New Tech framework for Chandler Elementary.

This PD will be facilitated with New Tech support coaches and will focus on the structured professional development necessary for successful implementation of New Tech at Chandler Elementary.



PD summer hours and trainings during the year


Hire a New Tech coach and an EL (CLD) coach to support teachers in implementation and work alongside Master Teacher to support student achievement.

These 2 positions will be full time during the 2016-2017 school year in order to provide teachers with critically important support during the first year of implementation.

These 2 positions will be full time during the 2017-2018 school year in order to provide teachers with continued ongoing support to maintain the momentum during the second year of implementation.

The number of coaches will reduce to 1 during this school year in preparation for district sustainability.

Coach salary and benefits

Provide increased learning time for students and staff

Additional time for certified teaching staff for planning and implementation of New Tech, instructional strategies with a focus on School Improvement Goals and sustainability

Implementing Family Nights and Summer STEAM camps with a focus on School Improvement Goals and sustainability

Implementing and sustaining Family Nights and Summer STEAM camps with a focus on School Improvement Goals and sustainability

Implementing and sustaining Family Nights and Summer STEAM camps with a focus on School Improvement Goals and sustainability

Summer STEAM camps will be staffed with teachers paid at Summer School Rates.

Provide mechanisms for family and

Increase the hours for EL (CLD)

Increase the hours for EL (CLD) coach to plan ongoing

EL (CLD) coach will plan and lead two sets of six week

EL (CLD) coach will plan and lead three sets of four-

EL (CLD) coach job description will be

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community engagement

coach to allow for hours of evening events to support family learning and engagement

parent education classes as well as classes that may be open to community members as well

classes for parent and community members (one in the fall and one in the spring) to be held at Chandler in the evening)

five week classes for parent and community members and two Saturday events for parents

created collaboratively by the school, EL Director, and New Tech.

Give the school sufficient operational flexibility (staffing, calendars/time, budgeting)

Implementing parent learning nights and summer STEAM camps while supporting our CLD community.

Implementing and sustaining parent learning nights and summer STEAM camps while supporting our CLD community.

Sustaining parent learning nights and summer STEAM camps while supporting our CLD community.

Sustaining parent learning nights and summer STEAM camps while supporting our CLD community.

For additional time beyond contract time, compensation will be paid for at $40 per hour.

Provide mechanisms for family and community engagement

Create a committee of parents and community members to provide input for an after school program designed to provide students extra learning time.

Committee will meet with principal and coordinator to plan implementation of an after school program which will begin in 2017-2018.

After school program will operate and serve a maximum of 120 students during the first year.

After school program will operate and serve a maximum of 180 students during the second year. Alternative grant funding or student fees will be used to prepare for sustainability.

Personnel to staff after school program.

Implement strategies to recruit, place, and retain staff (financial incentives, promotion, career growth, flexible work time)

Hire a summer camp coordinator.

Ongoing Ongoing Ongoing Certified personnel and an instructor will be hired.

Provide mechanisms for family and community engagement

Provide summer camp to support students academically.

Summer program will operate after the 16-17 school year and serve a maximum of 100 students. It will operate for three weeks in June to allow students the opportunity to receive additional support.

Increase maximum number of students to 120.

Increase maximum number of students to approx. 140. Alternative grant funding or student fees will be used to prepare for sustainability.

Certified personnel and an instructor will be hired.

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Part 6d: Selection of Improvement Model – Sustainability Year - SY 2020-2021 Instructions: Complete the table below for sustainability year of SIG, if selected improvement model is: Transformation, Turnaround, Early Learning or Whole School Reform. Restart and Closure models do not need to complete. (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Par 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

Required Elements


Leadership Maintaining Culture

Continuation of professional development for leadership team: attending New Tech Leadership Summit, New Tech Annual Conference, collaboration and support from coaches and partnership with New Tech Network.

Phase one New Tech contract and travel associated with trainings

The New Tech concept will tightly wrap the Chandler community and allow for implementation that will most effectively impact student achievement.

Effectiveness of staff and retainment of staff Professional Development

Continuation of ongoing professional development of STEAM/PBL utilizing the TAP framework. Continue to provide in-house coaching and support in the STEAM/PBL model. Continue team collaboration and shared planning time.

Phase two New Tech contract

Merging the PBL and TAP models with coaching collaboration will allow for maximum effectiveness.

Leadership Instructional Programs Professional Development

Continue to develop capacity of teacher leadership through TAP and New Tech’s train the trainer model.

Phase three Training from New Tech

Teachers will have multiple opportunities to experience different leadership roles and have their depth of knowledge increase through these learning opportunities.


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Maintaining Culture Family and Community Engagement

Continue to involve community in project development and implementation by sustaining and building partnerships with local businesses and not for profit agencies. Continue parent involvement opportunities through shared learning communities and involvement in projects.

Phase four Family engagement support

Families will become partners with the school and local businesses all with one idea in mind to support the learning of all students.

Effectiveness of staff and retainment of staff Instructional Programs Professional Development

Continue to use data to drive instruction and implement formative assessments to measure rigor and student mastery of standards through STEAM/PBL. Continue professional development to ensure high quality projects are being implemented utilizing various levels of complex text to ensure mastery of college and career readiness standards.

Phase five No additional dollars required

The ultimate goal is to mesh the STEAM/PBL and TAP models to maximize student achievement and engagement.

Part 6e: Selection of Improvement Model – DISTRICT Sustainability Year - SY 2021-2022 Instructions: Complete the table below detailing the sustainability plan for AFTER SIG funding, if selected improvement model is: Transformation, Turnaround, Early Learning or Whole School Reform. Restart and Closure models do not need to complete (Indicate what areas and interventions the district plans to sustain AFTER grant funding.) (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

Required Elements


Leadership Maintaining Culture

Continuation of professional development for leadership team: attending New Tech Leadership Summit, New Tech Annual Conference, collaboration and support from coaches and partnership with New Tech Network.

Phase one New Tech contract and travel associated with trainings

The New Tech concept will tightly wrap the Chandler community and allow for implementation that will most effectively impact student achievement.


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Effectiveness of staff and retainment of staff Professional Development

Continuation of ongoing professional development of PBL utilizing the TAP framework. Continue to provide in-house coaching and support in the PBL model. Continue team collaboration and shared planning time.

Phase two New Tech contract

Merging the PBL and TAP models with coaching collaboration will allow for maximum effectiveness.

Leadership Instructional Programs Professional Development

Continue to develop capacity of teacher leadership through TAP and New Tech’s train the trainer model. The coach will assume more duties in other buildings (this will not be paid for out of the grant)

Phase three Training from New Tech

Teachers will have multiple opportunities to experience different leadership roles and have their depth of knowledge increase through these learning opportunities.

Maintaining Culture Family and Community Engagement

Continue to involve community in project development and implementation by sustaining and building partnerships with local businesses and not for profit agencies. Continue parent involvement opportunities through shared learning communities and involvement in projects.

Phase four Family engagement support

Families will become partners with the school and local businesses all with one idea in mind to support the learning of all students.

Effectiveness of staff and retainment of staff Instructional Programs Professional Development

Continue to use data to drive instruction and implement formative assessments to measure rigor and student mastery of standards through PBL. Continue professional development to ensure high quality projects are being implemented utilizing various levels of complex text to ensure mastery of college and career readiness standards.

Phase five No additional dollars required

The ultimate goal is to mesh the PBL and TAP models to maximize student achievement and engagement.

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Part 7: Data Collection Tools

Instructions: Please provide a list of all assessments and programs that your school utilizes.

Assessments Behavior Programs Attendance Programs

Intervention Programs Grading System/Parent Access Programs

Other School Programs

● NWEA ● ISTEP ● IREADY ● IREAD ● WIDA ● COGAT

● PBIS ● Restorative

Justice

• Skyward

● SUCCESS ● Wilson

Reading ● Saxon Phonics

● Skyward ● Standards

Based Grading

● PAX Behavior Game ● Real Men Read ● Spring Into Books ● Chess ● Robotics ● Math Club ● Maker Space ● after school club ● Lego Club ● Geography BEE ● Spelling Bowl ● Running Club

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Part 8: Outcome Artifact

Instructions: Schools will be required to produce a tangible outcome piece to be shared with IDOE and published on IDOE website as resources for other schools for each year of the grant. This outcome piece will serve as the culminating piece of the yearly grant, as well as a piece of monitoring. Outcome Artifacts will be due summer of each year. Possible Outcome Artifacts could include: mini-lesson video, recording of students working on an activity, WebEx, How-To One-Pager, Blog, or Podcast. Outcome Artifacts should be linked to goals in your SIG grant, as well as one of the following areas: Leadership, Effective Instruction, or Interventions/Data. (1 page maximum)

Briefly describe what the school will plan to submit as an Outcome Artifact at the end of SY 2016-2017 and how this will be aligned to your grant. The LEA will work with school staff to create a presentation embedded with videos highlighting the following:

1. A summary of student achievement data, showing the progress toward the goals set forth at the onset of the plan

2. A timeline highlighting the efforts of teachers, parents, students, and district administration working with New Tech Network support coordinators to prepare for implementation

3. A summary of teacher effectiveness data as evidence of impact of professional learning

4. Evidence of how project-based learning has impacted student engagement and achievement, especially EL (CLD) students.

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Part 9: Selection of External Providers (Optional) Instructions: Whole School Reform REQUIRES the selection of a third party – a strategy developer – as part of implementation.

An LEA may use an “external provider” such as a charter school operator or education management organization in a Restart model or contract with a turnaround organization to assist with implementing the Turnaround model. An LEA may also use an external provider for technical expertise in implementing various components of all models, including evaluation its data, job-embedded professional development, teacher evaluation and support, or safe school environments.

If the LEA will use an external provider, complete the table below:

Capacity Task District Evidence Will the district use an external provider? X Yes ☐N o

1. Interviewing and analyzing external providers to determine evidence‐based

effectiveness, experience, expertise, and documentation to assure quality and efficiency of each external provider based on each school’s identified SIG needs

Researched effective models. New Tech provided evidence of effectiveness and ability to support and monitor efforts at the school and district level ensured a good fit for Chandler Elementary.

2. Selecting an external provider based upon the provider meeting school needs, and their commitment of timely and effective implementation

New Tech will regularly monitor and assess implementation success against the School Success Rubric and provide recommendations around support and differentiated services.

3. Aligning the selection with existing efficiency and capacity of LEA and school resources, specifically time and personnel

New Tech, our district project based learning vision and TAP form a natural partnership. Through coaching and collaboration we intend to support all personnel involved in this endeavor.

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4. Assessing the services, including, but not limited to: communication, sources of data used to evaluate effectiveness, monitoring of records, in-school presence, recording and reporting of progress with the selected service provider(s) to ensure that supports are taking place and are adjusted according to the school’s identified needs.

Utilizing all resources both through the grant and through the district, we will monitor data sources and make adjustments to allow for the most powerful and student centered learning environment.

5. Scope of work is provided, or can be provided prior to start of grant. If scope of work not available at time of submission, summary of school expectations for External Provider must be provided. Prior to an external provider work beginning, LEA must receive IDOE approval

New Tech insists on a planning year and Chandler is committed to full compliance and participation.

Part 10: LEA Capacity to Implement the Improvement Model and LEA Risk Assessment Instructions: Provide district evidence for each capacity task below. Evidence pieces listed below are recommended.

LEA Capacity Task Yes No District Evidence 1. Projected budgets are sufficient and appropriate to support the full and effective implementation of the intervention for up to four years, while meeting all fiscal requirements, being reasonable, allocable, and necessary, and clearly planning for sustainability after funding

X ☐ Recognizing the need to supplement not supplant Title I. and District Funds resources allocated through this grant will be utilized in compliance will all rules and regulations as outlined by IDOE.

2. The LEA and administrative staff have the credentials, demonstrated track record, and have made at least a five-year commitment to the implementation of the selected model

● Ability to recruit new principals through partnerships with outside educational organizations and/or universities ● Statewide and national postings for administrative openings

● External networking ● Resumes provided ● Data examined to demonstrate track record ● Principal hiring process ● Principal transfer procedures/policies

x ☐ Commitment to assurances of current school principal with supporting documentation available in other portions of the grant and further documentation can be provided.

3. School Board is fully committed to eliminating barriers, so that staffing, curriculum, calendar, & operational flexibility, allow implementation of selected model

● School Board Assurances ● Supports the creation of a new turnaround office (or reorganization if schools are being added to district)

x ☐ Approval from the board to move forward with the pre-implementation and support of implementation of all components of New Tech.

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● School Board Meeting Minutes from proposal and or discussion

with an appointed turnaround leader having significant and successful experience in changing schools

School Board has approved process.

4. The superintendent is fully committed to eliminating barriers, so that staffing, curriculum, calendar, & operational flexibility, allow implementation of selected model

● Superintendent Assurance ● School Board Meeting Minutes from proposal and or discussion ● Superintendent SIG Presentation

● Creation of a new turnaround office with appointed turnaround leader having significant and successful experience in changing schools

x ☐ Documentation of commitment from Superintendent Woodworth is provided.

5. Teacher’s union is fully committed to eliminating barriers, so that implementation, including but not limited to teacher evaluations, hiring, dismissal & length of school day are allowed

● Teacher Union Assurance

● An outline of amendments to SIG Teacher contracts that will allow for full implementation

x ☐ Contract negotiations will take place in September 2016, which will align with implementation timeline.

Documentation of support of New Tech is provided from Goshen Education Association President.

6. The district has a robust process to select staff for 1003(g) building ● Teacher Union Assurance ● An outline of amendments to SIG Teacher contracts that will allow for full implementation of the identified model

● Principal ownership in staff hiring process ● Detailed and descriptive staff hiring process

o Staff transfer policies & procedures o Staff recruitment, placement & retention procedures

x ☐ · Principal with input from leadership team and teacher teams hires staff for the building.

7. District has process for monitoring & supporting the implementation of the selected improvement model. District’s process includes, at minimum, the required pieces:

● Monthly Monitoring of SIG Programming & Implementation ● Evaluation System for Programming

& Implementation of SIG ● Data Review Plan

● Special Populations Review Plan ● Fiscal Monitoring Plan ● Timeline & Responsible Parties for all

above plans

x ☐ · The district will participate in the monitoring that SIG provides and will enter information in the Data Dashboard monthly. · Title I program administrator, Mary Kay Longacre, will meet monthly with the principal and leadership team to monitor grant implementation. · New Tech has evaluation systems built into their model which will also be utilized.

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· Data teams will meet weekly to review subgroup data and monthly to monitor plan effectiveness. · Title I program administrator, Mary Kay Longacre, will work with the business office to make sure funds are utilized in an appropriate and timely manner. Monthly reconciliations will be kept. Timeline for implementation will be adhered to by all responsible parties.

Instructions: In compliance with Uniform Grants Guidance §200.205 LEAs must complete a risk assessment. Please provide district explanation and/or evidence for each yes/no response below.

LEA Risk Assessment Task Yes No District Explanation and/or Evidence 1. District has effective procedures and controls in relation to how the SIG program will be run. x ☐ Goshen Community Schools has a Grants

Coordinator, Mary Kay Longacher, who oversees all aspects of the School Improvement Grant. In consultation with the Superintendent and the School Board, processed are in place to ensure that the grant is administered in accordance with how the SIG program will be run.

2. Specific district staff will be assigned to the SIG program, and this staff has experience working with federal programs.

x ☐ Goshen Community Schools has a Grants Coordinator, Mary Kay Longacher, who oversees all aspects of the School Improvement Grant. In consultation with the Superintendent and the School Board, processes are in place to ensure that the grant is administered in accordance with all federal and state requirements.

3. School’s SIG plan addresses needs of all students and subgroup populations. x ☐ A thorough needs assessment was conducted by analyzing student achievement data and leading indicators.

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The three components of the grant address this data: New Tech for transforming teaching and learning, an after school and summer program to provide additional academic support beyond the school day, and a parent and community outreach to provide ongoing learning opportunities for parents.

4. School has a system in place for parent notification and involvement of SIG planning and implementation. x ☐ Action steps were added each year of the plan to communicate and seek input in all stages of the implementation of the grant. LEA will monitor and support parent communication and involvement throughout the grant. Parents will be surveyed at the end of each year of the grant.

5. District has not had any significant findings in the last three years from State Board of Accounts (SBOA) or Onsite Consolidated Federal Monitoring.

x

6. District has not been in excess carry-over anytime in the last three fiscal year cycles. x ☐

Part 11: Budget Instructions: The budget will be completed in a separate Excel workbook for all years of funding. Once approved by IDOE, this budget will serve as the operating budget for the duration of the grant, unless otherwise amended and approved by IDOE. Complete the budget spreadsheet for each year of SIG, the district sustainability budget, and the district funding alignment. (Total funding tab will populate on its own. You do not need to complete this tab.)

Budget spreadsheets should be completed and turned in with the full application at [email protected].

mailto:[email protected]

Application SY 2016-2017 - Indiana · PDF fileTitle I – 1003(g) School Improvement Grant...

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Transcript of Application SY 2016-2017 - Indiana · PDF fileTitle I – 1003(g) School Improvement Grant...