School Improvement Grant Section 1003(g) Cohort … Improvement Grant Section 1003(g) ... for the...

Request for Applications

School Improvement Grant Section 1003(g)

Cohort 4—Fiscal Years 2014, 2015, and 2016

Local Educational Agency

Applications are due to the California Department of Education no later than 4 p.m. on

September 8, 2016

California Department of Education Improvement and Accountability Division

School Turnaround Office 1430 N Street, Suite 6208

Sacramento, CA 95814-5901 916-319-0833

http://www.cde.ca.gov/sp/sw/t1/sig09.asp

http://www.cde.ca.gov/sp/sw/t1/sig09.asp

Local Educational Agency (LEA) Name: LEA National Center for Education Panama Buena Vista Union School District Statistics (NCES) Number:

0606390 County Name: County/District Code: Kern County 15-63362 LEA Address: Total Grant Amount Requested: 4200 Ashe Road $6,489,181 City: Zip Code: Bakersfield 93313 Name of Primary Grant Coordinator: Grant Coordinator Title: Pamela Bianchi, Ed.D. Assistant Superintendent

Instructional Services Telephone Number: Fax Number: E-mail Address: 661-831-8331 661-831-8242 [email protected]

CERTIFICATION/ASSURANCE SECTION: D As the duly authorized representative of the applicant, I have read all assurances, certifications, terms, and conditions associated with the federal SIG program; and I agree to comply with all requirements as a condition of funding.

D I certify that all applicable state and federal rules and regulations will be observed and that to the best of my knowledge, the information contained in this application is correct and complete. Printed Name of Superintendent or Telephone Number: Designee: 661-831-8331

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Section 1: Introduction

Application Cover Sheet School Improvement Grant

Cohort 4-Fiscal Years 2014, 2015, and 2016 Application for Funding

APPLICATION RECEIPT DEADLINE September 8, 2016, 4 p.m.

Submit to the following address: California Department of Education Improvement and Accountability Division School Turnaround Office 1430 N Street, Suite 6208 Sacramento, . CA 95814-5901 NOTE PIease prrnt . or type a II .1nformat1on .

mailto:[email protected]

PANAMA‐BUENA VISTA UNION SCHOOL DISTRICT‐CHARLES H. CASTLE ELEMENTARY SCHOOL 2

Section I: Introduction

Schools to Be Served

An LEA must submit the list of schools it commits to serve, their NCES number (available at http://nces.ed.gov/datatools/index.asp), eligible Tier level of each school selected for improvement, and the selected intervention model for each category of identified schools listed. Schools currently served with Cohort 2 or Cohort 3 SIG funds are not eligible to apply. The seven models that the LEA may select for each school are: (1) California State-determined Intervention Model; (2) Restart Model; (3) Evidence-based, Whole-school Reform Model; (4) Turnaround Model; (5) Transformation Model; (6) Closure Model; and (7) Early Learning Model. A complete description of the model requirements is located in the Guidance on School Improvement Grants for awards made with FYs 2014, 2015, and 2016 funds located at http://www2.ed.gov/programs/sif/sigguidance032015.doc.

School Name

NCES ID #

Tier I Tier II Tier III

Intervention Model

(Tier I AND II only)

Planning Year

Yes/No

Charles H. Castle Elementary

0606390 X

Yes

Total Number of Schools Implementing the California State-determined Intervention Model (CA SDIM):

1



Waiver The waiver listed below would allow any LEA in California that receives SIG funds to use those funds in accordance with the FY 2014 SIG final requirements and the LEA’s application for a sub-grant. The waiver period of availability will automatically apply to allLEAs with approved applications.

Waive the 40 percent poverty eligibility threshold in Section 1114(a)(1) of the ESEA to permit an LEA with an approved application to implement a schoolwide program (SWP) in a Tier I or Tier II school that does not meet the poverty threshold (Note: Tier I or Tier II Title I schools only).

The LEA must indicate for which schools it will implement the SWP waiver in the table below.

The LEA must check each waiver that the LEA will implement. If the LEA does not intend to implement the waiver with respect to each applicable school, the LEA must indicate for which schools it will implement the waiver. .

Implementing a SWP in a Tier I or Tier II Title I participating school that does not meet the 40 percent poverty eligibility threshold. List of Schools implementing SWP waiver: N/A



General Assurances, Sub-grant Conditions and Assurances, and Certifications (Page 1 of 4)

Required for all Applicants Note: All sub-grantees are required to retain, on file, a copy of these assurances for your records and for audit purposes. Please download the General Assurances form located on the CDE Funding Tools and Materials Web site at http://www.cde.ca.gov/fg/fo/fm/generalassurances2016.asp. Download the following three forms from the CDE Funding Tools and Materials Web site at http://www.cde.ca.gov/fg/fo/fm/ff.asp. The signature on the front of the application and the marking of the checkboxes indicates acknowledgement and agreement to all assurances. (Do not submit as part of the Request for Applications [RFA]).

1. Drug-free Workplace 2. Lobbying 3. Debarment and Suspension




Sub-grant Conditions and Assurances As a condition of the receipt of funds under this sub-grant program, the applicant agrees to comply with the following Sub-grant Conditions and Assurances. The U.S. Department of Education requires local educational agencies to adhere to the following assurances:

1. Use its SIG to fully and effectively implement an intervention in each Tier I and Tier II school that the LEA commits to serve, consistent with the FY 2014 SIG final requirements;

2. Establish annual goals for student achievement on the state’s assessments in

both reading/ELA and mathematics and measure progress on the leading indicators in Section III of the FY 2014 SIG final requirements in order to monitor each Tier I and Tier II school that it serves with school improvement funds, and establish goals, approved by the SEA, to hold accountable its Tier III schools that receive school improvement funds;

3. Include, in its contract or agreement with the LEA, terms and provisions to hold

the Charter School Operator (CSO), Charter Management Organization (CMO), or Educational Management Organization (EMO) accountable for complying with the FY 2014 SIG final requirements, if implementing a Restart Model in a Tier I or Tier II school;

4. Monitor and evaluate the actions an LEA has taken, as outlined in its approved

SIG application, to recruit, select, and provide oversight to external providers to ensure their quality, and regularly review and hold accountable such providers for their performance;

5. Monitor and evaluate the actions schools have taken, as outlined in the approved

SIG application, to sustain the implemented 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;

6. Report the school-level data required under Section III of the FY 2014 SIG final

requirements to the SEA, including baseline data for the year prior to SIG implementation (this may include other data requested by the CDE); and




7. Ensure that each Tier I and Tier II school, that the 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 established interventions.

Furthermore, the California Department of Education requires local educational agencies to adhere to the following additional assurances:

1. In selecting the CA SDIM, the LEA must ensure that during the planning year it will identify and select one of the required Lead Partners and maintain the partnership throughout the grant period.

2. Ensure that the identified strategies and related activities are incorporated in the

revised LEA Plan and Single Plan for Student Achievement;

3. Follow all fiscal reporting and auditing standards required by the CDE;

4. Participate in a statewide evaluation process as determined by the SEA and provide all required information on a timely basis;

5. Respond to any additional surveys or other methods of data collection that may

be required for the full sub-grant period;

6. Use funds only for allowable costs during the sub-grant period;

7. Include in the application all required forms signed by the LEA Superintendent or designee;

8. Use fiscal control and fund accountability procedures to ensure proper

disbursement of, and accounting for, federal funds paid under the sub-grant, including the use of the federal funds to supplement, and not supplant, state and local funds, and maintenance of effort (20 United States Code § 8891);

9. Hereby express its full understanding that not meeting all SIG requirements will

result in the termination of SIG funding;

10. Ensure that funds are spent as indicated in the sub-grant proposal, and agree that funds will be used only in the school(s) identified in the LEAs AO-400 Sub-Grant Award Letter;




11. All audits of financial statements will be conducted in accordance with Government Auditing Standards and with policies, procedures, and guidelines established by the Education Department General Administrative Regulations (EDGAR), Single Audit Act Amendments, and Office of Management and Budgets Circular A-133;

12. Ensure that expenditures are consistent with the federal EDGAR under Code of

Federal Regulations, Title 34 on the Web page located at http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html;

13. Agree that the SEA has the right to intervene, renegotiate the sub-grant, and/or

cancel the sub-grant, if the sub-grant recipient fails to comply with sub-grant requirements;

14. Cooperate with any site visitations conducted by representatives of the state, or

regional consortia, for the purpose of monitoring sub-grant implementation and expenditures, and provide all requested documentation to the SEA personnel in a timely manner;

15. Repay any funds which have been determined, through a federal or state audit

resolution process, to have been misspent, misapplied, or otherwise not properly accounted for; and further agree to pay any collection fees that may subsequently be imposed by the federal and/or state government;

16. Administer the activities funded by this sub-grant in such a manner so as to be

consistent with California’s adopted academic content standards;

17. Obligate all sub-grant funds by the end date of the sub-grant award period, or re-pay any funding received, but not obligated, as well as any interest earned over 100 dollars on the funds;

18. Maintain fiscal procedures to minimize the time elapsing between the transfer of

the funds from the CDE and disbursement; and

19. Comply with the reporting requirements and submit any required report forms by the due dates specified.

I hereby certify that the agency identified on page 13 will comply with all Sub-grant Conditions and Assurances described in ED Items 1–8 and CDE Items 1–19 listed above and the signature on page 16 indicates acknowledgement and agreement to all assurances.


Section I: Introduction Executive Summary

Charles H. Castle Elementary School (CHCES) in southwest Bakersfield, CA, is a transitional kindergarten through sixth grade school in the Panama-Buena Vista Union School District (PBVUSD), the second largest TK-8 district in Kern County. CHCES is one of the most diverse Title I sites in the district. Nearly 90% of CHCES students are socioeconomically disadvantaged and 19% are English Learners. CHCES has a student enrollment of 704 students, 59% Hispanic, 18% African American, and 16% White. Students at CHCES are highly mobile. During the 2014/2015 school year, 1,113 students enrolled with only 747 students completing the year. The retention rate for CHCES is 73%, compared to a district average of 88%. The household income for Bakersfield, CA, is $54,763; however, household income of students attending CHCES is one-third less (U.S. Census, 2015). The CHCES neighborhood is comprised of apartments and Section 8 housing. Along with living in an impoverished neighborhood, CHCES students have limited access to resources in the county. Bakersfield is considered one of the least literate cities in the U.S. and has been named the worst city in the U.S. for overall reading culture (Time, 2014). Kern County has one of the lowest college-going rates in the state and country; only 15% of adults have completed a bachelor’s degree (U.S. Census, 2015). Families in Bakersfield have been hard hit by the devastating drought and decline in oil production, leading to an alarming unemployment rate of 10.8%, more than double the state and national rate (U.S. BLS, 2016). Research indicates children from low-SES households and communities, similar to CHCES students, develop academic skills more slowly than children from higher SES groups (Morgan, et al, 2009). Initial academic skills are correlated with the home environment, where low literacy and chronic stress negatively affect a child’s pre-academic skills. The school systems in low-SES communities are often underresourced, negatively affecting students’ academic progress (Aikens & Barbarin, 2008). This is evident at CHCES where students enter school academically and socially disadvantaged. Despite strong efforts towards school improvement, CHCES is underresourced and chronically failing. CHCES students suffer from a lack of exposure to 21st Century careers, life experiences, and opportunities. Funding from the SIG will provide students with the opportunity to become future ready in Science, Technology, Engineering, Arts, and Mathematics (STEAM) through a Project Based Learning (PBL) approach that will support academic success and create authentic learning opportunities. This model will include a strong focus on core curriculum and academic intervention. Despite the hardships students face, research indicates that school conditions contribute more to socioeconomic status differences in learning rates than family characteristics (Aikens & Barbarin, 2008). A comprehensive turnaround approach will be implemented through professional development (PD), leadership reform, new standards-aligned STEAM curriculum, extended learning, whole student support, and family/community engagement to ensure students at CHCES possess the knowledge, grit, and tools to be successful.


Section II: Descriptive Information Element A: Needs Assessment (Required) The process for developing a needs assessment for (CHCES) involved examining data, evidenced-based practices, and school turnaround models. The SIG grant writing team from the PBVUSD and Kern County Superintendent of Schools (KCSOS) engaged stakeholders, families, and the community to review the needs assessment and evaluation of the SIG intervention models. Stakeholders and families were engaged through a series of meetings including: School Site Council, English Learner Advisory Committee, PBVUSD Board Meeting, informational sessions for parents, and PLC meetings with teachers. The needs assessment included an in-depth analysis of student performance data and highlighted large achievement gaps between subgroups. Key Findings: CAASPP DATA ELA Achievement- Nearly two-thirds of all CHCES students do not meet the ELA standard. Significant Subgroups-African American, Hispanic, and EL students have the poorest student achievement in ELA. In 2015, nearly 40% of White students met the ELA standard as compared to only

20% of African Americans, and 27% of Hispanics. This means over 70% of Hispanic and African American students do not meet the standard. Student performance in these subgroups declined by 19% in 2016. In 2016, White students’ performance was three times that of Hispanic students and 5 times that of African Americans.

In 2016, only 6% of English Learners met the ELA standard. By grade level, Hispanic and African American students performed far below White

students. A significant gap was observed between subgroups in 4th grade. 6th grade data showed no students met the standard, and 80% of the students in 4th through 6th grade scored in the lowest level on CAASPP, Standard Not Met.

Students with disabilities show a continued decline from 3rd to 6th grade. In 6th grade, 0 students met the standard.

The initial needs assessment indicates a weakness in core instruction, curriculum differentiation, EL strategies, and intervention. CAASPP DATA Math Achievement- 84% of all CHCES students do not meet the math achievement standard. Only 9% of African Americans and 18% of Hispanic students met the standard.

African Americans showed 0% growth between 2015 and 2016 scores, while White students made some progress with 22% met or exceeded the standard.

92% of ELs do not meet the standard. White students outperformed EL students by 14%.

In 3rd grade, all three subgroups showed the strongest performance when compared to the other grade levels. A large achievement gap was observed in 4th grade. White students performed 8 times as well as African Americans and almost 5 times as well as Hispanic students. In 3rd and 4th grade, Students with Disabilities significantly underperformed when compared to Whites. In 6th grade, 0 students met the standard.

The data indicates a steep decline in math achievement, highlighting the need to further explore curriculum, content, and pedagogy. English Learners- CHCES struggles to meet the needs of Long-Term English Learners. Over 80% of the students classified as EL for more than 5 years do not meet annual progress in attaining proficiency.


Students at each CELDT level are not meeting their growth target and lag well below state averages. The most significant gaps occur for students classified as Intermediate and above. The data highlights the dearth in curriculum with integrated EL supports as well as a lack of PD relating to EL instructional strategies. School Climate - A review of 2015 CHCES data shows a suspension rate of 10.2%, which is almost double the district average of 5.5% and just under three times the state average of 3.8%. According to discipline logs, 575 students were referred to the office for behavior infractions that disrupted the school day. The data clearly illustrate the majority of discipline issues occur between 12 P.M. and 2 P.M. A 5th/6th student survey was administered to better understand student perspectives about experiences and learning. Key findings highlight the lack of necessary resources and opportunities: 50% of students surveyed can only name up to 5 career options; 83% of students do not have a working computer in their home and 85% of students spend between 2 to 5 plus hours watching T.V. daily. A survey was also administered to evaluate perceptions regarding intelligence and ability. 72% believe, “You have a certain amount of intelligence, and you really can't do much to change it.” Results indicate the need to develop tiered behavioral support systems and structured activities during recess. Additionally, there is a need to develop students’ perception of intelligence, resilience, and social-emotional skills. Staffing- CHCES administrators include 1 principal, 1 part-time vice principal, and an academic coach who supervises literary intervention. CHCES has 24 teachers and 75% have 5 or fewer years of teaching experience. Classroom observations are done throughout the year on an ongoing formal and informal basis. CHCES uses a Direct Interactive Instruction (DII) tool that provides feedback, but CHCES does not have a strong coaching model nor a systematic method of follow through. CHCES does not have structured data analysis protocols. Classroom observation data indicates teachers struggle with classroom management, strategies, and pedagogy. Data highlights the need for additional staffing, including instructional coaches and an additional administrator to build staff capacity to facilitate implementation of curriculum transformation. Additionally, data indicate the need for goal setting and ongoing coaching for staff, professional development, and a robust data analysis system. Instructional Program/Curriculum-According to the Academic Program Survey (APS), teachers stated they spend much time searching for quality materials to supplement CCSS implementation due to the absence of state adopted ELA/ELD curriculum. Teachers express various barriers with the math curriculum including quality, insufficient PD, and a lack of assessment data. Selection of Intervention Model- After a review of the turnaround models and prioritized data findings, it was decided the following models were not options for CHCES: Closure-district enrollment is impacted; Turnaround and Transformation-current strong leadership and governance constraints; Restart-legal timeline constraints and reduced cost recovery; Early Learning-time constraints and credential requirements. The stakeholders concluded that the best intervention model for CHCES is the CA state-determined Intervention Model as it aligns with ongoing LCAP work and addresses the identified gaps in achievement, social-emotional learning, and family engagement. This model allows CCHES to flexibly align school site needs with performance outcomes.


Element B: Meaningful Engagement with Families and the Community During the development of this application, the SIG writing team surveyed a random sampling of parents at CHCES to understand current parent engagement and areas of interest and growth. Survey results (n=169) provided the following information: Parents identified the following areas of interest to explore during the CSDIM

planning year: summer school, improving social and emotional needs of students, additional science instruction, robotics instruction, additional opportunities in the arts, and physical activity/sports.

Parents highlighted difficulties providing summer care for their children and frequently request summer school. Currently, PBVUSD does not offer summer school programs.

Parents expressed interest in the following support services: GED/education classes, job development, healthcare access, and nutrition/cooking programs.

Additionally, analysis of the neighborhood reveals that CHCES families experience high levels of poverty. Figure 1 illustrates the average income for the community surrounding CHCES (light pink) is far lower than outlying areas (green). The colored dots represent ethnicities. The prevalence of green dots indicate a large Hispanic population. Considering the limited resources in this community, engagement and support of these families is crucial to developing student achievement. However, there are numerous documented barriers related to family engagement, which have a greater impact on low-income minority families like those at CHCES. Research shows that parents are more motivated to support their children’s learning when they receive clear invitations and support from teachers and other school staff to be engaged, are confident about their ability to help their children, and are clear about what they should do to support their child’s learning (Mapp et al, 2017). CHCES does not currently offer family or parent programs/services, and there is no designated parent center. CHCES will address these needs, engage families and the community in the implementation of the CSDIM, and strengthen the family–school partnership to build meaningful relationships in the community. While working towards closing the achievement gap for students, there is a strong need to close the gap between parents and CHCES. School site policies must be developed to support families. During the planning year, a Family Engagement Team (FET), led by the Intervention Counselor, will be established to develop policies and programs that will inform the development and implementation of the CSDIM at CHCES. The FET will meet biweekly and work with school staff, teachers, administration, families, and community stakeholders to identify and implement strategies to engage more families. This project will adopt the Madison Metropolitan School District (MMSD) Family and Community Engagement (FACE) standards to guide engagement, modeled after the National PTA Standards for family-school partnerships. The FET will develop and align goals and objectives with FACE standards, which will provide guidance to effectively partner with families and the community for student success. During the planning year, the team will develop a comprehensive Family Engagement Plan, using Joyce Epstein’s model as a guide for parent involvement including parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community (Epstein, 2002). The plan will include the following to engage families: Parenting: During the planning year, CHCES parents will be invited to provide input


regarding development of the PBL/STEAM Academy as well as identify ways to participate in the program. CHCES families will have the opportunity to be involved in interactive workshops that address parenting skills and involvement with the academic programs. CHCES will offer Parent Project, an identified model parent skill building program, to teach parents strategies for behavior management (OJJDP, Juvenile Justice Journal, 2004). In addition, parents will receive support for handling their children’s emotional needs, which has been documented to reduce problem behaviors at school (Epstein, et al, 2008). Communicating: A two-way communication system will be developed. The FET will survey parents using the MMSD FACE toolkit to determine communication gaps and identify preferred tools. Possible tools include use of the district app to retrieve information and communicate with the school, data Dashboard, conferences, and messages/texting apps. Volunteering: During the planning year, the FET will recruit parents to serve on decision making committees and plan for strategies to engage parent volunteers. The FET will use FACE to evaluate the school environment, ensuring parents feel welcome on campus. Decision Making: Parents and community members will be invited to join various site based decision-making groups including the FET, STEAM Advisory Board, ELAC, Title I, LCAP meetings, and School Site Council. In addition, parents will be solicited for feedback through various surveys and during family events. Recommendations will be presented to the Core Management Team. The Core Management Team will evaluate recommendations based on the potential to improve the CSDIM. Promising recommendations will be implemented with the support of the School Leadership Team. Collaborating with the Community: Community partners are critical stakeholders and collaborators. As CHCES transitions to a Project Based Learning (PBL) school with a STEAM theme and focus, community partnerships will provide expertise, resources, and oversight to ensure PBL is supported and STEAM concepts are integrated and aligned with industry standards. Community partners will provide context for students and teachers. During the development of this application, industry and content experts, Chevron and California State University, Bakersfield provided input for implementation of the STEAM Academy. In addition to industry partners and content experts, CHCES will reach out to community partners that will leverage support and provide interventions for families, including health/medical, higher education, and job/career needs. Community partners will serve on the STEAM Advisory Board. The STEAM Advisory Board will meet monthly to provide ongoing contextual support for PBL and STEAM. During meetings they will make recommendations that will be presented to the Core Management Team. The Core Management Team will evaluate recommendations based on the potential to improve the CSDIM. Promising recommendations will be implemented with the support of the School Leadership Team. Element C: Demonstration of Capacity PBVUSD has analyzed the resources required for the CSDIM and has identified a plan to fully support implementation. The district conducted an extensive needs assessment, which revealed significant gaps in student achievement, curricular programs/materials, social/emotional growth, and family/community outreach. Assessment indicated


students at CHCES are not engaged in the current curriculum, content or instructional strategies. Based on the data and research, the SIG team agreed a PBL program with a STEAM focus integrated into the CSDIM would positively impact engagement and achievement. After making a determination, PBVUSD assembled a team to visit a model STEAM school, Feaster Charter, that has implemented successful intervention programs and has demonstrated significant student achievement gains. Visits to these schools helped define the vision of the model. In addition, the district has communicated with community partners to share the STEAM/PBL vision and garner support. Board meetings, SSC, ELAC and union meetings were held to gather stakeholder input regarding capacity to implement the model. All groups were in agreement that CHCES and PBVUSD demonstrated readiness to implement the CSDIM. Through these experiences, PBVUSD inventoried current resources and outlined a detailed action plan. The planning year will be instrumental in developing capacity to implement CSDIM. The planning year will serve to lay the foundation for CSDIM, give depth and clarity to the vision, provide time to analyze research-based practices, hire staff and develop a STEAM PBL program with intervention. Current and future capacity are described below in relation to each component of the CSDIM. Process for Designing and Implementing Interventions: The interventions established were developed based on data derived from the needs assessment and were designed to support the CSDIM. Additional information will be collected to ensure the interventions accurately address the needs. The process for designing and implementing interventions is described as follows: 1. Review data 2. Conduct problem of practice (POP) with KCSOS; KCSOS will lead the staff through

a POP analysis to identify gaps and root causes 3. Identify a solution/intervention 4. Monitor effectiveness via Dashboard during Leadership/grade level collaboration 5. Core Management Team and Leadership analyzes effectiveness and plans

accordingly, either continuing the intervention or modifying the intervention School Leadership: CHCES currently has a principal experienced with program reform for leading the transition to CSDIM. During the planning year, PBVUSD will establish a new leadership structure that includes the current principal, who will continue to serve in a managerial/intervention role and a STEAM Academy principal who will guide the development of the STEAM vision and provide instructional leadership. A District Director will be appointed to monitor data and work with school administration. This team will work with academic coaches and teachers to build a vision for the academy where high achievement, flexible intervention, engagement, real world experiences, and integrated learning practices ensure student motivation and success. The development of a strong leadership structure during the planning year will ensure the model is implemented with fidelity. Teaching and Learning: The district currently employs an academic coach who supervises a “Walk to Learn” literacy intervention using 95% Group literacy materials. To develop the capacity for improved teaching and learning, the district will hire two additional academic coaches to facilitate development of curriculum, ELD strategies, intervention, and teacher support. Coaches will be trained in the practice of cognitive coaching to effectively lead instructional change. Coaches will work with teachers to


observe instruction, offer feedback, and plan/teach lessons grounded in best practices. Data indicated significant achievement gaps in ELA and math. Therefore, CHCES will modify instructional practices and move to a PBL model. To accomplish this shift, staff capacity will be cultivated through PD designed to build a foundation for research-based PBL and STEAM integration. Additionally, the Leadership Team will explore various programs to supplement the core and provide intervention. CSUB will provide PD on math content to build instructional capacity of teachers. Teachers require additional collaboration time beyond the hour provided by the district. CHCES will hire specialists who will rotate through grade levels and provide students with STEAM instruction weekly, providing an additional 2.5 hours of collaboration. CHCES provides one-to-one internet connected devices with Google Apps for Education. The district has also recently developed a data Dashboard that analyzes various student performance indicators, with plans for expansion. This system will provide teachers with real time data. In addition, CHCES offers an afterschool program with ASES funding, which provides structured extended learning opportunities for a limited number of students. The foundation is in place to expand what is currently offered. Student Non-Academic Support: To build capacity for student non-academic support, PBVUSD will provide PBIS training. An Intervention Counselor will be hired to develop PBIS PD to provide structured supports to students with emotional or behavior issues. In order for students to build a growth mindset, it is important for teachers to help build psychological skills that provide opportunities for practice, perseverance, resiliency, and grit (Olszewski-Kubilius, 2013). The counselor will develop PD to enable teachers to increase their own growth mindset and implement strategies to help students develop grit. Teachers and students will complete a high-low ropes course activity that will help build individual and corporate capacity. Family/Community Engagement: CHCES is engaged with various community partners. KCSOS has committed to supporting implementation of the CSDIM with technical assistance, data monitoring, and PD. CSUB will provide STEAM/PBL PD for staff. Chevron will provide industry expertise and volunteers to support PBL projects. CHCES will establish the FET who will communicate with families regarding the changing program and develop strategies to build engagement. Implementation Barriers: Teacher content knowledge in STEAM will be strengthened and supported by PD and STEAM specialists. Research-based PBL is not an established practice. CHCES will allocate significant funding and time to provide initial and ongoing PD in various formats. Selecting providers and hiring qualified staff will be a challenge. CHCES will utilize new recruitment strategies and leverage community partnerships. Coordinating a project of this magnitude will require new organizational structures which will be managed by the new leadership teams. Element E: Recruitment, Screening, and Selection of External Service Providers (All Other Models) (If applicable) PD activities with certain characteristics have a direct, measurable impact on student achievement (Garet, et al., 2001). Therefore, CHCES will benefit from the instructional support, research-based expertise, interactive capacity building, and technical


assistance offered by external providers. The Core Management Team will deliberately seek and vet external service providers that will deliver and support the long-term strategies to improve student learning. For each area where PD is warranted, the Core Management Team will recruit, screen, and select external providers. The providers will be chosen from Regional Service Centers, State Departments of Education, colleges and universities, professional organizations, and private providers. KCSOS has proven expertise in choosing and providing external providers, and CHCES will partner with them to select and recruit external providers. The Core Management Team will ensure goals are aligned with the selection of the services, recognizing that long-term strategies affecting student learning are complex and take time. CHCES requires providers that will develop a customized STEAM PD plan. This plan must include a practical and sustainable approach that embraces buy-in from teachers and key stakeholders. The SIG: Guidance and tools for the 2015 amended regulations suggests all PD must include research-based strategies, backed by evidence of desired results. When possible, PD should include a train the trainer model to build capacity of staff that supports gradual release over time (Redding, et al, 2015). Selection Criteria: CHCES will utilize the following guidelines, adopted from School Turnaround and Transformation at American Institutes for Research (2012), when selecting external service providers.

Providers offer quality services and products that deliver results for children and schools

Providers offer documented evidence of their qualifications and accomplishments working with schools similar to CHCES, including references

Willingness to work collaboratively Ensure the capacity exists within the provider’s organization to maintain the

consistent integrity and quality of the services promised for delivery Be proactive in managing the relationship and hold the vendor accountable for

any timeline set forth for the related services Provider is transparent and willing to restructure scope of work as needed

Accountability: External provider accountability will be measured by evaluations of each training session and on-site consultations, pre-and post-assessments of trainings, and regular debriefings with the Core Management Team. Additionally, CHCES will conduct midyear and end of year surveys of teachers and classroom observations. Academic Coaches will capture classroom application of PD with a digital coaching tool. The Core Management Team will analyze results from these tools and surveys. This will help to ensure implementation and outcomes are aligned with the needs of CHCES. Possible External Providers: The planning year will provide the opportunity to review potential providers, including but not limited to the following: PD Needs Identified Possible External Providers PBL Doreen Nelson, Cal Poly Pomona Design


Based Learning Math pedagogy: Jo Boaler, Stanford Center for

Professional Development, online school-wide course How To Learn Math for Teachers.

Math Content/PD Dr. Tony Alteparmakian, Director of CSUB/Cal Poly Region 8 California Math Project;

STEAM Jesus Esquibel, CSUB Math Intervention Math Talks (Marilyn Burns) Math

Solutions - Job-Embedded Coaching DreamBox Learning K-6 - Recommended by Hanover Research, 2014, and What Works Clearinghouse

EL Jill Hamilton-Bunch, Local ELD Expert Co-teaching PD

Bree Gage – CSUB

Cognitive Coaching Think Collaborative School Leadership The University of Virginia School

Turnaround Program Element F: Alignment of Resources CHCES has examined various funding sources and determined how the existing funds may be used to support implementation of the CSDIM and maximize effectiveness. In addition, funding provided by the SIG, LEA funds, Title I, and ASES have been aligned


to support the following areas and activities: Summary of Needs:

The needs assessment revealed CHCES requires additional leadership and oversight to fully implement the CSDIM

The needs assessment revealed gaps in math and ELA achievement The needs assessment revealed the need for behavior and social-emotional

support The needs assessment indicated the need for increased family engagement

Process for Aligning Funds: The District Director is responsible for aligning funds and resources. The SIG team reviewed components of the CSDIM and identified current and potential funding sources that support implementation effectiveness. The LEA’s Assistant Superintendent of Business Services will manage funds from all sources. The following protocols are in place to ensure SIG funds supplement, not supplant, nonfederal resources:

CHCES and PBVUSD will follow all State Federal guidelines (EDGAR) The district runs a Comparability Report that establishes a baseline for

expenditures demonstrating equity between all schools Time and certification efforts will be documented Multi-levels of accountability Any requisitions with federal funding must reference the Single Plan for Student

Achievement, including plan/page number relating to the expense Alignment and Coordination of Resources: Leadership: PBVUSD provides resources to support school leadership including providing 80% of the funding using the LCFF base grant to hire a Director to support the school site and provide accountability. PBVUSD will continue to fund one full-time principal who will form part of the Core Management Team. The district is committed to allocating and funding new leadership positions to support implementation effectiveness. Teaching and Learning: PBVUSD provides resources to support teaching and learning. CHCES is assigned a LCFF funded Academic Coach to support the implementation of ELA intervention, provide leadership with assessment, data collection, and ensure fidelity to the intervention and classroom instruction. PBVUSD also provides an LCFF funded half-time reading teacher to work with students in small groups targeting early literacy skills. The coach and reading teachers will leverage CSDIM support by continuing to provide literacy intervention with a focus on subgroup growth, a continuing area of need. PBVUSD uses LCFF to fund various district PD for teachers including Rick Morris Classroom Management, Direct Interactive Instruction (D.I.I.), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and Thinking Maps to facilitate effective teaching. In the future, PBVUSD will train teachers at CHCES on AVID methodologies to facilitate college readiness in STEAM careers. These PD activities will continue to be provided to support reading and math achievement. Title I and school funds build on the initiatives from the LEA and continue to enhance the learning of teachers and student achievement. Title I funding will be leveraged to support learning by providing additional teaching staff, including reading teachers, to reinforce early literacy skills and student achievement. These tutors will


continue to support literacy and focus on subgroup growth. Teachers attend a training on Professional Learning Communities (PLC) to build capacity and ensure collaboration among colleagues. Title I also funds substitutes used to provide release time, additional grade level collaboration, as well as DIBELS progress monitoring and data analysis. Furthermore, Title I and school budgets are used to purchase additional learning materials to facilitate achievement. Thinking Maps materials, additional technology, and software programs are purchased and provided for classroom use and to facilitate learning at school and home. To increase the effectiveness of CSDIM implementation, Title I funds for PD, materials, and release time will be redirected and aligned to directly address identified and future needs including data analysis, PBL/STEAM, Math, and ELD training. Many schools offer extended learning programs as a strategy for improving or enhancing student achievement (Regional Educational Laboratory for the Southeast, 2004). Currently, ASES funding extends the school day. CHCES currently has 4 program leaders, a site manager and the capacity to serve 100 students in grades 2nd to 6th. In addition, there are opportunities for receiving funding to expand the program during the summer. ASES funds will be leveraged to reform the afterschool program with SIG funds to build capacity, enrich, and complement the current learning opportunities allowing for extended learning for all students. CHCES will apply for summer grant funding through ASES to support CSDIM. Additionally, AERA partially funds a local Ready to Start program for a limited number of incoming kindergartners. SIG funds would expand this program, making it available to all kindergartners. Non-Academic Student Support: In 2016/2017, PBVUSD will use LCFF funding to provide PBIS training for the school site to develop a multi-tiered system of behavioral support. A district provided ½ time Assistant Principal will work with the SIG provided Intervention Counselor to implement this program. Family/Community Engagement: Title I funds are used to promote parent involvement. PBVUSD requires that Title I schools host 3 yearly parent events. Activities through Title I include parent workshops regarding SBAC, early literacy, and computer programs available at home. Meals are often provided to generate high attendance. Title I funds will continue to provide staff for 3 parent workshops and meals for family events. SIG funds will ensure more opportunities for involvement and expanded resources for families. Element G: Modify LEA Practices/Policies Implementation of the CSDIM requires several modifications to the program and practices at CHCES. The overall CSDIM goals include improving student academic achievement or attainment, implementation for all students in a school, and must


address all focus areas. Modified Practice and Policies: All program and staffing modifications relate to CSDIM goals. School Leadership: CHCES’s implementation of an intervention model with multiple components and the development of an alternative instructional program requires additional leadership support. The SIG team visited high performing schools with models similar to the CSDIM and observed the leadership structure usually involved a co-principalship model. The team agreed to modify district practices at CHCES to include two principals. This structure allows for divided responsibilities and provides multiple opportunities for both principals to be instructional leaders. Dual principalship also fosters a collaborative relationship to ensure achievement of students, staff, and parents. This partnership creates an environment where high expectations are supported and ongoing. Qualities of Effective Principals states in high performing schools, teachers work with principals to evaluate issues related to curriculum, instruction, and assessment. Expert teacher leaders provide valuable insight and ideas as they work together toward school improvement. Principals who tap into the expertise of teachers throughout the process of transforming their schools and increasing the focus on learning are more successful (Stronge, et al., 2008). CHCES will modify its current School Leadership Team structure to support the transformation. Lead Teachers will be identified through a rigorous selection process. These leaders will participate in capacity building PD, serve as trainers, mentor and coach, collect/monitor data, and engage in leadership PLCs biweekly. Teaching and Learning: CAASPP data indicate that dramatic changes in teaching and learning must take place. CHCES’s students are performing well below state averages with significant gaps in subgroups. Based on the data, the SIG team concluded the current instructional program is ineffective and not engaging. Students at CHCES also have limited background knowledge and little exposure to STEAM careers. The PBL model in STEAM education lends itself well to the implementation of the CCSS and the NGSS. PBL develops students’ conceptual knowledge and deeper learning skills. Berends et al., (2003) states PBL is seen as superior to traditional teaching methods in improving problem solving and thinking skills, as well as engaging students in their own learning. Additionally, “STEM PBL instruction influenced student achievement in mathematics by both student demographic backgrounds and performance levels. Low performing students showed statistically significantly higher growth rates on mathematics scores than high and middle performing students over the 3 years” (Han et al., 2014). After reviewing research, the SIG team made a decision to implement CCSS standards using integrated PBL and STEAM concepts to increase student achievement. PD delivery will be more deliberate and intentional. PD will be embedded into the schedule daily, weekly and monthly with consultants, coaches, co-teaching and Lead Teachers. Teachers will also require release time to develop, adopt, and modify curricular materials to support this model of instruction. The modified PD approach will provide multiple opportunities for feedback, collaboration, examination of best practices, and review of student data to drive intervention in a timely manner. Based on the needs assessment, a primary focus of PD will include math content and pedagogy. There is a significant, strong, and positive correlation between teachers’ mathematical content knowledge and the quality of mathematical pedagogical


practices (Hill et al., 2008). Teachers’ mathematical content knowledge also positively predicts gains in students’ mathematics achievement (Hill, Rowan, & Ball, 2005). The needs assessment revealed that CHCES teachers are less experienced and would benefit from increased time for structured collaboration, lesson development, and data analysis. Collaboration currently occurs on a limited basis with approximately one hour a week. Teachers who have not received training to develop leadership capacity lead the collaboration. Lead Teachers will facilitate an additional weekly 2.5-hour collaboration. STEAM specialists will provide expert instruction to students as they release entire grade level teams on a weekly basis. Modifications to schedules and staffing will be required to implement Extended Learning Opportunities (ELO). CHCES does not currently operate an extended day or year program available to all students. According to the NEA Education Policy and Practice Department (2008), when school-age children and teens do not have access to extended learning and are left unsupervised after school, they are more likely to receive poor grades, drop out of school, and engage in high-risk behaviors than children who participate in constructive activities supervised by responsible adults. Students from CHCES have limited neighborhood and family resources to sustain academic growth from the previous year. ELOs in STEAM will increase achievement, reduce learning loss, provide background and experiences through field trips, and build mindset. Student Non-Academic Support: CHCES does not have a network to ensure children have access to non-academic support such as health, social-emotional needs, and behavior (QSF, 2015). The district will implement PBIS with additional support provided by KCSOS. To comply with the CSDIM and needs of the site, CHCES will hire an intervention counselor to facilitate the implementation of PBIS, develop social-emotional curriculum at CHCES, and organize Family/Community Engagement. The counselor will create a model that facilitates communication between school, student, and parent. Family and Community Engagement: While family and community engagement are components of Title I, the CSDIM calls for increased levels of involvement. Families at CHCES are not highly engaged in their children's learning. Additionally, parent surveys and demographic data reveal the need to provide additional supports, such as parenting classes, nutrition and cooking, GED, resume classes, etc. The FET will make significant modifications regarding family engagement including development of the Family Engagement Plan, creating a welcoming environment, and establishing a system of regular communication. Another modification includes the development of a STEAM Advisory Board to engage community members. Rationale for Practices not Modified: Several turnaround models call for the replacement of the principal and staff. In the case of CHCES, this was considered unnecessary. The current principal and staff demonstrate all required competencies and are not seen as barriers to improvement. Element H: Effective Oversight and Support for Implementation (Required) Oversight and support for CHCES will be provided through a multi-faceted approach that will include stakeholder input and rely on ongoing collection and analysis of formative and summative data to evaluate progress and effectiveness (Using Student


Achievement Data to Support Instructional Decision Making, Hamilton et al, 2009). PBVUSD currently provides a network of oversight and support structures that will contribute to the successful implementation of the CSDIM. Existing district oversight structures include compliance monitoring from Consolidated Programs Department staff, quarterly data routines to study benchmark data, weekly school visits by cabinet using an electronic walkthrough tool, daily review of the district and school data dashboards, presentations of School Accountability Snapshots at meetings to the Board of Trustees, School Site Council, English Learner Advisory Committee, and various other advisory groups. Ongoing collaboration, monthly meetings, and support for CHCES is provided through district Curriculum and Instruction staff, curriculum specialist services, and the assignment of an Academic Coach and Assistant Principal. Support for purchasing, management, and monitoring of budgets is provided by district Fiscal Services Department, monitored by an account clerk, and KCSOS review and guidance.

LEA Roles: PBVUSD will create a turnaround office with a new District Director, .20 FTE SIG-funded, to provide more intensive, tailored support and accountability for CHCES. It is important that the district “embrace the turnaround as a district-led initiative” and as a “district challenge, not just an issue for the ailing school to address” (Player et al., District Readiness to Support School Turnaround, 2014). The Director will lead by targeting support, monitoring, and accountability and be responsible for the coordination of existing oversight and support structures to ensure that district staff meets SIG expectations in order for CHCES goals to be achieved. The Director will participate in all available training related to SIG implementation and attend the same “turnaround” training as the CHSES principals. Using knowledge and skills gained, the Director will train district personnel on SIG compliance, record keeping, data collection and analysis, reporting, budgeting, purchasing, and accounting. The Director will serve as a liaison to disseminate federal, state, and county communication to the site and be responsible for the timely completion of any grant requirements.

Timelines for Oversight and Data Cycles: CHCES will be supervised by the Superintendent, as are other schools, but will receive additional monitoring and support from district and turnaround office staff to ensure that goals are met. According to Player et al., “Identifying or creating a district office for school turnaround provides the necessary attention that leads to continual assessment and monitoring” (2014). Additional oversight will be provided through involvement of CHCES community and parent stakeholders, the School Leadership Team, the Core Management Team, and the STEAM Advisory Board. The Director will conduct four (4) site visits per month and support school site administration to establish new practices, policies and programs; vet and procure PD; and provide budget oversight, technology support, and curriculum development. The Director, STEAM principal, and Academic Coaches will form a team to capture weekly site visit data through a digital walkthrough tool, review current benchmark data on the Dashboard, and consult with stakeholders and


members of advisory groups. Academic Coaches will make the data actionable by using Data Wise protocols in weekly school and grade level collaboration meetings, mentoring individual teachers, organizing targeted staff development, advising students, and meeting with parents (Using Student Achievement Data to Support Instructional Decision Making, Hamilton et al, 2009). The Director will be responsible for finalizing a CSDIM implementation timeline; establishing key daily, weekly, monthly, and annual responsibilities for specific CHCES staff members; identifying grant milestones and goals; and developing a structure for an Annual Report to Stakeholders. These responsibilities must “communicate the initiative’s rigor and focus” (Player et al., 2014) and be shared with CHCES principals as mandates, along with written goals and expectations.

Meeting the Needs at CHCES:

Weekly site visits will provide the vehicle for accountability at CHCES and serve to gather information needed to make modifications to serve the needs of CHCES. The timeline, goals, key responsibilities, and milestones will be reviewed, corrective feedback will be provided, strategies to overcome barriers will be developed, and adjustments will be made to target additional actions for success. KCSOS will provide external oversight and evaluation during implementation. The STEAM Advisory Board, Core Management Team, and School Leadership Team will work collaboratively to support the implementation at CHCES. The Director will host a stakeholder meeting on quarterly basis to provide updates that will include a review of the data and analysis of ongoing improvements.

Planning for the Future:

A primary strategy for sustainability is improving the knowledge base and skill set of existing staff. The documentation of improved instruction and student achievement will be obtained during weekly site visits and provide feedback on CHCES progress toward “Growing Their Own” site experts. CHCES staff advancement via career ladders, requests for visitations from other district and county schools, and replication of programs and practices at other sites will demonstrate that capacity has been built to sustain effective practices after the SIG period. Ongoing communication with the Fiscal Services Department will provide information about annual funding allocations and allowable expenditures as SIG funds are reduced over the duration of the grant.

Element I: Sustaining the Reforms (Required) Sustainability Strategies: In order to ensure that effective practices are sustained after the funding period ends, PBVUSD will “begin with the end in mind” (Covey, The 7 Habits of Highly Effective People, 1989) and strategically plan purposeful structures,


systems, and processes from the outset of the grant. According to the Guidance on School Improvement Grants, LEAs “should create sustainability plans during the initial grant planning process” which focus on sustaining results, not just on sustaining funds (U.S. Department of Education, 2015). The planning process has identified effective strategies to be used including: establishing data loops to identify positive changes, informing ongoing actions and identifying next steps; targeting resources on practices identified as successful; leveraging community resources by establishing partnerships; identifying alternate sources of funding, and capturing money from cost saving measures (U.S. Department of Education, 2015). Strategic Planning: PBVUSD has prioritized needs, planned post grant funding expenditures, and identified alternate sources of funding, which include: an increased district allocation from the LCFF base grant, CHCES site budget, Title I, community partnerships, as well as other grant options. PBVUSD anticipates additional future revenue that can be allocated to CHCES from a variety of sources including implementing Attention 2 Attendance to increase ADA reimbursements, full funding of LCFF, and the reallocation Title I Supplemental Educational Services (SES). Budgets Taper Toward Grant End: It is expected that fewer grant funds will be needed once one-time expenditures are made and capacity of staff members is developed. Sustainable practices implemented include using a train the trainer model, establishing Lead Teacher effectiveness, and providing PD using consultants to build capacity, diminishing the need for grant funds over time. It also is anticipated that the work done at CHCES will inform the practice at other sites and inspire modifications and/or a reprioritization of funds in the district LCAP. Thus, the successful practices initiated, measured, and monitored at CHCES will be funded in the LCAP for all schools. In addition, lessons about successful practices will be learned throughout the grant period and funds once used on less successful initiatives will be redirected, freeing up Title I or site-based funds to be used on more effective strategies. School Leadership: PBVUSD plans to maintain the co-principal leadership structures. One principal will continue to be funded by PBVUSD. The STEAM principal will be dually funded through Title I and the PBVUSD. Currently, the LEA funds a ½ time Assistant Principal. In 5 years, it is expected that the dual principals will have developed the instructional program and will be available to handle the responsibilities designated to the AP. The AP will be moved to another site, freeing up LEA funds at CHCES. The remaining ½ will be funded through the site’s Title I budget, using funds normally allocated for curriculum supplements. Additionally, Lead Teachers are viewed as key to the ongoing success of their teams. During the 5 years of SIG implementation, their leadership and coaching capacity will be developed. At the end of the funding period, the stipend will be funded using Title I, in place of consultant fees that are expected to no longer be necessary. Teaching and Learning: After instructional capacity has been developed during the initial grant period, CHCES expects that only 1 additional coach will be required to maintain the integrity of the program. PBVUSD plans to use recovered funds to sustain 1 additional Academic Coach. Lead Teachers, trained on coaching strategies, will be released 2 days a month to coach. Due the extensive curriculum foundation built, district and Title I funding will continue to support implementation and maintain integrity of the PBL/STEAM model.


The Engineering Specialist will continue as a full time position, funded by the district. The Art Specialist will continue as a half time position, funded through the school/Title I funds. The Music Specialist will remain full time, funded by the LEA. PBVUSD plans to use recovered funds to absorb the remaining STEAM specialists and use them to serve all schools district-wide. Another sustainable practice may include implementing a weekly elective model to support student engagement. CHCES will also use expanded PLC time to facilitate collaboration. CHCES will leverage resources and human capital to facilitate additional release time. This will include using substitutes, coaches, administration as well as flexible scheduling. Supplies for the Engineering Lab and Art Lab will be supported using Title 1 funds, grant opportunities, Chevron partnership, and Donors Choose. ELOs will continue past the grant period. CHCES will provide after school services coordinated with the existing ASES program, supplemented with Title I and recovered funds. CHCES will apply for 21st Century grant funding and ASES Summer Program funds to sustain services. Partnerships with universities will be established to support new teacher development and utilize student teachers to make costs more manageable. Non-Academic Student Support: The LCAP calls for a ½ time intervention counselor at every elementary site by 2020/2021 school year. At the end of the grant period, the district will provide a full time counselor using recovered funds. Interns from local universities will be used to support the program and build capacity for other school sites. PBIS PD and program support will continue to be funded through LCFF. Family/Community Engagement: The Intervention Counselor and university counseling interns will continue to lead the FET. The FET will continue to implement the Family Engagement Plan and maintain the Parent Resource Center. Parent engagement activities, such as workshops and events, will be funded through Title I. Community resources will be leveraged to offer affordable or free services for families. The STEAM Advisory Board will continue to provide input regarding industry aligned standards and will continue to provide resources. Support/Oversight: At the end of the grant, the District Director will be funded by the LEA to replicate successes throughout the district. An ongoing partnership with KCSOS will continue to support the CSDIM at CHCES and new sites.

Element J: LEA Monitoring of School Implementation Measuring Progress of Annual Goals: CHCES established annual goals through the following process:


1. Projected the state’s CAASPP math and ELA growth for the next 5 years focusing on overall achievement, as well as African American, Hispanic Latino, English Learner and Special Education subgroups

2. Identified the difference between the state's projected 5 year growth and CHCES’s current performance

3. Computed the yearly growth required for CHCES to meet or exceed the projected growth by the state in 5 years

To support and monitor implementation of goals, CHCES has established benchmarks to measure quarterly progress towards the annual goals. These benchmarks will be established using multiple measures including STAR Reading/Math, CAASPP reading and math Interim Assessment Blocks (IABs), and DIBELS for early literacy. Aimsweb Plus will be introduced to measure early math skills. Monitoring Implementation: STAR Reading/Math and DIBELS assessments are administered at the beginning of the year as universal screeners and then as periodic district benchmarks. These tools identify a student’s projected CAASPP performance and serve as an effective screening/progress monitoring tool. The IABs resemble mini CAASPP exams and provide feedback based on specific Common Core foci. The Director, working with KCSOS, will establish IAB goals to match the annual goals for CAASPP and monitor CHCES’s progress towards achieving these goals. The Director will collect and disseminate DIBELS data to measure progress toward goals and introduce Aimsweb Plus as a math progress monitoring tool. Data Collection, Tracking, and Analysis: Benchmark data is automatically uploaded and reported on the district's data Dashboard, a student data information system. The Dashboard identifies the progress of each class and student towards meeting the established goals. Students not making progress will be flagged on the “Watch List” to enable easy identification for intervention. Additionally, these students will be flagged for observation by administration and/or Academic Coaches. The Dashboard data is accessible to all principals, coaches, and teachers, with plans to include students in 2017/2018 school year. In addition to the Dashboard, the Director, working with KCSOS, will facilitate data analysis meetings during grade level collaboration to improve teaching and learning. Based on recommendations from Using Student Achievement Data to Support Instructional Decision Making (2009) as well as protocol from Data Wise, the Director will facilitate analysis by modeling data use and interpretation, connecting data to school goals, providing classroom strategies based on data driven diagnoses of student learning issues, prepare reports to enable easy interpretation and will train and support staff on using data to improve practice and achievement. A focus will be placed on analysis of subgroup data to work towards closing the achievement gap. Communicating Progress: Teachers who struggle to make progress will work closely with the Academic Coach to improve instruction and ensure that proper differentiation is taking place. Data outcomes will be reported to the STEAM Advisory Board during monthly meetings. To communicate progress towards benchmarks, teachers and coaches will utilize weekly collaboration to identify pre- and post-formative assessment data and make connections to student achievement. As suggested in Using


Student Achievement Data to Support Instructional Decision Making (2009), collaborative meetings will include a data focused agenda set in advance. During the meetings, teachers will engage in a cycle of inquiry, using data to state hypotheses about teaching and learning followed by an action agenda whereby educators enact a plan that examines and modifies their instruction to increase achievement in the area of focus for the meeting (Hamilton, et al., 2009). This process encourages “Quick Wins,” as teachers discover a strategy to immediately affect practice. Turning Around Chronically Low Performing Schools (2008) suggests that “Quick wins” or visible improvement early in the turnaround process can motivate staff and overcome resistance. Post-assessment data will be discussed and celebrated at follow-up meetings. Addressing Compliance Concerns and Providing Technical Assistance: The Director will work with PBVUSD Consolidated Programs Department and KCSOS to rectify issues of compliance and serve as a liaison for procuring technical assistance. Leadership: The performance of school leaders will be based on benchmark growth and monitored by the Director, with input and assistance from KCSOS. Teaching and Learning: In addition to data on student achievement, data gathered with the district or KCSOS C3 walkthrough tool will be used to monitor growth and progress of teachers implementing the new instructional program. Prior to the beginning of each school year, teachers will set goals relating to the schoolwide foci, using Charlotte Danielson’s Framework for Teaching. Academic Coaches will use the Danielson Rubric to identify growth in the goal area as well as use the digital walkthrough tool to record teaching behaviors connected to the goals. These will be reported to individual teachers bi-weekly. Teachers who do not show growth will work with the Academic Coach to co-plan and co-teach lessons. Non-Academic Student Support: CHCES currently has a high number of suspensions and a large number of students referred to the office for behavior infractions. As the CSDIM is implemented, CHCES expects a 5% reduction in suspensions and behavior referrals per year. This will be monitored by the Director and the Intervention Counselor. Data will be collected and reported using Synergy, the district’s student data information system. This data will be reported to the School Leadership Team as well as the STEAM Advisory Board. Family/Community Engagement: CHCES will monitor family engagement quarterly through use of the Madison Metropolitan School District’s Family Engagement Rubric. During the planning year, a pre-assessment will be administered to gauge family involvement. The FET will analyze the pre-assessment data to identify 3 standards that should serve as the school’s primary focus. The goal will be to increase a performance level each year on the rubric, until a score of “4” is obtained. Quarterly progress will be recorded by the FET and reported to the Core Management Team, Leadership Team, and STEAM Advisory Board.


Section III: Annual Student Performance and Progress Goals SIG Form 1a—Annual Student Performance and Progress Goals: Reading/English

Language Arts (Required)

Identified Need(s):

Increase literacy in K-2 Progress monitor and provide intervention for all students using

STAR, CAASPP, IABs, and AIMs Web Students in all subgroups will grow a minimum of 3% Overall, students will increase an average of 12% per year,

school-wide.

Goal(s) Applies

to:

School: CHCES

Schoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide, African American, English Learner, Hispanic Grades K-6

SIG Expected Annual Measurable Goal(s) Established Goals for Full Implementation Only

Full Implementation Year 1

School-wide, Grade Level or Subgroup

Current Proficiency Rate for 2015/2016

Goal for 2017/2018

K Based on 2015/2016 data, 82% of Kindergartners were at benchmark on DIBELS

By June of 2018, 89% of Kindergartners will be on benchmark on DIBELS

1 Based on 2015/2016 data, 67% of 1st graders were at benchmark on DIBELS

By June of 2018, 70% of 1st graders will be on benchmark on DIBELS

2 Based on 2015/2016 data, 62% of 2nd graders were at benchmark on DIBELS

By June of 2018, 75% of 2nd graders will be on benchmark on DIBELS

3 Based on 2015/2016 data, 49% of all 3rd graders, 28% of African Americans, 35% of Hispanics and

By June, students in the following groups will score Met Standard. Overall: 59%


0% of ELs had Met Standard.

African American: 33% Hispanic 42% EL: 6%

4 Based on 2015/2016 data, 24% of all 4th graders, 12% of African Americans, 20% of Hispanics and 11% of ELs had Met Standard.

By June, students in the following groups will score Met Standard. Overall: 37% African American: 21% Hispanic 31% EL: 14%


By June, students in the following groups will score Met Standard. Overall: 46% African American: 34% Hispanic: 43% EL: 14%




School-wide, grade level or subgroup

Goal for 2018/2019

K By June of 2019, 93% of Kindergartners will be on benchmark on DIBELS

1 By June of 2019, 73% of 1st graders will be on


benchmark on DIBELS

2 By June of 2019, 80% of 2nd graders will be on benchmark on DIBELS

3 By June, students in the following groups will score Met Standard. Overall: 64% African American: 38% Hispanic 49% EL: 12%


5 By June, students in the following groups will score Met Standard. Overall: 56% African American: 38% Hispanic: 50% EL: 17%




Goal for 2019/2020


1 By June of 2020, 76% of 1st graders will be on benchmark on DIBELS


2 By June of 2020, 85% of 2nd graders will be on benchmark on DIBELS







Goal for 2020/2021


1 By June of 2020, 80% of 1st graders will be on benchmark on DIBELS

2 By June of 2020, 90% of 2nd graders will be


on benchmark on DIBELS





Full Implementation Year 5, if applicable

Not Applicable/Planning year


Section III: Annual Student Performance and Progress Goals SIG Form 1b—Annual Student Performance and Progress Goals: Mathematics

Identified Need(s) :

Increase math fluency and CCSS in K-2 using AIMS Web as a screening and progressing tool

Progress monitor and provide intervention for all students using STAR, CAASPP, IABs, and AIMs Web

Students in all subgroups will grow a minimum of 3% Overall, students will increase an average of 10% per year,

school-wide.

Goal(s) Applies

to:

School: CHCES

Schoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide, African American, English Learner, Hispanic Latino, SPED

SIG Expected Annual Measurable Goal(s) Established Goals for Full Implementation Only

Full Implementation Year 1 School-wide, Grade Level or Subgroup

Current Proficiency Rate for 2015/2016

Goal for 2017/2018

K Baseline data will be collected during the planning year

K students will increase 5% above the baseline achievement in algebraic thinking and operations

1 Baseline data will be collected during the planning year

1st students will increase 5% above the baseline achievement in algebraic thinking and operations

2 Baseline data will be collected during the planning year

2nd grade students will increase 5% above the baseline achievement in algebraic thinking and operations

3 Based on 2015/2016 data, 45% of all 3rd

By June, students in the following groups will score Met


graders, 36% of African Americans, 47% of Hispanics and 36% of ELs had Met Standard.

Standard. Overall: 48% African American: 39% Hispanic 48% EL: 37%


By June, students in the following groups will score Met Standard. Overall: 24% African American: 16% Hispanic 16% EL: 8%





Full Implementation Year 2 School-wide, grade level or subgroup

Goal for 2018/2019

K K students will increase 5% above the baseline achievement in algebraic thinking and operations

1 1st grade students will increase 5% above


the baseline achievement in algebraic thinking and operations

2 2nd students will increase 5% above the baseline achievement in algebraic thinking and operations






Goal for 2019/2020



1 1st grade students will increase 5% above the baseline achievement in algebraic thinking and operations

2 2nd grade students will increase 5% above the baseline achievement in algebraic thinking and operations






Goal for 2020/2021



1 1st grade students will increase 5% above the baseline achievement in algebraic thinking and operations

2 2nd grade students will increase 5% above the baseline achievement in algebraic thinking and operations





Full Implementation Year 5, if applicable

N/a due to Planning Year

Actions and ActivitiesStart and End Dates

MM/YYYY

Focus 1: School Leadership

Develop Leadership Competencies and leadership structure for CHCES from the Center on School Turnaround (2015) , Identifying, Selection, and Retaining School Turnaround Leaders: How-To Modules

1/2017-3/2017

Recruit and hire new leadership positions

Interview and hire District Director,(Turnaround Officer)

Interview and hire STEAM Academy Principal

01/2017-08/2017

Establish new leadership structure. Identify roles and responsibilities of each member and team.

Create a Core Management Team consisting of Science Technology Engineering Art and Math (STEAM) Principal, CHCES Principal, District Director (turnaround office), and County Office of Education Representative (KCSOS) that meets biweekly

Establish a School Leadership Team consisting of STEAM Principal, School Principal, ELA Coach, Math Coach, STEAM Specialists, Intervention Counselor and Lead Teachers that meets biweekly

01/2017-08/2017

LEA Name: Panama Buena Vista Union School District Date: 8/28/2016

SIG Form 2a—Planning and Other Pre-implementation Activities For a Tier I or Tier II School

School Name: Charles H. Castle Elementary

Description of how those activities will lead to successful implementation of the selected intervention

PBVUSD will develop job descriptions and protocol for, interviewing, recruitment, hiringand retaining school leaders. Through a rigorous selection process, new school leadership will be selected based on leadership competencies that align with the school’s improvement goals and expectations. Additional leadership is needed at CHCES to fully establish and execute the CSDIM with fidelity. New leadership will support successful implementation by establishing the following:• District Director: Serves as the District turnaround leader and lead data monitoring and analysis• STEAM Principal: Guides the implementation of PBL and STEAM to improve student achievement• CHCES Principal: Supports whole school instructional practices and intervention to improve student achievement

The Core Management Team will supervise implementation of CSDIM, accomplished through the following:• Drive the vision of the STEAM/PBL program• Data analysis• Coordinate professional development• Progress monitoring/evaluation• Maintain ongoing communication with the STEAM Advisory Board

The School Leadership Team will build the capacity of the school site staffAccomplished through the following:• Instructional Leadership• Intervention• Mentoring/coaching/co-teaching• Ongoing professional development

Identified leadership compentencies will be presented to the appropriate district personnel, including the Superintendent, Human Resources Director, School Board and STEAM Advisory Board. Strong leadership will drive the successful implementation of the model and school. The research concludes that a strong directive principal focused on curriculum and instru ction is essential for effective schools (Kappan, 2010).


MM/YYYY





Establish the vision, and create a new school culture

01/2017-05/2017

Identify outcome-driven professional development

01/2017-08/2017

Focus 2: Teaching and Learning

Recruit and Hire an ELA coach, a math coach and 7 Lead Teachers to develop expert teachers.

Recruit and Hire 5 specialists in the following areas: Science, Technology, Engineering, Art, and PE

01/2017-08/2017

The planning process will include the articulation of a powerful vision led by the Core Management team and school site teachers. A whole school vision is needed to develop a common approach that will provide a comprehensive reform designed to improve student academic achievement. To develop the vision and theme, CHCES will do the following:• Visit other Project Based Learning (PBL) & STEAM schools• Review curriculum, meet with industry partners and review research-based best practices• Define PBL and STEAMOnce the vision has been established, CHCES will do the following: • Review and explore exemplary lessons, develop common rubrics and assessments that will ensure PBL and STEAM is taught with fidelity • Rubrics and lessons will include common practices such as the engineering design practice, an integral component of STEAM that will generate student interests in technical and engineering careers

Principals will participate in KCSOS’s Principal's Learning Network (PLN) to build capacity, facilitate deeper learning, and support school site principals through a collaborative approach. Utilizing continuous cycles of inquiry, the PLN will review data analysis indicators from the LCFF Evaluation Rubric, review statements of model practice to assist in analysis and reflection on progress using local date and review additional resources for more in-depth information to inform LCAP revisions.

Principals will also particpate in programs such as the University of Virgina's School Turnaround Program.

PBVUSD will develop a rigorous selection process to identify exemplary Coaches and Lead Teachers to support the growth of expert teachers in multiple content areas at CHCES. Coaches and Lead Teachers will facilitate instructional support for staff as they implement PBL. They will guide staff in the process of understanding best practices, applying best practices and developing a culture of high expectations. Coaches and Lead Teachers will provide ongoing, job-embedded support which will build daily accountability. • Academic Coaches facilitate lesson development, lesson implementation with a co-plan/co-teach model, immediate lesson feedback on teaching strategies and engagement, strategic and immediate evaluation of student data and timely intervention.• Lead Teachers facilitate grade level collaboration in regards to mapping of STEAM lessons and common core standards, development of formative assessments, as well as data collection and analysis.The STEAM Learning Specialists will work collaboratively with the classroom teacher to provide coordinated learning opportunities that complement the classroom curriculum. He/she will design and create learning experiences for students to take an interest in STEAM related subjects at an early age. The chosen candidate will be responsible for collaborating regularly with the Leadership Team.


MM/YYYY





Analyze instructional and content area needs

01/2017-08/2017

Gather input from teaching staff

01/2017-08/2017

Plan and provide high quality professional development for staff to develop pedagogy and content competency

Create criteria to screen external providers

Provide professional development that is research-based to support Project Based Learning with STEAM integration

Establish school wide foci for vertical and horizontal articulation

01/2017-08/2017

Analyze ELA, Math and EL data to determine weaknesses in student achievement and identify specific gaps in instruction. During the planning year, the CHCES Leadership Team will work with KCSOS to conduct a Problem of Practice analysis to ensure the stated CSDIM strategies align with designated root causes. This process will stretch staff to think more deeply about the challenges they face, allowing for a variety of stakeholder perspectives. They will follow the steps below:Step 1: Investigate the problemStep 2: Diagnose the causes by identifying symptoms and asking “why?”Step 3: Select an actionable root causeStep 4: Develop a Theory of Action to address the root cause Step 5: Design a strategy to operationalize the theoryStep 6: Craft an implementation plan that informs the school’s SIG plan, SIP, and district’s LCAP Principals, Coaches and consultants will analyze teacher content knowledge as well as strengths and weaknesses related to instructional practice by conducting surveys and classroom observations. He/She will develop a plan to support these areas with curriculum design, professional development and coaching. Identification of gaps will enable the core management team and coaches to develop an appropriate plan to address specific needs and select the proper interventions.

The Core Management Team will develop criteria for hiring consultants and contract with an individual or companies that can provide professional development for teachers.

Initial professional development for coaches and specialists will include the following:• Book study to build capacity and interest for change• Completion of ‘How to Learn Math for Teachers” Online Module • Data Wise training to analyze data

Initial staff professional development will include the following:• Book study to build capacity and interest for change• Completion of ‘How to Learn Math for Teachers” Online Module • Planning year PD: 60-80 hours • Afterschool PD 20 hours

Select schoolwide focus areas and evaluation for year based on needs

Principals and Coaches will present different PBL implementation methods and discuss factors regarding implementation of Project Based Learning, including lesson design, scheduling, integration of curriculum, field trips and career connections. Through surveys and discussions, staff will communicate suggestions for implementation as well as perceived needs. This process will ensure staff needs are met and increase buy-in.


MM/YYYY





Curriculum Development

01/2017-08/2017

Increase opportunities for collaboration

Provide Increased opportunies for coaching and co-teaching

01/2017-08/2017

Establish math intervention

01/2017-08/2017

Academic Coaches will provide instructional support through co-teaching, cognitive coaching and teacher-led goal setting. • Academic coaches will receive 1 day of PD on the St. Cloud method of co-teaching by CSUB. They will be responsible for training Lead Teachers• Academic Coaches will attend Cognitive Coaching Seminars through Think Collaborative • Academic coaches will be trained with the Collect, Connect, Coach (C3), a digital coaching tool• Coaches will meet with teachers to set professional growth goals which will be monitored using the Dashboard and C3

Coaches and STEAM Principal will establish an intervention model for math and use programs such as AIMSweb for progress monitoring.• Establish criteria for math intervention program• Review various intervention programs, such as Dream Box and Everyday Mathematics• Purchase program and develop plan for implementation, including pacing, identifying screening, progress monitoring and grouping• Purchase assessment program such as Aimsweb to screen and progress monitor students

Implementation of an intervention model and program will address the wide achievement gaps within the subgroups and school.

Coaches and Lead Teachers will facilitate STEAM/PBL curriculum development aligned to the Common Core

This process will include the following:1. Develop a schoolwide PBL lesson framework2. Review standards and pacing guides3. Identify target standards for each lesson4. Review and vet existing STEAM PBL lessons 5. Develop assessment tools/rubrics6. Design lessons and quarterly projects7. Align Career Technical Education (CTE) standards throughout currciulum and partner with industry professionals to support CTE

CHCES will build instructional capacity by providing extended release time for grade level teams.• Develop master collaboration schedule • Each grade level will have 1 2.5 hour collaboration time per week• During collaboration time, STEAM specialists work in teams to release an entire grade level. Specialists provide STEAM education to students while teachersDuring collaboration, CHCES will implement the PLC model of collaboration


MM/YYYY





Establish STEAM learning environments

01/2017-08/2017

Provide Extended Learning Time

01/2017-08/2017

Focus 3: Student Non-Academic Support

Develop a Maker Space STEAM Lab, Art Lab, and Music Lab designed to encourage and support creation and innovation that will bring projects to life. The STEAM Lab will provide students with opportunities to use the engineering design process, problem solving and collaboration, thereby increasing motivation and engagement. Lab s also provide opportunities for interaction with industry professionals. This hands-on learning platform increases student achievement and allows them to "learn by doing."

• The STEAM Lab will include technology, supplies, and resources that will provide a supportive environment that will encourage learning and experimenting• The Maker Space STEAM Lab will be modeled after the Fabrication Lab at CSUB. Fab Lab is short for “Fabrication Laboratory.” Although many places may be referred to as a fab lab, the CSUB Fab Lab is based on the MIT-designed model, which inspired their popular class “How to Make (Almost) Anything.”• Establish a fully stocked Art Lab• Establish a Music room, outfitted with keyboard pianos and technology to record and edit music digitally

Working with ASES and specialists, develop a plan to increase learning time by offering extended day and summer programs. The extended day will consist of 2 components: academic support and STEAM electives. Quarterly STEAM electives will be planned to support student choice and interest. CHCES will adopt the Camp BLAST! program, a collaborative effort among CSUB and Kern County school districts to provide a uniquely engaging summer program to underrepresented student populations in STEM. The camp will offer two, 2 week sessions, one at the beginning of year and one at the end of the year.Extended Day:• Work with After School Education and Safety (A SES) Program Director to develop plans for comprehensive afterschool program that includes a focus on academics and STEAM electives• Develop curriculum options for electives Extended Year:• Adopt Camp Blast! program from CSUB• Provide PD to STEAM specialists and ASES staff• Implement two week pilot August 2017 The extended learning opportunities provide additional instruction time and exposes students to authentic, real world experiences. Students at CHCES have limited experiences outside school. Few take trips out of town or visit points of interest. Their experiences and background knowledge is limited. This program will provide students with enriching experiences, field trips and decrease the impact of summer learning loss.


MM/YYYY





Interview and hire 1 Intervention Counselor

01/2017-08/2017

Identify social, emotional and behavioral needs of students as well as staff needs.

01/2017-08/2017

Improve physical environment of school

01/2017-08/2017

Focus 4: Family and Community Engagement

• Visit classrooms to observe learning environments and student/teacher, student/student relationships• Identify areas of classroom/teacher support to drive PD.• Identify areas for student support to drive the development social -emotional programs and services, such as group counseling, mentoring, skill building, team building and classroom lessons• Using data from Synergy, PBVUSD’s online student information system, review common discipline issues and identify students who are frequently referred to the office to identify necessary supports• Observe recess behavior. Develop a plan and schedule to utilize the PE specialist during unstructured times to provide organized activities t hereby reducing behavioral incidents and suspensions during recess• Develop a process/communication system for teachers and students to request intervention support• Develop a schedule for the implementation year that includes time for class visits, staff PD, classroom lessons, home visits and counseling• Work with CSUB and Point Loma to recruit counseling/social work interns

The Intervention Counselor will be hired to support PBIS implementation to develop staff PD on building grit in students as well as develop a plan to engage and support families. The intervention counselor will do the following:• Lead staff team building exercises to build trust among staff• Conduct a book study, using a text such as Ruby Payne’s Children of Poverty , to build understanding of the school culture.• Develop plans for supporting teachers in developing teacher’s understanding of “Silent Curriculum,” such as creating a welcoming class environment, class team building and class meetings.• Be trained in PBIS and serve as the site expert, planning staff PD and developing an implementation plan.• Examine research-based best practices in building grit and growth mindsets in students. Identify curriculum regarding grit/growth mindset• Develop a plan to address family/community engagement• Become trained in Parent Project.

By addressing the whole child, including student’s social, emotional and non-cognitive needs, CHCES will prepare students to be successful academically.

Improving the school environment can serve as a “quick win” at turnaround schools. These improvements can include painting buildings, murals on buildings, improving landscape, updating bulletin boards, and creating indoor/outdoor student friendly spaces (Turning around Chronically Low Performing Schools, 2008). The environment at CHCES is not visually appealing for its learners. Indoor and outdoor spaces are outdated and dismal. To upgrade the environment and create an atmosphere friendly to learner, CHCES plans to do the following: • Rearrange movable walls in the main school building to feature the STEAM Lab as a focal point• Mount TV monitors in the library and classrooms for virtual field trips• Purchase classroom supplies, such as area rugs, lamps, and wall coverings to create child-friendly, warm learning environments• Purchase furniture to create options for child-centered seating and working• Provide teachers with funds to purchase classroom supplies to improve the learning environment• Use artificial turf and benches to create outdoor spaces for learning• Create area for raised bed gardening and replenish planting beds• Paint murals on selected walls to inspire learning


MM/YYYY





Communite with families and community regarding new school model

01/2017-08/2017

Establish Family Engagement Team

01/2017-08/2017

CHCES will communicate with families in the following ways:• Host 3 family events to introduce the CSDIM. Administer surveys to parents to gather feedback to drive the development during the planning year• Distribute brochures about the new program• Provide information at Back to School NightCHCES will communicate with the community in the following ways:• Identify potential community partners, such as CSUB, Health Department and Chevron and host meetings to gather input from these partners• Determine possible opportunities for community support to maximize student learning• The intervention counselor will work to identify community resources such as health clinics, GED classes, Adult Literacy classes, resume building, and career guidance to support families in the area

The intervention counselor and principal will establish a diverse Family Engagement Team (FET)willl develop policies and programs that will inform the implementation of CSDIM. This team will be responsible for creating a welcoming environment for parents, establishing support and promoting family involvement. The team will include the following: Principal, Intervention Counselor, teacher, secretary, specialist, community partner and parent. FET will:• Identify the school’s current level of family engagement and identify gaps and needs. • Utilize the Madison Metropolitan School District Family Engagement Toolkit and align school goals with Madison Metropolitan Family Engagement Rubric. This toolkit is designed to support the work of schools in developing strong partnerships with families and community. • Review best practices for family engagement, reviewing ideas from Henderson and Mapp’s Beyond the Bake Sale • Plan for the implementation of the Parent Project program with KCSOS. • Identify programs to help support families outside of school, including cooking/nutrition classes, resume building and GED classes.• Identify STEAM themed family events where parents can work with their children on a project.• Develop strategies to increase communication with parents in English and Spanish This may involve use of schoolwide home visits, Class Dojo, use of Remind 101 (texting platform) as well as the district app.

Focus 5: Support and Oversight

Establish County Oversight

01/2017-08/2017

Establish District Oversight

01/2017-08/2017

The Core Management Team will work with KCSOS to monitor implementation of the CSDIM. KCSOS will provide the following support and oversight.• Meet quarterly to analyze data and progress towards goals• Conduct Problem of Practice analysis to drive intervention strategies• Work with Leadership Team to conduct in -depth Data Analysis, focusing on subgroup growth• Organize PD for leadership and staff• Facilitate data analysis training, using a program such as Datawise• Provide C3 coaching tool and data analysis• Provide family engagement resources

The District Director will monitor implementation of the CSDIM and analyze student performance on state assessments as well as measure progress towards goals. The Director will do the following:• Work with grade level teams to plan data analysis protocol monthly • Establish benchmark progress monitoring plan using CAASPP Interim Comprehensive Assessments, Interim Assessment Blocks, and STAR reading and math• Continue to develop the Data Dashboard, an electronic data management portal, to report progress monitoring data and subgroups


MM/YYYY





Establish STEAM Advisory Board

01/2017-08/2017

Establish a STEAM Advisory Board consisting of community partners including the Bakersfield Police Department, Chevron, CSUB, university partners, a District Office representative, a KCSOS member and parents. The Core Management Team will report to the Advisory Board and gather input regarding development of the program, ensuring that sufficient resources are procured and the efficacy of the program continues.

Form 2b—State-determined Intervention Implementation Chart for a Tier I or Tier II SchoolLEA Name: Panama Buena Vista Union School District Date: 8/26/16School Name: Charles H. Castle School District

Required Component

Strategy/Evidence-based StrategyStart and End

Dates (MM/YYYY)

OversightDescription of

Evidence

SD 01: Required Partnership

Partner with the local educational agency's (LEA’s) local county office of education, or local educational agency’s Regional System of District and School Support Lead County Office of Education or The California Collaborative for Education Excellence

Selecting the Lead Partner

CHCES and PBVUSD have selected KCSOS as a Lead Partner from the beginning of the planning year and will continue that partnership throughout the duration of the SIG grant. KCSOS was chosen based on criteria stated in The Center on School Turnaround, West ED, 2015. KCSOS has shown effectiveness in its relationship with the Buttonwillow School District in its planning and implementation of Cohort 1 SIG funding. The staff at KCSOS is committed to the success of local school and staff development. It possesses the proven ability to build capacity at the local school and district level. The accountability between CHCES and KCSOS will be maintained by virtue of both being public school entities in Kern County.

08/2017 to 06/2021

District Director

Support logData Reports

Meeting Agendas

Form 2b-State-determined/Implementation 1


Required Component


Dates (MM/YYYY)


Evidence

Name of Lead Partner

Kern County Superintendent of Schools (KCSOS)

SD 02: Leadership Effectiveness

Develop or adopt leadership competencies that address the following elements: (1) systems thinking and sustainable outcomes; (2) capacity building and community; (3) results-oriented problem solving; (4) influence and team development; and (5) personal effectiveness



Required Component


Dates (MM/YYYY)


Evidence

Develop or adopt The demand for strong school leadership to improve low-leadership performing schools was identified as critical in the What competencies Works Clearing House report Turning Around Chronically

Low-Performing Schools: A Practice Guide (Herman et al, 2008). Leadership effectiveness at CHCES will be strengthened by adopting Turnaround Leader Competencies as criteria to select a second principal responsible for the STEAM implementation and to guide professional development for the current principal. The Turnaround Leader Competencies adopted will include elements related to systems thinking, capacity building and community, results-oriented problem solving, influence and team development, and personal effectiveness (Recruit, Select, and Support Turnaround Leader Competencies, Part 1, 2015). The district

01/2017 to 2/2017

Core Management

Team and Superintendent

New leadership competencies

will be formalized and

adoptedTurnaround Director also will need Turnaround Leader Competencies as “School turnaround is a district issue,” according to Player et al in District Readiness to Support School Turnaround (2014).



Required Component


Dates (MM/YYYY)


Evidence

Assess the The school needs assessment evaluated prior success in candidate’s improving performance and revealed the strengths and potential fit with weaknesses of current staff, as called for in Turning the school and Around Chronically Low-Performing Schools: A Practice success with Guide (2008). With school and leadership needs prior turnaround identified, such as greater knowledge of Future Ready efforts skills and effective instructional strategies, the candidate’s

fit for CHCES will be determined by comparing his/her qualifications to set criteria taken from the adopted competencies and measured by scoring rubrics. A review of multiple sources of evidence (e.g. application, resume, references, practical exam) and an in-depth Behavior Event Interview (BEI) will be conducted to elicit the candidates’ strengths on critical competencies, as described in What it Takes for a Turnaround: Principal Competencies that Matter for Student Achievement (Hitt, 2015).

01/2017 to 4/2017

Core Management


New leadership team in place



Required Component


Dates (MM/YYYY)


Evidence

Implement To identify an effective change agent for the STEAM multiple steps in principal, multiple steps will be used in the selection the selection process (Recruit, Select, and Support Turnaround Leader process Competencies, Part 2, 2015). Training those involved

and calibrating scoring ensures the integrity of the competency-based process (What it Takes for a Turnaround: Principal Competencies that Matter for Student Achievement Hitt, 2015).Steps:• Develop a new job description• Identify and train the selection team on the processes to be used• Determine selection and scoring criteria• Recruit qualified candidates• Conduct initial screening, including application review and first interviews• Conduct advanced screening to include a BEI, performance tasks, and a reference check.

01/2017 to 4/2017

Core Management


New leadership team in place


Required Component

Start and End Dates

(MM/YYYY)Oversight

Description of Evidence


Strategy/Evidence-based Strategy

Develop new recruitment strategies and a new leadership job description that aligns with the school’s improvement goals and expectations

01/2017 to 2/2017

Core Management Team, Superintendent &Director of Human Resources

Comprehensive Recuritment

Plan

According to the What Works Clearing House report Turning Around Chronically Low-Performing Schools: A Practice Guide (Herman et al, 2008), “The case studies on school turnarounds have numerous instances of new principals being the catalysts for change.” Those desired changes, new school improvement goals, and expectations will be derived from the needs assessment and used in the development of a new job description (Herman et al, 2008). Human Resources personnel will develop and adopt a more comprehensive recruitment plan that includes strategies from Recruit, Select, and Support Turnaround Leader Competencies, Part 2, (2015) including:• External recruitment with multiple, diverse methods to publicize• Inclusion of turnaround principal actions and competencies in recruitment materials• Listing of school and community needs and characteristics in recruitment materials• “Grow Our Own” program by providing specific training for internal aspiring leaders• Internal recruitment and encouragement of qualified candidates.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Develop a prioritized set of selection criteria and rubrics

01/2017 to 2/2017

Core Management

Team, Superintendent

&Director of

Human Resources

Adopted rubrics

Hitt (2015) calls for a “more thoughtful and research-based approach to selection and subsequent support of leaders.” Thus, multiple sources of reliable, valid candidate data will be collected and considered by the selection team. The unique needs of CHCES will be considered in determining the criteria used to rate the candidate in each stage of the selection process: application, pre-screen interview, BEI, performance tasks, and reference check. The prioritization of the selection criteria will be based upon the competencies and needs of greatest importance to CHCES. A rubric from Ventures for Excellence (2008) will be used to score the pre-screen interview and a rubric will be developed, such as one created by Public Impact in Recruit, Select, and Support Turnaround Leader Competencies (2015) to score the BEI.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Utilize competency-based and job-characteristic interview questions

01/2017 to 2/2017

Core Management


&Director of

Human Resources

Competency aligned interview

questions and rubric

According to Hitt, “Cutting-edge studies confirm that leader competencies are important when it comes to turning around a low-performing school” (2015). Questions used in the BEI will be designed to let candidates’ suitability for the STEAM principal position emerge by rating whether the manner in which they may behave, react, and feel on the job are consistent with a turnaround leader. The initial screening interview will used to elicit key qualities of excellent administrators as identified by Ventures for Excellence, a talent selection and development firm (2008). District Human Resources staff have been trained in Venture’s research-based selection process structured to identify a candidate’s beliefs and attitudes about purpose, relationships, human development, and instructional focus.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Replace or retain the current principal

Jan-17

Core Management


&Director of

Human Resources

Principal will be retained

Provide customized and ongoing, outcome-driven, professional development (PD) opportunities to strengthen leadership practice and build leadership capacity.

Findings indicate that removing a principal does not necessarily result in achievement gains and “principal replacement would not be considered evidence-based according to ESSA at this time” (Herman et al, 2016). However, the current principal would participate in the BEI to identify potential areas for staff development (Recruit, Select, and Support Turnaround Leader Competencies, Part 3, 2016) and use the California Professional Standards for Education Leaders (CPSELs) Descriptions of Practice to determine areas for growth and to monitor progress (Moving Leadership Standards into Everyday Work: Descriptions of Practice West Ed, 2015).


Required Component

Start and End Dates

(MM/YYYY)Oversight




Identify professional development needs

01/2017-04/2017

Core Management

Team

Leadership PD plan

The interview process including the BEI and performance tasks will identify the professional development needs of new leaders. According to Hitt (2015), this provides information about the staff development and training that would support the new principal and District Director. The University of Virginia School Turnaround Program (UVA-STP), WestEd, or like organization will provide consultants and help the district and school develop and implement outcome-driven, system-level and school-level improvement opportunities (Herman et al, 2016). The district Turnaround Director and both CHCES principals will be enrolled in the School Turnaround Program at UVA-STP or work with a WestEd or like consultant on the same PD content, including:

• Understanding the fundamentals of successful turnarounds and organizational change • Redesigning organizations to remove barriers impeding focus • Redefining relationships to co-create success between system and school leaders • Illuminating root-cause needs and developing focused action plans to address them


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Developing and communicating a vision that includes the need for urgent change • Establishing a culture of high expectations • Building effective coalitions and collaborations • Using data to drive decisions and identify the need for mid-course corrections • Teaching administrators to think like leaders, not simply managers (Herman et al, 2016)


Required Component

Start and End Dates

(MM/YYYY)Oversight




Develop and Implement outcome-driven PD opportunities

01/2017-04/2017

Core Management

Team

Leadership PD plan

The University of Virginia School Turnaround Program (UVA-STP), WestEd, or like organization will provide consultants and help the district and school develop and implement outcome-driven, system-level and school-level improvement opportunities (Herman et al, 2016). The research on school turnaround is described in the publications of University of Virginia Partnership for Leaders in Education, Center on Great Teacher and Leaders, the Center for School Turnaround at WestEd and Public Impact. All call for specific competencies and processes that will necessitate training on specific outcomes including, understanding turnaround leader competencies, recruiting and selecting turnaround leaders, and developing and retaining turnaround leaders (2014). This work will support identified district and school needs and support system-wide turnaround efforts (Player et al, 2014).


Required Component

Start and End Dates

(MM/YYYY)Oversight




Name and content of PD

01/2017-04/2017

Core Management

Team

Leadership PD plan

Promote the use of continuous feedback that is connected to professional learning opportunities and supports ongoing learning and improvement for school principals

The district Turnaround Director and both CHCES principals will be enrolled in the School Turnaround Program at UVA-STP or work with a WestEd or like consultant on the same PD content, including:

• Understanding the fundamentals of successful turnarounds and organizational change • Redesigning organizations to remove barriers impeding focus • Redefining relationships to co-create success between system and school leaders • Illuminating root-cause needs and developing focused action plans to address them • Developing and communicating a vision that includes the need for urgent change • Establishing a culture of high expectations • Building effective coalitions and collaborations • Using data to drive decisions and identify the need for mid-course corrections • Teaching administrators to think like leaders, not simply managers (Herman et al, 2016).


Required Component

Start and End Dates

(MM/YYYY)Oversight




Provide opportunities for continuous feedback and ongoing learning

08/2017 to 06/2021

Core Management Team, School

Leadership Team & District

Director

Data Dashboard, classroom observations (C3), survey data, minutes from PLCs and meetings

Continuous feedback and ongoing learning should permeate all aspects of the system (Player et al, 2014). The What Works Clearing House report Turning Around Chronically Low-Performing Schools: A Practice Guide calls for all leaders to monitor progress regularly and systematically make adjustments to strengthen practices (Herman et al, 2008). Participation in the School Turnaround Program at UVA-STP will provide a multi-year staff development process and ongoing feedback, learning, and with the CPSELs, district-level coaching.Additionally, principals will participates in KCSOS's Principal's Network.

Optional: An LEA may also implement one or more of the following strategies based on identified needs:


Required Component

Start and End Dates

(MM/YYYY)Oversight




Create and implement career pathways for leadership to expand leadership capacity and set the stage for sustainability

08/2017 to 06/2021

Core Management, Human Resources & District Director

Multiple established pathways to support and mentor future leaders

Turning Around Chronically Low-Performing Schools: A Practice Guide recommends building a committed staff to meet and sustain school reform goals (Herman et al, 2008) and Turnaround Leader Competencies include “developing others” (Recruit, Select, and Support Turnaround Leader Competencies, Part 2, 2015). For the district and CHCES, numerous career pathways and opportunities for professional growth will be provided, as follows:• All teachers learn in weekly professional learning community (PLC) meetings• Consultants provide staff development on curriculum and pedagogy to teachers• Lead teachers and coaches participate in leadership training and site decision making on the School Leadership Team• Lead teachers mentor, coach, and co-teach with teachers at every grade level• ELA and math coaches and lead teachers train grade level teams• Principals and district Director participate in the School Turnaround Program at UVA-STP


Required Component

Start and End Dates

(MM/YYYY)Oversight




Promote opportunities for sharing leadership expertise to strengthen teamwork, process lessons learned, and identify successful approaches to needed change and continuous improvement

08/2017 to 06/2021

PLC, School Leadership Team, Core Management Team & STEAM Advisory Board & District Director

Minutes & agendas from PLC, School Leadership Team, Core Management Team & STEAM Advisory Board and quarterly data reports from District Director

It is important that the culture at CHCES fosters the operation of a PLC which provides the vehicle for an emphasis on common goals for learning, a collaborative culture, and a focus on results (DuFour et al, 2010). Site leadership will share their expertise through meetings of PLCs, the School Leadership Team, the Core Management Team, and the STEAM Advisory Board. Teamwork, review of data and a focus on continuous improvement (Herman et al, 2008 and DuFour et al, 2010) will be organizational structures seen in PLC meetings, grade level collaboration, Problem of Practice analysis, and cognitive coaching.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Promote labor-management collaboration to enable innovation in educator roles, responsibilities, and compensation systems

SD 03: Teaching and Learning

Complete a comprehensive needs assessment of the instructional program

N/A


Required Component

Start and End Dates

(MM/YYYY)Oversight




Identify instructional

program goals and objectives

08/2017 to 06/2021

CHCES teacher, School

Leadership Team, District Director, Core Management

Results and student Achievement data from CAASPP Data, IAB, DIBELS ,AIMSWEBPlus, STAR Reading & Math, student PBL projects, STEM survey results and monitoring with data Dashboard

Goal 1: Increase student achievement in math• Increase overall student achievement on CAASPP by 10% at the end of year.• Increase English Learner student achievement on CAASPP Math by 3% at the end of each year.• Increase African American student achievement on CAASPP Math by 5% at the end of each year.• Increase Hispanic student achievement on CAASPP Math by 5% at the end of each year.• Increase Special Education student achievement on CAASPP Math by 12% /yearGoal 2: Increase student achievement in English Language Arts• Increase overall student achievement on CAASPP by 12% at the end of each year.• Increase English Learner student achievement on CAASPP ELA by 4% at the end of each year.• Increase African American student achievement on CAASPP ELA by 6% at the end of each year.• Increase Hispanic student achievement on CAASPP ELA by 9% at the end of each year.


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Increase Special Education student achievement on CAASPP ELA by 16% at the end of each year.Goal 3: Increase English Learner’s level of English proficiency• Teacher’s will integrate EL support into lessons daily by including language goals and EL strategies into 3 lessons per day.• The percent of English Learners making proficiency towards English increases 5% at the end of each year.Goal 4: Integrate Project Based Learning and STEAM into daily curriculum • Teachers will integrate one PBL project per quarter• Teachers will integrate math into other subjects a minimum of 3 times per week.• Student’s & teacher's attitudes and career knowledge towards STEM will make statistically significant gains as measured by the S-STEM assessment tool


Required Component

Start and End Dates

(MM/YYYY)Oversight




Assess current and actual levels

of implementation

01/2017 to 2/2017



Results and student Achievement data from CAASPP Data, IAB, DIBELS ,AIMSWEBPlus, STAR Reading & Math, student PBL projects and monitoring with data Dashboard

Achievement in Math: • Students at CHCES have achieved 18% Standard Met/Exceeded on CAASPP• English Learner’s achieved 8% Standard Met/Exceeded on CAASPP • African American students achieved 10% Standard Met/Exceeded on CAASPP • Hispanic students achieved 19% Standard Met/Exceeded on CAASPP • Special Education students achieved 10% Standard Met/Exceeded on CAASPPAchievement in English Language Arts:• Students at CHCES have achieved 29% Standard Met/Exceeded on CAASPP• English Learners achieved 7% Standard Met/Exceeded on CAASPP • African American students achieved 25% Standard Met/Exceeded on CAASPP • Hispanic students achieved 28% Standard Met/Exceeded on CAASPP • Special Education students achieved 11% Standard Met/Exceeded on CAASPP


Required Component

Start and End Dates

(MM/YYYY)Oversight




English proficiency:• Teachers do not consistently integrate EL support into lessons daily by including language goals and EL strategies due to lack of curriculum and training• 48% of English Learners are making progress towards English proficiencyIntegration of Project Based Learning and STEAM into daily curriculum • Teachers do not integrate PBL into daily lessons• Teachers do not consistently integrate math into other subjects. Common Core content and pedagogy are an issue• Student’s & teacher's attitudes and career knowledge towards STEM will be assessed in the planning year


Required Component

Start and End Dates

(MM/YYYY)Oversight




Determine discrepancies or gaps in program

effectiveness

01/2017 to 2/2017



Results and student Achievement data from CAASPP Data, IAB, DIBELS ,AIMSWEBPlus, STAR Reading & Math, student PBL projects, STEM survey results and monitoring with data Dashboard

Discrepancies between Goals (year 5) and Actual levels of implementation: Achievement in Math: 1.The current overall achievement gap is 40% Standard Met/Exceeded on CAASPP. 2. The current overall achievement gap for English Learners is12% Standard Met/Exceeded on CAASPP. 3. The current overall achievement gap for African Americans is 20% Standard Met/Exceeded on CAASPP. 4. The current overall achievement gap for Hispanic/Latinos is 20% Standard Met/Exceeded on CAASPP. 5. The current overall achievement gap for Special Education students is 48% Standard Met/Exceeded on CAASPPAchievement in English Language Arts: 1. The current overall achievement gap is 48% Standard Met/Exceeded on CAASPP. 2.The current overall achievement for English Learners is16% Standard Met/Exceeded on CAASPP. 3. The current overall achievement for African Americans is 24% Standard Met/Exceeded on CAASPP. 4.The current overall achievement for Hispanic/Latinos is 36% Standard Met/Exceeded on CAASPP.5. The current overall achievement for Special Education students is 64% Standard Met/Exceeded on CAASPPEnglish Proficiency• Teachers do not consistently integrate EL support into lessons daily by including language goals and EL strategies due to lack of curriculum and training.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Prioritize needs 01/2017 to 2/2017



DIBELS & STAR results AIMSWEBPlus, data Dashboard, formative assessments, C3 Classroom Observation Data

CHCES compared the established goals with current levels of implementation and evaluated gaps between the two data points. The following are the prioritized needs with an explanation:1. PBL/STEAM: Use of PBL and STEAM in the classroom is nonexistent. PBL and STEAM provide an opportunity to strengthen achievement in all subjects and help students form a deeper understanding of math content as well as develop ELA skills to research and communicate. This format is more motivating, thus encourages students to engage in the learning.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement an instructional program aligned with California State Standards in at least one full academic content area (including professional learning for all educators) that meets the needs of all students in the school, including but not limited to, socio-economically disadvantaged students, English language learners, and students who receive special education services

3. Math Achievement: While the gap between goals and actual levels was less for the math, the team decided that CHCES currently has practices in place to support ELA achievement, including a research based intervention, but does not have a strong program in place for math. Overall, scores for more are much lower than those for ELA. 4. Math intervention: CHCES does not have materials or a program in place to support students needing intervention. 5. English Learners: ELs are not making satisfactory gains on standardized testing. A focus on EL standards, strategies along with language goals must be a priority.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Use student data (such as from

formative, interim, and summative

assessments) to inform and

differentiate instruction and

programs in order to meet the academic needs

of individual students.

08/2017 to 06/2021

School Leadership Team, CHCES teachers/staff

DIBELS & STAR results AIMSWEBPlus, data Dashboard, formative assessments, C3 Classroom Observation Data

Continue Language Arts & Math Intervention:• CHCES will continue to use DIBELS and 95% group intervention assessment to form flexible intervention groups during the daily “Walk to Learn” literacy intervention. Continue Direct Interactive Instruction:• CHCES will frontload content and skills using research based DII within PBL units.Implement PBL STEAM instruction• CHCES will work with consultants to identify best practices for PBL and STEAM• CHCES will use CCSS Math, ELA and NGSS to develop pacing and PBL/STEAM lessons• CHCES will focus on integrating math into lessons throughout the day• CHCES will develop content and language goals for each PBL lessons to support ELs.• CHCES will use rubrics developed during the planning year to evaluate student growth and provide intervention• Teachers will implement a math intervention program identified in the planning year• Teachers will implement identified pre and post assessments to form flexible intervention groups and determine the effectiveness of the program


Required Component

Start and End Dates

(MM/YYYY)Oversight




Provide and ensure staff attend ongoing, high-quality and job-embedded professional development (e.g., regarding subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction)

Data Sources: The Data Dashboard provides timely analysis of multiple data sets including CAASPP, STAR reading and math, DIBELS, Interim Comprehensive Assessments for reading and math and interim assessment blocks for reading and math on one screen. Students performing below benchmark levels will immediately be flagged for intervention for the teacher, coaches and administrators. • Formative Assessments: Grade level common assessments: Grade level teams will use collaboration time develop standards based pre and post assessments for each CCSS skill. The pre-test results will be used to identify students needing intervention. Post test results will indicate the effectiveness of the intervention. PBL Rubrics will develop during the planning year and used to evaluate student work.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Align with the school’s

comprehensive instructional

program

01/2017-04/2017


Leadership Team & District

Director

PD plan aligned with instructional goals

Staff development will align with the instructional goals and be provided several ways including initial PD, which will be followed up with co-teaching and coaching.Integrated PD:• 60-80 hours of PD will be conducted yearly. This will be provided through release time as well as during the summer.• PD topics will include research based practice PBL and STEAM, with a focus on integrating Math and EL strategies. CHCES will work with local university professors to design and facilitate this PD.• Teachers will be released for a total of 5 additional days throughout the year for planning and lesson development

Co-teaching• The Academic Coaches will implement a Co-teaching model and provide job embedded professional development. Staff with 1-2 years of experiences will participate in co-teaching weekly related to content and lesson design. Staff who struggle to meet benchmarks with work with the Coach weekly to plan and design effective lessons and intervention. • STEAM Specialists will implement a co-teach model and work with Grade levels to design a lesson with integrated content relating to the specific specialty. Each Specialist will be assigned to work with a grade level weekly.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Design with school staff to

ensure they are equipped to

facilitate effective

teaching and learning

08/2017 to 06/2021

School Leadership

Team & CHCES teachers/staff

Agendas and minutes from School Leadership Team, document PD time, release time & PD agendas

Throughout the year, teams will discuss PD and readiness to implement during collaboration time. Team leaders will report this to Leadership PLC meetings.Teachers will be able to request caoching/specialist support as neededUtilize Academic Coaches to support and follow through with implementation of professional developmentCoaches will visit classes daily, providing supporting in the form of contructive feedback, lesson design, and co-teaching.

Provide release time to develop assessments, design curriulum and assess students workTeachers will be released 3 days per quarter to develop curriculum and assessments

Coaching:• Academic Coaches will visit classrooms 2 times per week. During this time, they will use the C3 coaching tool to record observations and report trends. This feedback will be shared with staff.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement structured weekly collaborationTeachers are released for 2.5 hours per week duirng the school day. Collaboration will be led by the Lead Teacher and supported by coaches. During collaboration, teachers will analyze data, plan integrated lesson, develop school alignment, strategies, evaluate student work with rubrics and share best practices.

Implement professional development for paraprofessionals and afterschool staff


Required Component

Start and End Dates

(MM/YYYY)Oversight




Promote continuous

improvement and feedback that supports

ongoing learning

08/2017 to 06/2021


Leadership Team

C3 Tool Observations, PBL student

projects, pre/post

assessment results

CHCES will provide staff ongoing feedback in a variety of ways. Feedback will be given by coaches, principals, and Lead Teachers. The following strategies will be used to give feedback• Class visits: Coaches will visit each classroom 2 times per week. They will use C3 tool to collect classroom data regarding teacher practice. Coaches will share grade level trends with teams during weekly collaboration time. Coaches will share school trends during the biweekly School Leadership Team meeting. • Prior to the start of each year, each staff member will select a personal goal, related to the school foci, using Danielson’s Framework for Teaching. They will answer the following questions:• What goal will be your focus for the year?• How does it align to the school foci?• What would the students be doing to show evidence that this goal was being met?• What is your major barrier in reaching this goal?


Required Component

Start and End Dates

(MM/YYYY)Oversight




Collaboration: During weekly collaboration, pre-post assessment results will be reviewed and discussed to inform practice. Student work will be analyzed by team to provide feedback.Data: The data Dashboard will be updated daily with feedback regarding benchmark performance and other indicators. KCSOS and the District director will conduct data team meetings to analyze benchmarks including progress towards evaluation goals monthly.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Identify and select evidence-based strategies

01/2017-04/2017

Core Management

Team

Evidenced based practices will be evident in

lesson plans, rubrics and

observed during classroom

observation

The PBL/STEAM model in STEAM education lends itself well to the implementation of the CCSS and the NGSS. PBL develops students’ conceptual knowledge and deeper learning skills. Technology supports successful PBL implementation and enhances its effectiveness (Ravitz & Blazevski, 2014). Berends et al, 2003, states that PLB is seen as superior to traditional teaching methods in improving problem solving and things skills, as well as engaging students in their own learning. PBL and Math Expeditionary Learning, 2011, a school partnership that encompasses a PBL model, commissioned Mathematica Policy Research to evaluate student achievement. The report stated positive impacts on math and reading scores (Nichols-Barrer & Haimson, 2013). PBL and EL Problem-Based Learning (PBL) English Learners is a successful approach to learning that is highly beneficial in addressing the rapid technological changes, challenging global economic markets, and evolving workplace requirements (Innovative English Language Acquisition Through Problem-Based Learning, Boothe et al, 2002).


Required Component

Start and End Dates

(MM/YYYY)Oversight




Math Intervention Tier II and III, Best practices in math include the following: Direct, explicit, and systematic instruction, including models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. Intervention must include instruction on solving word problems that are based on common underlying structures. (What Works Clearinghouse and the Institute of Education Sciences). Reading InterventionRollanda E. O’Connor et al, 2005, found that improvements in reading were achieved when layered approaches to intervention that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group and individual instruction when previous student progress was lacking.Growth Mindset-Students can be taught that the brain is like a muscle that gets stronger and works better the more it is exercised. They can also be taught that every time they stretch themselves, work hard, and learn something new, their brain forms new connections and that, over time, they become smarter. (Dweck, 2007).


Required Component

Start and End Dates

(MM/YYYY)Oversight




Develop or adopt teaching

competenciesn/a n/a n/a

Developed or adopt a set of local competencies that include the following elements: (1) commitment to students and improved teaching and learning; (2) results-oriented outcomes and problem solving; (3) developing community; and (4) personal effectiveness

PBVUSD currently uses the competencies outlined in the California Standards for the Teaching Profession.

Use the developed or adopted competencies to conduct a rigorous selection process to identify teachers and staff who possess the knowledge, ability, and skills necessary to support all students in a school turnaround environment. Using the set of competencies, conduct all of the following activities:

Optional: An LEA may also implement one or more of the following strategies based on identified needs:

Extended Day/year-Out of school time programs offer a promising approach to enhancing students’ academic skills and thereby working to close the achievement gap. (ies, National center for Evaluation and Regional Assistance)


Required Component

Start and End Dates

(MM/YYYY)Oversight




Screen all existing teachers

and staff08/2017-01/2018

Core Management &

Human Resources

Screening tool for teachers &

staff, C3 Coaching tool

According to Turning around Chronically Low-Performing Schools (2008) a school leader should examine staff strengths and weaknesses to ensure the right people are the right places. This can include tailoring the positions of staff members to suit individual strengths and fulfill school needs. CHCES will look to build on staff strengths and support them in areas of weakness. CHCES will screen staff by doing the following:• Survey teachers to determine personal areas of interest, regarding instruction• Analyze data related to class performance• Identify instructional areas of strengths related to content, pedagogy or grade level.• Possibly implement the following: Establish team teaching where appropriate. A teacher with a strength in ELA might pair up with a teacher who is strong in math. Pair teachers with complementary strengths and weaknesses to facilitate mentoring. • Use strengths to inform intervention design• Provide coaching and co-teaching for teachers needing support


Required Component

Start and End Dates

(MM/YYYY)Oversight




Retain teachers and staff who exemplify the

competencies

Ongoing

Core Management &

Human Resources

Teacher retention

Collective bargaining agreement and tenure protects existing teachers' right to employment in the district. Teachers are not seen a a barrier to success.


Required Component

Start and End Dates

(MM/YYYY)Oversight




If necessary, hire new teachers

and staffOngoing

Core Management

Team & Human Resources

New hiring protocols,

participation in teacher

recruitment events

The following protocols are in place to hire new staff:• Teachers are interviewed using Target Success program• The district recruits by posting positions on the website

In addition to standard protocols, the district will implement the following:• CHCES principal will work with local universities to recruit STEM/PBL teachers as student teachers• CHCES principal will screen applicants and participate in interviews to identify strong potential teaching candidates • Teachers screened for CHCES may be asked to participate in a 2nd tier of the application process. This process may include a panel interview with the Leadership Team and/or demonstration lesson.• This may include additional interview questions and/or participating in a model lesson


Required Component

Start and End Dates

(MM/YYYY)Oversight




Type(s) of increased

learning time07/2018-07/2021

Core Management

Team & School Leadership

Team

Establishment of new ELOs (Summer & Afterschool),

summer school attendance

Provide high-quality, relevant increased learning time opportunities that are collaborative and meaningful, and help foster student achievement and content mastery.

Implement Extended Day Program in conjunction with ACES • Extended day will add 2 hours to the school day -Program will provide academic support, with a focus on applied Math and enrichment with STEAM units, as well as electives to foster student choice.• Establish goals and monitor progress for the program• Provide ongoing PD for staffImplement Extended Year Program• The Extended Year Program will add 2 weeks to the end of the year and 2 weeks prior to the start of the following school year. • Extended year will be 4 hours a day with a lunch included.


Required Component

Start and End Dates

(MM/YYYY)Oversight




SD 04: Student Non-Academic Support

Based on identified needs, provide appropriate social-emotional and community-oriented services and supports for students. Choose three or more of the following:

• The end of the year program will provide academic support in reading and math, as well as culminating STEAM theme based units for each grade level. Students will have the opportunity to be involved in authentic real world experiences, such as field trips as well as interact with experts from the community. The program that begins prior to school starting will focus on refining math, literacy and vocabulary skills to ensure that students start the school year successfully.• Establish goals and monitor progress of the program


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement an integrated social support network

08/2017-07/2019

Core Management

Team, Intervention Counselor &

Family Engagement Team (FET)

Establishment of Parent Resource

Center & services offered

to families

Develop regular communication

and implement a check in system that addresses

students’ needs

Ongoing Intervention

Data from interventions and check-in system & Synergy

The Intervention Counselor will establish the following:• Identify and refer students requiring services beyond what the school can provide such as mental health, medical needs, etc• Establish supports for students, based on need including group or individual counseling• Observe student behavior in the classrooms• Develop classes to teach social skills • Implement a program to welcome students new to the school• Consider implementing safe school ambassadors program

Class meetings that include team building to address student issues at school, peer mentoring program, Safe School Ambassadors. Intervention Counselor will develop a check-in system. Intervnetion Counselor will monitor students using Synergy.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement strategies and

opportunities for ongoing student

engagement

Ongoing

School Leadership

Team, Intervention Counselor

Survey data, student focus

groups

Survey students quarterly on interests for STEAM programProvide students with choice for ACES and Afterschool programs, allowing them to select an art program or STEMprovide students with opportunities to select the specialist rotations most appealing to themProvide students with opportunities to select projects in their PBL unitsImplement Career Technical Education integrated within projects


Required Component

Start and End Dates

(MM/YYYY)Oversight




Additonally, the team will develop a scope and sequence for Career and Technical Education fo K-6. In grades K-6, students will learn about work as well as the variety of careers available. Career study will be integrated throughout the curriculum designed by teachers.Students in grades 3-6 will begin to explore professions that may be appealing to their interests and talents. Students will be able to learn career options, vocabulary related to careers and inetreact with professionals in person and via skype or Google hangouts.In grades 5-6, students will particpate in career preparation. They will have opportunities to shadow professionals and use the STEM lab to learn job related skills.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement social and emotional programs) and

services

8/1/2017-7/2021Intervention Counselor

Documentated progress in Mindset as

determined by Brainology

Rubric, student survey results,

classroom observation, and

data from Synergy

Research supports the development of establishing social emotional learning including grit, self-control and mindset. These skills are particular necessary when working with children of poverty. To develop these, the intervention counselor will develop the following: • Examine research base for social emotional learning/curriculum• Provide PD for staff• Implement mindset curriculum to be explicitly taught 1 day per week


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement strategies to

improve school climate

8/1/2017-7/2021

Intervention Counselor &

School Leadership

Team

school climate survey results

A positive school climate can help engage students in learning. Research supports the idea that positive climate boosts students’ achievement, closes achievement gaps and decreases teacher turnover. CHCES will work to develop a positive learning environment by: • Establishing an attractive campus and inviting learning spaces for students• Establishing weekly class meetings • Engaging in team building• Providing tiered intervention supports. These supports will be identified as “universal,” “targeted,” and “intensive.” Universal supports will be available to all students and involve setting expectations for behaviors at school. This also involves the explicit teaching and modeling of expected behaviors. Targeted supports are group interventions that include mentoring, peer mentoring and team building. These supports are available to students who display mild to moderate misbehaviors. Intensive supports are individual interventions for students with severe misbehaviors


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Promote social emotional learning, focusing on cultivating grit and a growth mindset• Ensure staff receives PBIS training(Guiding Principles: A Resource Guide for Improving School Climate and Discipline, 2014)


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement ways to improve

school discipline8/1/2017-7/2021

Intervention Counselor &

School Leadership

Team

Data from Synergy,

Student behavior is a concern at CHCES. Suspensions rates and high and there are numerous office referral throughout the day. CHCES will utilize suggestions from Guiding Principles: A Resource Guide for Improving School Climate and Discipline (2014) to design a school discipline plan that includes the following: • Implement a schoolwide discipline policy that sets high expectations for behavior. Ensure that classroom discipline policies support the schoolwide plan. • Adopt an instructional approach to discipline. The Intervention counselor will provide skills based lessons to support students handling conflict.• Involve families, students and school personnel in discipline polices. • Establish consequences that are developmentally appropriate and proportional to misbehavior. • Remove students from the classroom as a last resort. If students are removed, ensure that they are provided with an academic setting.


Required Component

Start and End Dates

(MM/YYYY)Oversight




SD 05: Family and Community Engagement

Based on identified needs, provide ongoing mechanisms for family and community engagement. Choose three or more of the following:


Required Component

Start and End Dates

(MM/YYYY)Oversight




Implement or improve a system of

regular communication

with parents/guardian

s

08/2017 to 06/2021

Family Engagement

Team

Parent surveysMeeting AgendasStaff surveysData regarding parent use of the app, texting, phone calls, etc

Castle will use a variety of methods to facilitate communication with parents. During the planning year, the Family Engagement Team will survey parents to determine the most effective communication methods. Possible methods to use are described below:

District App: Teach parents how to download and use the app to learn about school events, communicate with staff, check grades, add money to their child’s lunch account, etc.Mail: CHCES will mail important flyers and letters to parent’s home addressPhone/Texting App: Automated messages and texting apps will be utilized to remind parents about family or school events. Class Dojo: Teachers will implement Class Dojo to provide communication regarding behaviorConferences: Parents will be invited to participate in yearly conferences regarding their child’s progress in school.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Foster a welcoming

school environment

08/2017 to 06/2021

Family Engagement

Team

Parent surveysMeeting agendasInformation from Madison Metro Rubric

During the planning year, CHCES will establish a Family and Community Engagement Team to use the Madison Metropolitan School District Family Engagement Toolkit. The team will use the Family Engagement rubric to evaluate the school environment, by considering their score on the following questions:• Friendly signs inside and out welcome families and visitors; make it easy to find office or rooms• Signs are in multiple languages that reflect our school community• Pictures, photos and artwork reflect the cultures and racial composition in our school• We offer tours, have staff who welcome families, greet them, offer to help them• Front office/Welcome Center staff have customer service orientation• Bilingual staff & interpretation is easily accessible for families

Twitter/Website: CHCES will use social media as well as the website to provide information to parentsMeetings outside the school environment: Coffee with the teacher, home visits, optional conferences at home


Required Component

Start and End Dates

(MM/YYYY)Oversight




• There is a dedicated space for families to connect with each other and/or meet staff• We let families know how they can be active and/or volunteer at the school• Teachers learn about effective approaches to working with families of diverse backgrounds• We provide professional learning on internal bias and recognizing family assets

Based on the scores for these questions, the Family Engagement Team will develop a plan to address gaps, providing PD or making other changes as needed.


Required Component

Start and End Dates

(MM/YYYY)Oversight




Develop a family engagement

team of administrators,

staff, and teachers

08/2017 to 06/2021

Family Engagement

Team

Meeting agendasInformation from Madison Metro RubricFamily event flyers

During the planning year, the intervention counselor and principal will establish a diverse Family Engagement Team who will develop policies and programs that will inform the implementation of CSDIM. The Team will meet biweekly. During meetings, members of the team will be invited to contribute input regarding the program. This input will be presented to the Core Management Team for consideration. This team will be responsible for developing the Family Involvement Plan, creating a welcoming environment for parents, establishing support and promoting family involvement. The team will include the following: Principal, Title I Coordinator, Intervention Counselor, teacher, secretary, specialist, community partner and diverse parents.

The Family Engagement Team will:• Work to address gaps in family engagement identified during the planning year, using the Madison Metropolitan Family Engagement Toolkit and rubric


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Implement best practices for family engagement, reviewing ideas from Henderson and Mapp’s Beyond the Bake Sale • Implement Parent Project program with KCSOS. • Develop parent resource center• Implement programs to help support families outside of school, including cooking/nutrition classes, resume building and GED classes• Organize STEAM themed family events where parents can work with their children on a project• Implement strategies to increase communication with parents in English and Spanish. This may involve use of schoolwide home visits, Class Dojo, teaching parents to use the Data Dashboard, use of Remind 101 (texting platform) as well as the district app. Implement a Welcome comittee to welcome new students and families to the school


Required Component

Start and End Dates

(MM/YYYY)Oversight




Develop a partnership culture with

families and students

08/2017 to 06/2021

Family Engagement

Team

Meeting agendasFamily partnership planSSC, ELAC minutes

In Mapp’s Beyond the Bake Sale (2007), family school partnerships are grounded in the belief that all families and communities have something great to offer. Staff at CHCES must do whatever it takes to work closely with families to make sure every students succeeds. The planning year will be instrumental in establishing actions to develop these partnerships. The following components and possible actions will be addressed: • Building Relationships: 1. Implement a parent resource center containing interesting learning materials. 2.The Family Engagement team will make home visits to each new families. 3. School activities will honor family contributions. 4.The building will be open to community use. 5.Social services are available to families


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Linking to Learning: 1. All family activities will connect to what students are learning. 2. Host STEAM activities, including family design challenges, and math nights to help parents understand the programs and learns ways to help their students. 3. Community groups offer tutoring and homework programs at the school. 4. Students’ work goes home every week with a scoring guide.5. Families receive communication about student progress• Addressing Differences: 1. Translators are readily available. 2.Teachers use materials that connect with families’ culture. 3. Family Engagement Team includes parents from diverse backgrounds. Supporting Advocacy: 1. A clear, open process for resolving problems will be established. 2. Teachers contact families to discuss progress. 2.Student led conferences are implemented


Required Component

Start and End Dates

(MM/YYYY)Oversight




• Sharing Power: 1.Parent input is used to improve students’ achievement. 2. Parents will be invited to serve on the Family Engagement Team, STEAM Advisory Board, School Site Council, English Learner Advisory Committee, and Title I parent subcommittee. Input will be presented and considered by the Core Management Team.3. Families are involved in major decision making. 4.Parent can use supplies at the school. 5. Staff will work with local organizers to improve the school and neighborhood


Required Component

Start and End Dates

(MM/YYYY)Oversight




Identify communication

barriers and implement

strategies for removing the

identified barrier

08/2017 to 06/2021

Family Engagement

Team

Parent and staff surveys

During the planning year, the Family Engagement Team will meet with and survey parents to determine major communication barriers and develop a plan to resolve these issues. Using the Madison Metropolitan Family Engagement Toolkit, the following questions will be used to guide the discussion:• We have access to registration information and know how our families prefer to communicate• School Facebook, Twitter accounts are used and monitored weekly• School website/app is updated monthly with information and followed up with other communication to families• Staff regularly use Remind 101 to send emails and/or text messages to communicate with families• We have expectations for our staff to communicate via mails• ELL families have access to staff who speak their language


Required Component

Start and End Dates

(MM/YYYY)Oversight




SD 06: Support and Oversight

Update an existing or adopt a new governance structure which may include, but is not limited to, requiring the school to report to a new “turnaround office” with a newly hired “turnaround leader” in the LEA that directly supports SIG implementation

• We send newsletters and other written materials to families in the multiple languages spoken in our school• We solicit feedback from families about meeting locations, times and topics and act on their suggestions• We establish contact with new families to our school and provide important contact information for them • We solicit feedback about the types of preferred communication, including mailings, phone calls, letters in backpacks, website and the district APP.Once barriers are revealed, the Family Engagement Team will develop a plan to address the barriers


Required Component

Start and End Dates

(MM/YYYY)Oversight




Update or identify a new governance structure

08/2017 to 06/2021

KCSOS officialDistrict Director

Job descriptionStaffing record

Grant the principal sufficient operational flexibility to fully implement a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates

During the planning year, PBVUSD will hire a District Director to serve as the turnaround office and lead data analysis: The Director will be responsible for the following:• Ensure that CAASPP, STAR and IAB data is uploaded to the data Dashboard• Monitor benchmark progress as well as annual progress• Lead Data Wise or similar data analysis PD for the Leadership Team• Meet with grade level teams monthly to analyze data and develop an action plan• Lead Core Management Team, Meet with both site principals biweekly to review CSDIM implementation• Work with KCSOS to develop PD and review CSDIM implementation


Required Component

Start and End Dates

(MM/YYYY)Oversight




Grant the principal operational flexibility

08/2017 to 06/2021

District Directorprincipals

Meeting agendas

Provide technical assistance

08/2017 to 06/2021KCSOS officialDistrict Director

PD agendaMeeting minutesMeeting sign-ins

KCSOS will provide technical assistance in the following areas:• Problem of Practice Analysis• Annual and Progress monitoring• PD implementation and evaluation• C3 coaching tool support• Support implementing Family Engagement resources

Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA or a designated external lead partner organization

PBVUSD has made provisions to allow some degree of operational flexibility, as allowed by current union contracts. The principal will have flexibility on the following:• Hire Lead Teachers/Coaches/Specialists• Establish schoolwide math intervention schedule• Establish STEAM academy structure and schedules• Flexibility in teacher assignments


Required Component

Start and End Dates

(MM/YYYY)Oversight




port and oversight 08/2017 to 06/2021KCSOS officialDistrict Director

Meeting minutes Meeting sign-ins

Oversight will be provided by the District Director, KCSOS, and STEAM Advisory Board. • District Director: The Director will lead the Core Management Team and ensure that the CSDIM is resulting in the desired change at CHCES. The Director will work with KCSOS to facilitate and organize PD.• KCSOS: KCSOS will serve on the Core Management Team and support the District Director in providing oversight to the CSDIM. KCSOS will monitor annual and benchmark goals as well as support implementation. • STEAM Advisory Board: This group will be composed of community partners including the Bakersfield Police Department, Chevron, CSUB, university partners, a District Office representative, a KCSOS member and parents. The Core Management Team will report to the Advisory Board and gather input regarding development of the program, ensuring that sufficient resources are procured and the efficacy of the program continues. They will meet monthly to gauge the direction of the program and assess progress towards goals. The STEAM Advisory Board will also align industry standards with the curriculum.


School Improvement Grant Section 1003(g) Cohort … Improvement Grant Section 1003(g) ... for the...

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