School Improvement Grant 2018-2019 Cadre IV Year 3 St Louis … · 2018-09-07 · School principals will set targets that address whole school performance. ... 2018 school year to

SECTION Ill - ASSURANCES The LEA must include the followin assurances in its a lication for a School Im rovement Grant SIG Check the boxes in this table to include the assurances in this application The LEA must assure that it will

~ Use its SIG to implement fully and effectively an intervention in each priority school that the LEA commits to serve consistent with the final requirements

~ Establish annual goals for student achievement on the States assessments in both English language arts and mathematics and measure progress on the leading indicators in section Ill of the final requirements in order to monitor each school that it serves with school improvement funds and establish goals (approved by the State Education Agency (SEA)) to hold accountable its schools that receive school improvement funds

lJ Include in its contract or agreement terms and provisions to hold the charter operator charter management organization or education management organization accountable for complying with the final requirements if it implements a restart model in a school

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

Monitor and evaluate the actions schools have taken as outlined in the approved Sl G application to sustain the reforms after 1the funding period ends and that it will provide technical assistance to schools on how they can sustain progress in the absence

of SIG funding

~eport to the SEA the school-level data required under section Ill of the Final Requirements

~ Approve DESEs use of grant funds to provide improvement services directly to the LEAs and schools and

fij(_Ensure that each priority and focus school that it commits to serve receives all of the State and local funds it would receive in the absence of the school improvement funds and that those resources are aligned with the interventions

SECTION IV - WAIVERS Missouri has requested waivers of requirements applicable to the LEAs School Improvement Grant (SIG) The LEA must indicate which of those waivers it intends to implement

The LEA must check each waiver that the LEA will implement If the LEA does not intend to implement the waiver with respect toeapplicable school in an attached document the LEA must indicate for which schools it will implement the waiver

Extendina the oeriod of availability of school improvement funds

Note Missouri has requested a waiver of the period of availability of school improvement funds that waiver automatically applies to all LEAs in the State

D Starting over in the school improvement timeline for priority or focus schools implementing a turnaround or restart model

D Implementing a schoolwide program in a priority or focus school that does not meet the 40 percent poverty eligibility threshold

MO 500bull3192 (05 -18) 2

NEW PAGE SECTION V bull LEA GRANT YEAR TOTAL BUDGET This is the total ofCadre IV Year Two Im lementation and Administration bud ets for all buildi and district activities

GRANT YEAR 6100 6150 6200 6300 6400 6500 6600

2017-2018 SIG Certificated Noncertificated Employee Other TOTAL

Salaries Salaries Benefits

1100 Instruction 7965736 800000 845894 1639900 $ 33164174

1003f) S IG 1200 Supplemental

Instruction (Title I) 28549972 6905739 17555881 $ 53011592 1003 SIG

2100 Non lnstructoonal Support 27864438 17811499 $ 45675937

Services 1003(g) SIG

2200 Professional Development 1003(g) 9537560 145068 933370 11400000 150000 $ 22165998

SIG

2600 Planning and Evaluation s

1003(g) SIG

3000 Community Services 1003(g) $

SIG

46053268 35715245 1639900 $ 154017700

$

Administrative Costs 32953312 15200000 7200000 160000 s 115407300

1003(g) SIG

ADMINISTRATIVE ampi iobull COSTS SUBTOTAL 32953312 68t-OOOO 15200000 7200000 160000 s 115407300

1003(g) S IG

GRAND TOTAL I t45~ 1 ~111 J 7SIJ1omiddot i1-5J J) bull9- p 1003 (g) SIG $ 79006580 $ ~ 252-45- $ 52346643 $- 7737Zl8t 5 $ -f637I817middot $ 1799900 $ $ 269425000

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District Administration

Salaries

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6500 Capital Outlay Indirect Costs TOTAL

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GRAND TOTAL

Preschool Teacher

Class Size Reduction

Instructional Coach

Language Translator

SchoolHome Coordinator

Turnaround Officer General Supervisor

1799901

SECTION VIII - SCHOOLS TO BE SERVED The LEA must include the following information with respect to the schools it will serve with a School Im provement Grant The LEA must identify each priority school the LEA commits to serve identify the model that the LEA will use in each priority school and identi the buildin leader for the 2018-2019 rant

NCES ID PRIORITY TRANSFORMATION 201 8-2019 BUILDING SCHOOL NAME LEADER

Adams Elementary ONO ONO Felicia Miller

Fanning Middle ONO ONO Lisa Brown

Ford Elementary ONO s ONO Michelle McDaniel

Jefferson Elementary ONO s ONO Kristen Taylor

Monroe Elementary ONO ONO Sonya Wayne

ONO DYES ONO Note

1 DESE will provide each LEA with a list of the schools that are eligible to be served as priority or focus schools The LEA will indicate in the application which schools it intends to serve and which intervention it intends to implement in the selected schools

MO 500bull3192 (0~middot18) 5

SECTION IX-B- SCHOOL YEARLY BUDGET ITEMIZATION 1003g) FUNDS ONLY (COPY AS NEEDED)

Complete this form for each year that each school will receive SIG funds Check the box below that applies to this budget itemization (Check only one box)

YEAR ONE - 0 PRE-IMPLEMENTATION or 0 IMPLEMENTTATION YEAR FOUR -0 IMPLEMENITATION or D CONTINUATION

YEAR TWO middot0 IMPLEMENTATION YEAR FIVE - 0 CONTINUATION

YEAR THREEmiddot 0 IMPLEMEINTATION

SCHOOL NAME LEA COUNTY-DISTRICT CODE

115-115

BUDGET ITEMIZATION GRANT FUNDS REQUESTED

6100 Certificated Sa laries

Instructional Leasdership Officer -ELA (lFTE) $ 6695000 Instructional Leasdership Officer - Math (lFTE) $ 7077439 Extra Service for Leadership Institute 5 leaders for 120 hrs4000 per hr $ 5000000 Data manager 07 FTE $ 500000 Associate Superintendent SIG Schools (lFTE) $ 13180873 AIC training PD 5 AICs 2550 per hr for 39 hours each for the school year $ 500000

6100 Subtota I $ 32953312 6150 Non-Certificated Salaries

Clerical support for grant implementation lFTE) $ 4110000 2 sub to provide class coverage for job embedded PD for teachers $ 4700000

6150 Subtota I $ 8810000 6200 Employee Benefits (optiona I categories)

FTE Blended Benefits $ 15200000

6200 Subtota I $ 15200000 6300 Purchased Services

Guided reading coaching Job embedded training for teachers at each site $ 13000000 Presenters for Professional Development amp Summer Forum for all schools for $ 10000000 Math and ELA

Educational Conferences for Instructional staff to A SCD ILS Solution Tree $ 3000000 Renaissance District licenses for Math remediation and training for teachers $ 3500000 at all SIG schools

Tapping Our Parental Power parental involvement coach training for all FCS $ 1562500 PLC job embedded coaching for school leaders and data teams monthly ly at all sites $ 20021400

6300 Subtota I $ 51083900 ll

6400 MaterialsSupplies

Materials and supplies to support teacherleader PD and the Summer Forum $ 3000000 Opening of School Parent Event for all SIG schools $ 600000 Printing of supplemental curriculum materials for standards based instruction $ 3600000

student and teacher supplemental masterials for all SIG schools for curiculum

6400 Subtota I $ 7200000 6100-6400 Subtota I $ 115247212

Indirect Cost Optional (Restricted Rate X Subtotal) $ -6500 Capital Out lay

I laptop for model classroom presentations $ 160000 bull

6500 Subtota I $ 160000

TOTAL $ 115407212

SECTION X NARRATIVE

To ensure the school transformation structure is as effective and streamlined as possible the superintendent overhauled the structure of the Superintendents Zone as well as how it connects to the Office of SIG Schools The Superintendents Zone along with the Associate Superintendent to SIG Schools Instructional Leadership Officers for English Language Arts amp Mathematics Data Specialist and the Office of SIG Schools are the dedicated team that remains intact for the purpose of ensuring that each SIG School implements the research-based Five Turnaround Strategies with fidelity and they are as follows

1 Use of Data from Frequent Assessments to Improve Instruction SLPS SIG Schools will implement a coherent calendar of benchmark and interim assessments that track an aligned curriculums standard scope and sequence throughout the school year to provide students teachers tutors and instructional leaders with accurate and timely information on each students mastery of specific skills allowing deficits to be quickly addressed The calendar of assessments will include opportunities for re-teaching and reassessment to increase student mastery

2 Excellence in Leadership and Human Capital SLPS will work with building principals to increase their capacity to 1) provide teachers with frequent actionable feedback based on daily classroom observations to improve instructional delivery and increase student achievement 2) effectively lead Data Teams in the school 3) effectively implement a 3 Tiered system of interventions 4) develop implement and adapt a targeted Professional Development Plan that meets the needs of all instructional staff members

3 High Dosage Aligned InterventionIncreased Instruction in Core Skills Classroom instruction will be supplemented with tiered interventions during the regular school day All students will receive daily small group intervention by highly qualified trained staff in math andor reading In addition students will receive increased instruction in Math and Communication Arts

4 Increased Instructional Time SIG Schools will increase the time students spend on task and engaged in meaningful learning activities by using flexible scheduling to maximize learning time Based on individual school needs and external cost factors in some cases the school day and school year will be increased

5 A Culture of High Expectations and No Excuses SLPS SIG Schools will be staffed with personnel who believe in the ability of each child to learn and are committed to doing whatever it takes to make that learning occur Every instructional staff member will engage in a goal setting process to establish student-learning targets (SL Ts) for the students that they instruct Support staff members tutors instructional coaches and interventionists will set similar targets for the students that they service Their goals must align to the school principals SLTs that address school wide growth This will ensure that all team members are working towards a common goal and shared a vested interest in the success of every student School principals will set targets that address whole school performance

SECTION XA DISCUSSION OF THE PRIOR YEAR GRANT

While each school context varied in the state of its attainment of the five strategies the district collaborated with the SIG cohort to implement the objectives approved in the 2016-2017 grant application The work completed during the 2017-2018 school year to insure full implementation for the grant and the selected improvement model included leveraging the Superintendents Zone structure along with its revised Transformation Plan to build each instructional leadership teams capacity to implement effectively the Five Turnaround Strategies with fidelity

To ensure progress towards meeting the objectives identified in Goal 1 the use of data from frequent assessments to inform instruction all SIG School Instructional Leadership Teams and teachers received coaching in how to implement the Professional Learning Community (PLC) at Work Process and The 5 Step Data Teams Process from Solution Tree an external partner Collaborating with thought-leaders in education Solution Tree provides training resources and coaching to help schools and districts implement the PLC professional learning community process The coaching included monthly follow up visits from Solution Tree Coaches to support the effective implementation of the PLC process The development of data team protocols and processes for data driven instruction included common mechanisms for record

n keeping along with a monitoring checklist for the Office of SIG Schools The protocols were well articulated maintained for n ~ review at the school campus and regularly audited during support site visits Calendars that outlined instruction (1)

tll) ~ assessment data analysis re-teaching and reassessment were developed published reviewed and monitored The data ro

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collection process was comprehensive reviewed during support site visits and used as an additional measure of growth and effectiveness Vertical and horizontal planning schedules provided common planning times to teachers to ensure data reviews by grade level and content area teams occurred weekly

Targeted professional development on planning effective data driven instruction was delivered along with coaching support from Instructional Leadership Officers Solution Tree and the remaining SIG School external partners Achieve3000 Scholastic and Renaissance Learning to individuals and teacher teams in 1) the use of data in goalshysetting 2) how to interpret data and 3) how to use data to drive instruction During common planning time PLCs analyzed data to determine how to best serve students Data from formative assessments and classroom observations were used to provide targeted instructional feedback to teachers Schedules were created based on content specific data Achievement data was used to make decisions on student groupings In some instances PLC meetings were multishygrade level and content specific to ensure vertical alignment of content

A culture of high expectations and no excuses permeated discussions of data goals for student achievement attendance behavior and college and career readiness SIG Schools submitted a monthly goal progress report to the Special Assistant to the Superintendent for SIG School All classrooms libraries hallways lunchrooms and all central and common locations frequented by students displayed signage and posters that reinforced high standards and school-wide academic goals The school-wide and teacher-specific student achievement benchmarks and MAP goals were apparent in data rooms in each school Teachers were able to state the performance goals of individual students assigned to them and many students were able to articulate their own performance goals for each of their core classes Charts in every classroom displayed student and class progress toward performance and behavior goals SIG School Leadership staff and students participated in a two-day Culture Camp conducted on the first two days of the 20172018 school year to introduce the new data tracking system along with schools academic attendance and behavior expectations Students set individual academic attendance and behavioral goals for the school year during the camp Additionally SIG Schools engaged in a monthly Student Academic Review with the Assistant to the Superintendent for SIG Schools to track student progress toward those goals

Classroom observations occurred on a weekly basis to ensure teachers were implementing instructional strategies consistent with data team action plans The observations used criteria established during the Pre-Implementation phase and revised based on feedback from district leadership and external partners Teachers received targeted feedback from the observable quantitative and qualitative data collected by the SIG Staff instructional leadership teams and external partners included classroom climate and culture student opportunity to respond fidelity of implementation of the district adopted English Language Arts curriculum Guided Reading Eureka Math Accelerated Math and Math Facts in a Flash Data reports aligned to curriculum standards generated for content teachers providing up to date actionable data displaying student performance on identified standards Observers further noted teachers progress implementing common formative assessments used to track student mastery modify instructional practices and develop plans for intervention to move students into and out of intervention groups

To ensure progress towards meeting the objectives identified in Goal 2 around increasing the quality of human capital Across SIG Schools the district filled principal vacancies with a highly qualified school leader and selected transformational leaders with a demonstrated record of accomplishment in the following research based practices

bull Commitment to spending significant time conducting classroom observations bull Ability to provide actionable and substantive instructional feedback to instructional staff bull Consistent effective use of data to monitor student progress and identify specific areas of improvement bull Ability to streamline school operations to maximize time spent on instruction bull Alignment of professional development to school-wide goals and areas of improvement bull Establishment of a cohesive culture among all faculty and staff bull Alignment of resources to increase support to targeted initiatives bull Engagement of families and communities in the education of their children

To ensure school leadership consistently demonstrated the capacity to lead transformation in schools the Assistant Superintendent for SIG Schools assessed all SIG School principals using instructional data gathered through multiple site visits along with teacher student and parenUcommunity surveys SIG School principals received their schools budget along with staffing flexibility to create a financial plan and build a collaborative staff in which every member is committed to a common vision of success for every student Principals used this flexibility to create new staffing patterns academic and behavioral supports staff and student schedules and a professional development plan based on the flexibilities as outlined in the AFTSLPSMOU agreement SLPS supported principals to improve the quality of their instructional team by providing guidelines and tools for regular classroom observations feedback and targeted professional development

NQJ Intensive principal coaching on instructional leadership and effective implementation of the Five Turnaround Strategies N occurred in conjunction with district leadership professional development days as well as more regularly during the QJ

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semester with the Assistant Superintendent of SIG Schools These monthly coaching sessions focused on building collaboration for effective turnaround among SIG Schools and for technical networking activities with the goal of organizing professional learning communities to share effective practices problem-solve strategies and troubleshoot obstacles

In order to fill vacancies in the SIG Schools the district worked to identify a steady stream of committed and highshyperforming teachers Principals used an educator observation system that incorporated student growth to evaluate newly hired and returning teachers while concurrently using the districts Missouri Model Teacher Evaluation System that incorporated measures for Professional Commitment Professional Practice and Professional Impact and use the resulting data to determine if replication is warranted Quarterly recognition in public newsletters attending national conferences special events opportunities to highlight effective practices and gift cards to be used to purchase classroom resources were some of the rewards given to the highest performing instructional staff

Goal 3 proposed that SIG schools provide high dosage aligned intervention in core skills by aligning curriculum in core subjects with the scope and sequence as a result adequate and effective instructional and intervention materials are in place for every SIG School In Cadre IV schools teachersmiddot maintained access to sufficient instructional materials for example in English Language Arts leveled libraries (a collection of books organized in levels of difficulty from easy books for emergent readers to longer complex books for grade-level and advanced readers with multiple copies of each book) were acquired for each school To support teachers implementation of guided reading job-embedded professional development from Scholastic was provided at each school site

Teachers were provided an aligned scope and sequence with which to guide both grade level mathematics instruction as well as resources for Tier 2 and Tier 3 mathematics intervention As well as job-embedded professional development in math content pedagogy and data informed decision-making provided by the Instructional Leadership officer additional programming support provided by Renaissance coaches Pacing and instructional content were aligned to devote the majority of instruction and intervention to the major standards as well as identifying proficiency targets at each grade level Teachers reported they attempted to implement mathematics grade level and differentiated instruction with fidelity while indicating there is need for improvement within their respective classrooms and schools

Increased instructional time was provided along with high dosage differentiated and tiered instruction Each SIG School developed and implemented a flexible schedule that increased the number of instructional minutes included to provide targeted interventions to students Additional support for students with special needs was provided with a goal is to increase proficiency for all sub groups Students with special needs were targeted for specific interventions to increase the proficiency on the MAP Assessments A system of tiered interventions was established for students at risk A data system was set up to track students attendance and behavior including disciplinary office referrals and suspensions A Student Support Team tracked this data and identified students in need of additional social emotional and behavioral support

SIG School teachers and leadership participated in a survey regarding the impact of professional development programming for support and intervention services implemented over the course of the 2017-2018 school year Feedback regarding Professional Development objectives related to building teacher capacity and boosting student academic performance reflected in the chart below Overall the majority of teachers and school leaders agree that professional development positively influenced their professional practice and student performance outcomes

in Agreement QuestionStatement Based on Professional Development Objective

57

46

57

58

62

(Y)OJ 00

75

66

Achieve 3000 has been useful in building student reading skills

I believe using Achieve 3000Smarty Ants prepares students for success on standardized tests

Guided Reading has been useful in improving students oven~II reading abilities

Guided Reading is implemented with fidelity in classrooms at my school

Guided Reading Coaching provide constructive feedback that teachers find useful and effective in improving GR instructional practices

ST AR Reading Data informs my instructional decisions

STAR Math informs my instructional decisions (Y) ClJ 00Ill

0 Ill 0

58 Math Facts in a Flash helped improve students mathematics fluency

52 Accelerated Math helped improve students overall mathematics abilities

39 Accelerated MathAM 20 is implemented with fidelity in classrooms at my school

50 Renaissance Coaches provided constructive feedback that teachers find useful and effective in improving implementation

41 Sessions with the Solution Tree consultant improved my professional practice

58 Sessions with the Solution Tree consultant improved my knowledge of the PLC process

70 PLC meetings at my school are implemented with high degree of professionalism

Goal 4 included structures to promote facilitate and enhance parent and student involvement while build relationships with community organizations designed to add value to each schools mission A monitoring and reporting structure was created to ensure compliance with transformation requirements The district in partnership with school leadership developed a set of criteria that each partnership needed to meet in order to continue based on measures of effectiveness and alignment Each partnership was assessed to ensure it was consistent with the schools priorities and supports the Five Turnaround Strategies District staff participated in a regular debriefing session with SIG School staff to confirm implementation of adopted initiatives set forth in the grant as well as implementation of transformation model components No partnerships were phased out during the 2017-2018 school year

Additional ongoing mechanisms to support parent and family engagement via programs developed by school based family and community specialist District staff worked with school leadership teams to plan events and activities designed to improve communications with famil ies foster parent and family involvement and to identify and support the cultural differences among school families Following the grant award we will communicated with parents about the changes to the school and the new opportunities it will create inviting them to play an active role in their childs educational improvement and maintained contact with families through the year with school based communications such as weekly news letters and email updates

Goal 5 The structure of the Office of SIG Schools conducts yearly staff evaluations for the purpose of restructuring This structure ensured responsive and effective facilitation of the implementation of the Five Turnaround Strategies across the SIG Schools The office will remain consistent with the description in this application and any adjustments made will support the need for deep instructional support high quality interventions for students central office rapid response and progress monitoring across the SIG Schools

DATA

MAP-

The data below represents the number of students scoring proficient and advanced on the MAP test over the course of five years at each of the SIG Schools serviced by the grant

ProficientAdvanced ELA Percentage Points Earned bySchool

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MAP Data reflects across the SIG Schools performance in Mathematics is weaker than the performance in Communication Arts With the transition to the new assessment format from 2015-2016 school year to the 2016-2017 school year the percent of proficient and advanced students decreased across the cohort with the exception of Adams Elementary School Wh ile student performance across SIG Schools declined this is one years data point reflecting the new assessment and the adoption of the Missouri Learning Standards MAP Data will be reviewed again in the fall when the 2017-2018 data is released

Acuity

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Acuity while it is a single years data we anticipate improvement in the percentage of proficient and advanced students in mathematics while showing a decrease in the number of students in the below basic and basic categories Contributing factors to anticipated growth include in part are attributed to increased instructional time devoted to mathematics instruction in four of the five schools as well as job-embedded professional development in math content pedagogy and data informed decision-making Pacing and instructional content were aligned to devote the majority of instruction and intervention to the major standards as well as identifying proficiency targets at each grade level Teachers reported they attempted to implement mathematics grade level and differentiated instruction with fidelity while indicating there is need for improvement within their respective classrooms and schools

While teachers reported the professional development on Guided Reading the instructional resources in Achieve3000 and the use of ST AR Reading to inform instruction had a positive impact on professional practice and student outcome they further reported areas of deficiency in the primary instructional resources for English Language Arts Teachers will work during summer professional development to address gaps in instructional and intervention resources

Describe the challenges and accomplishments in meeting your 2017-2018 objectives

During the 2017-2018 school year SIG schools experienced some challenges but also many accomplishments While each school is unique in its areas of strengths and weakness there were common areas of accomplishments and difficulties At the onset of the grant an area of weakness was the lack of a well-articulated and fully implemented process for data driven instruction Solution Tree consultants delivered focused professional development and coaching support to build capacity for leveraging Professional Learning Communities (PLCs) to effectively implement data driven instruction was delivered to SIG Schools by Solution Tree One hundred percent of grade level teams will meet using structured protocols to discuss data and student work as PLCs However the goal is for 90 of teachers to modify instructional practices and techniques because of goals set forth in grade level PLC meetings and interactions with instructional coaches 90 of teachers will report the coaches provide useful guidance that has improved my teaching when surveyed Survey data failed to yield clear indicators if the coaching session with the Solution Tree representative or coaching session with the Academic instructional coach positively affected teacher classroom performance 60 of teachers reported that these coaching sessions positively influenced their professional practice Failed to capture impact data at regularly scheduled intervals

One of the accomplishments for the 2017-2018 school year was schools improvement in their capacity to effectively implement professional learning communities as well as using data to inform instruction and intervention Of the teachers in SIG schools responding to our survey 70 indicated that PLC meetings at their schools are implemented with a high degree of fidelity Teachers are better able to articulate the needs of their students and better equipped with resources to meet those needs Met by aligning curriculum in core subjects with a scope and sequence across the SIG Schools as evidenced by curriculum maps in place for each core content by grade level along with a scope and sequence that outlines re-teaching and assessment Adequate and effective instructional intervention materials are in place for every SIG School as evidenced by 90 a staff surveys confirm that instructional materials are sufficient to meet student needs Provide increased instructional time with tiered instruction to 100 of students performing two or more years below grade level receiving five additional hours of intervention-based instruction per week and 100 of students performing one grade level below receiving 25 additional hours of intervention-based instruction per week

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Each school was staffed with a highly qualified principal at the beginning of the school year additionally four of the five principals andor instructional coaches are veteran building leaders School leaders benefitted from feedback on their 30-day plans from the MOSIG team The feedback was generated from the monthly site visits and shared during the monthly meetings with principals Additionally principals presented their schools 30-day plans for review and as a result were provided an additional mechanism for ongoing refection and growth on the implementation of the SIG grant As the work continues the Associate Superintendent of SIG Schools continues to increase the capacity of the Instructional Leadership teams to effectively implement the strategies in the grant

Schools fully staffed with highly qualified instructional staff was an accomplishment for three SIG schools while two schools found staffing to be a challenge Three different full-time substitute teachers in addition to limited pedagogical and content knowledge staffed the 7th grade mathematics classroom at Fanning Middle School the first two substitutes were ill equipped to handle the challenging classroom environment A SIG substitute transitioned into the position for additional support which had a positive impact on the climate and culture of the classroom While this individual had excellent classroom management and great relationships with the students the individual lacked the pedagogical and content knowledge to instruct students at the levels needed to close gaps and make progress The individual received coaching from the Instructional Leadership Officer for Math at which time the substitute was able to implement practice with foundational mathematics skills using Renaissance Math in conjunction with the ST AR data with a modicum of fidelity At Jefferson Elementary teacher recruiting was a strength but retaining said staff posed a challenge for fourth and 5th grade classes resulting in long-term substitutes in both grades for the majority of the school year

Schools had difficulty in receiving their technology in a timely manner (teachers receives student iPads laptops andor desktops in late September early October) this adversely affected when teachers could receive follow-up professional development and when interventions could be implemented in classrooms Additionally teachers in grades 6-8 did not have a dedicated set of devices As a result interventions occurred on alternating days as grade level teams shared devices In 6th grade classes at the elementary level did not have devices for every student teachers attempted to rotate in stations and or visit computer labs which may not always be available Schools are making a concerted effort to ensure all students in grades 6-8 have a one to one student technology ratio

The 2017-2018 school year was the first full year of SIG School programming implemented in the selected schools along with the placement of new principals

SECTTION XB 2018-2019 GRANT YEAR TIMELINE

Describe the 2018-2019 grant year timeline for implementing the planned activities for the selected interventions in each SIG School the LEA commits to serve All planned activities were included in the original plan submitted with your first application

1) Provide a LEA timeline that includes specific dates for implementation of all components of the selected intervention

2) Provide a timeline that is reasonable achievable and reflects urgency and

3) Provide a timeline that includes implementation and evaluation dates

July 2018- July 2019

Proposed Implementation Dates Description Evaluation Dates Intervention

Activity

SIG Central Opening of school professional August2018 August 2018

Office Staff development The focus will be around implementation of Standards Certified staff Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre-implementation continuation activities

Leadership teams Family and Community Engagement August2018 Family Community professional development activities August 2018

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Specialists amp TOPP partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central office

staff Certified

Staff

By providing professional development to the Family and Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional development days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development - Leadership The focus of this cohort is to ensure that school leaders are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional development student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

Implementation Year 2- presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve30oomiddot ILL intervention Eureka Math-Focus on Fluency Professional Learning Community

August 2018 -June 2019

August2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

Coincides with district pd days

August2018

October 201 February 2019

January 2018

2018 weekly

2019 weekly

August2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

August2018 October 2018

February 2019

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continuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and professional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PD experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) 2 SIG subs are available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019


October 2018

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline


October 2018

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Cl SIG staff November 2018 November 2018

of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

December 2018 December 2018 SIG staff and instructional leadership teams

Mid-year program re-evaluation reflection on implementation strategic redirection and data review


SIG staff Program evaluation implementation review and data review

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walkshythrough data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Extended Provide LEA support oversight and June 2019 July 2019 Learning evaluation of programs to SIG

Schools efforts in implementing Summer extended learning

February 2019 February 2019

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SECTION XC DISCUSSION OF SCHOOL YEAR 2018-2019

Discuss the School Improvement Grant (SIG) 1003(9) program as it will be implemented during the 2018-2019 school year Include information about how the district will support SIG 1003(9) efforts programmatically and fiscally

Specia l Assistant to the Superintendent for SIG Schools Interventions

The work to be completed during the 2018-2019 school year to insure full implementation for the grant and the selected improvement model included leveraging the Superintendents Zone structure along with its revised Transformation Plan to build each instructional leadership teams capacity to effectively implement the Five Turnaround Strategies with fidelity While each school context varies in the state of its attainment of the five strategies the district will collaborate with each SIG School on the following interventions

G oal 1 T o increase the use of data from frequent assessments to improve instruction

Objective 11 All SIG Schools will maintain a well-articulated and fully implemented process for data driven instruction as evidenced by 100 of SIG Schools scoring Effective on the Data Teams Implementation Checklist

Objective 1 2 A culture of high expectations and no excuses will be established across all SIG Schools 100 of SIG Schools will set student teacher and school level goals for student achievement attendance behavior and college readiness goals that are measureable using available data Each SIG School will report progress toward their goals on a monthly basis to the Special Assistant to the Superintendent for SIG Schools

Objective 13 All SIG Schools will use data from frequent assessments to improve instruction as evidenced by 100 of core instructional teachers who utilized common formative and summative assessments to track student mastery and plan for instruction 85 of classroom observations revealed teachers implementing instructional strategies consistent with data team action plans

Objective 14 Professional development and coaching support will be provided to build capacity for leveraging Professional Learning Communities (PLCs) to effectively implement data driven instruction by Solution Tree 100 of grade level teams will meet using structured protocols to discuss data and student work in PLCs with 90 of teachers modifying instructional practices and techniques because of the goals set forth in grade level PLC meetings and interactions with instructional coaches 90 of teachers report the coaches provide useful guidance that has improved my teaching when surveyed

Goal 2 To increase quality of human capital by recruiting highly qualified staff Recruit attract develop and retain highly effective staff to carry out the district mission goals and objectives

Objective 21 The SIG Schools network will work to attract develop and retain highly effective school leaders as evidenced by 100 of principal vacancies being filled with highly qualified experienced school leader and 100 of SIG Schools meeting their annual goals

Objective 22 The SIG Schools network will work to recruit screen and select highly qualified experienced teaching staff as evidenced by 80 of newly hired SIG School educators rated as proficient or distinguished according to the new educator evaluation system by the end of the school year

Objective 23 The district will implement a comprehensive system for staff observation feedback and regular evaluation as evidenced by 90 of teachers surveyed reporting that they are receiving sufficient feedback from their supervisor and 90 of teachers rated proficient or distinguished on their final teacher evaluation and can articulate pathways for development and growth beyond the classroom during focus groups

Goal 3 T o provide high dosage aligned intervention along with increased instruction in core skills

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Objective 31 Met by aligning curriculum in core subjects with a scope and sequence across the SIG Schools as evidenced by curriculum maps in place for each core content by grade level along with a scope and sequence that outlines re-teaching and assessment

Objective 32 Adequate and effective instructional intervention materials will be in place for every SIG School as evidenced by 90 a staff surveys confirm that instructional materials are sufficient to meet

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Objective 33 The district will require that SIG Schools provide increased instructional time with tiered instruction to 100 of students performing 2 or more years below grade level receiving 5 additional hours of intervention-based instruction per week and 100 of students performing 1 grade level below receiving 25 additional hours of intervention-based instruction per week

Goal 4 Promote facilitate and enhance parent student and community involvementto increase social emotional and academic support

Objective 41 Ongoing mechanisms to support parent and family engagement will be developed and implemented as evidenced by 80 of parent surveys show that they understand what their child is supposed to know and be able to do

Objective 42 SIGSd7oolleadershp1lvorkMththedistrictoffiretodevebpa structure for community organizations to add value to and not distract from the schools mission as evidenced by Survey feedback from administrators counselors and social workers to reflect value added by community organizations

Goal 5 Govern the LEAdistrict in an efficient and effective manner providing leadership and representation to benefit the students staff and patrons of the district

Objective 51 Implement process to ensure 100 of transformation requirements are met in each SIG School as evidenced by Alignment and 100 completion of items included in the transformation checklist

Objective 52 The districts central office structure will be reviewed and reorganized as necessary to ensure an effective systemic coherent leadership process is established as evidenced by School leader surveys to measure usefulness of the Office of SIG Schools and the supports they provide in assisting 100 of SIG Schools meeting annual goals after three years

Overview of school specific implementation

The above strategies will be implemented in all SLPS SIG Schools Lessons from Houston and Denver have shown that implementing the Five Turnaround Strategies with a tightly focused and aligned district monitoring process can dramatically and substantially improve student performance across elementary and secondary schools The model is customized to be implemented effectively because each school environment is unique Schools with characteristics such as high mobility and high numbers of new teachers will all need to focus on data driven instruction targeted tutoring and increased instructional time but those strategies will be implemented in very different ways Similarly schools that are far along in implementing data driven instruction or in school intervention programs will receive different levels of support from the central office to ensure a process of continuous improvement It is essential that this flexible approach to implementing the Five Turnaround Strategies be driven by the district if it is to be successful In the individual school level sections we have listed the above strategies and provide additional detail to explain how the model will be customized based on the findings of the needs assessment for each school

LEA District Oversight

The district will track a range of data both within and across schools using Schoolzilla to provide real-time feedback to the schools These regular evaluation exercises will act as a method of progress monitoring for the district to project whether SIG Schools will attain short and long-term goals In addition these actions will help to track the effectiveness of district facilitated technical assistance Monitoring activities will include

1 Formative assessment data Collected at the school level by teachers on a daily and weekly basis formative assessment data will be used to identify which students are mastering particular objectives and identify targeted interventions for students as needed Principals teachers and teacher teams will use formative assessment data for this purpose on a week-to-week basis collecting both exit slip data and weekly assessment data to drive instructional decisions District staff will work to ensure that this data collection interpretation and planned adaptationdifferentiation occurs

2 Interim assessment data Currently the use of Achieve 3000 Acuity and EOC Benchmark data serves as a standardized source of interim assessment data The district will identify a benchmark assessment

N system that will enable more frequent interim assessments N 3 Observational data Observational data on professional practice in the classroom and use of common

il) il) deg 00 planning time will be collected within each school with principals expected to observe each teacher deg tlOro roQ based on a schedule developed by the principal and approved by the Assistant to the Superintendent for Q

SIG Schools and to provide feedback on those observations within 24 hours District staff will collect data during weekly site visits that they will aggregate Dashboards that highlight snapshots of classroom strengths and areas for growth will be created from this data and used in the monthly reporting process that will be used to develop site-specific support plans Schools will also be assessed on other measures including positive school culture student reported measures of safety effective use of student performance data and increased rigor of instructional tasks

Site Visit Process Throughout the school year the district will conduct site visits at each SIG School every 3 to 4 weeks Site visits will include classroom observations focus groups andor surveys with teachers parents and students and a debrief session with school leadership Site visits will be conducted using a structured protocol with teams of 3 to 4 district staff members SIG School principals focus school principals external support professionals and other central office staff will be invited to participate on-site visit teams The district will differentiate the quantity and content of site visits depending on the needs of each SIG School The goals of the site visits are

1 Identify and provide quantitative and qualitative feedback on strengths and areas for growth within and across SIG Schools

2 Track school and Zone progress towards education goals 3 Ensure that the Five Turnaround Strategies are being implemented effectively throughout the schools 4 Help the SIG Schools reflect and prioritize areas for focus and then help judge the effectiveness of

chosen strategies Provide a framework to advance of five best practices within and across schools

Vendor Performance Objectives Renaissance Reading Renaissance-Provide data based on regularly scheduled STAR testing to assist in the motoring and personalization of student reading practice growth and MAP preparation and with proper implementation demonstrate high growth in Student Growth Percentiles (SGP) of 65 and above and an expected 15 months15 school years of growth in reading level for each student

Math Renaissance -With proper implementation at least 95 of students are mastering at least two Accelerated math objectives per week and are completing math fact practice at least three times per week to complete and master fluency levels 80 of students will demonstrate high growth as identified by the Student Growth Percentile of 65 and above

Achieve 3000 Provide a digital differentiated instruction experience in literacy development with non-fiction standards-aligned instructional articles for use in ELA Social Studies and Science instruction to prepare students to meet the rigors of highshystakes assessments and the building of a cross-curricular path to college and career readiness and with proper implementation students will make literacy gains of a minimum of 15 grade levels

Guided Reading Provide tools and coaching for the effective implementation of guided reading during English Language Arts instruction for moving students to independent use of GR strategies reading fluency and comprehension as indicated by student growth of two reading Lexile levels

Solution Tree Solution Tree- the implementation of effective professional learning communities will improve as evidence by meeting minutes and observations Observable behaviors include but are not limited to discussion of student work samples data and peer classroom observation feedback for the purpose of improved teaching skills and student academic performance as measured by teacher performance data and student benchmark data

SECTION XD STAFFING CHANGES

LEA levels and Principals in SIG served buildings will remain intact for Cadre IV year three Two schools will have new Academic Instructional coaches Monroe Elementary School had 100 of staff returning for year three The LEA and the

(Y) Office of SIG Schools will support the remaining SIG schools by first placing highly qualified staff in some of the vacancies rl to minimize onboarding of new staff In instances when qualified personnel are not available then Human Resources will

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SECTION XE SYSTEM OF STAFF RECOGNITION

Principals will continue to be recognized through district mechanisms such as announcements on the districts website as well as the superintendents bulletin Staff will also be recognized for students demonstrated growth and mastery in both reading and mathematics using Achieve3000 and Renaissance Math respectively Incentives for staff members will receive conference attendance and additional opportunities for professional growth and opportunities to get instructional resources for their classrooms

SECTION XF INCREASED LEARNING TIME

SLPS and the Office of SIG Schools supported schools efforts in implementing mandatory increased learning time for all students by making district resources available All schools have an Extended Learning Plan have implemented the plan and teachers participated in professional learning activities to support instruction These resources included but were not limited to the use of the facilities school buses technology and instructional resources Schools in the cohort addressed increased learning time by have extended school days andor Saturday school for all students Students attending Saturday school received an additional five hours of instruction per week and students attending extended day school received an additional four hours and up to eight hours per week Students received additional instruction in reading and mathematics Additionally fifth and eighth graders received additional instruction in science

SECTION XG TEACHERPRINCIPAL EVALUATION SYSTEM

The Saint Louis Public Schools SLPS has a system of evaluation that is researched-based and designed to be adaptable to context transparent and fair It was designed to highlight what educators have discovered and know about the importance of assessment over time and that powerful feedback is a vehicle to support any system designed to improve practice SLSP uses two tools to evaluate both school leaders and teachers Performance Based Principal Evaluation PBPE and the Excellent Schools Coaching Tool for principals and the Performance Based Teacher Evaluation PBTE and the Excellent Classroom Coaching Tool

The PBPE is based on ISLLC standards and covers student growth based on district assessments as well as state level testing Principals are supported with site level development of attainable goals and student targets The principal supervisor provides regular feedback technical support and resources to help principals attain their school and professional goals The Excellent School Coaching Tool is used to help the principal support and improve all elements of the organization With eight categories ranging from vision alignment to how schools are situated within the communities they serve This tool provides a clear evaluation process with observable assessed activities as principals work with teachers to increase student achievement

The LEA provides support to principals through the evaluation process to observe analyze and develop teachers to improve instructional practice Using the data team process coaching model teaching and re-teaching models all are tracked through the evaluation tools for teachers and principals

Each school leader uses the PBTE and the Excellent Classroom Coaching Tool to support develop and evaluate teacher performance LEA personnel perform regularly scheduled teacher observations with the principal and provide feedback through the coaching cycle SIG schools are required to have more classroom observations for tested grade teachers in the district Excellent Classroom Coaching Tool provides notice and wonderings as well as a rubric to clearly define what mastery level instruction looks like Teachers receive PD on elements in the Excellent Classroom Coaching Tool The Academic Instructional Coach and school leader provide one to one coaching in areas found deficient

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

Each SIG School has a dedicated Family and Community Specialist to build family to community to school connections Through a partnership with You and I Rise a local agency devoted to building the capacity of parents of children in urban schools Family and Community Specialist will continue to build connections with school stakeholders FCSs reviewed Ten Steps to Helping Your Child Succeed in School and decided ways to implement identified strategies tailored to the needs of the parents in their respective schools A SIG attendance pamphlet was created and shared with all students Family and Community Specialists worked collaboratively with school communities to develop uniform back to school events as well as a coordinated calendar of activities Activities used to engage parents include but are not limited to job training how to help their child build good homework skills mini-carnivals movie nights SIG Back to School Kick-off and parent teacher conference support

NEW PAGE SECTION V bull LEA GRANT YEAR TOTAL BUDGET This is the total ofCadre IV Year Two Im lementation and Administration bud ets for all buildi and district activities

GRANT YEAR 6100 6150 6200 6300 6400 6500 6600

2017-2018 SIG Certificated Noncertificated Employee Other TOTAL

Salaries Salaries Benefits

1100 Instruction 7965736 800000 845894 1639900 $ 33164174

1003f) S IG 1200 Supplemental

Instruction (Title I) 28549972 6905739 17555881 $ 53011592 1003 SIG

2100 Non lnstructoonal Support 27864438 17811499 $ 45675937

Services 1003(g) SIG

2200 Professional Development 1003(g) 9537560 145068 933370 11400000 150000 $ 22165998

SIG

2600 Planning and Evaluation s

1003(g) SIG

3000 Community Services 1003(g) $

SIG

46053268 35715245 1639900 $ 154017700

$

Administrative Costs 32953312 15200000 7200000 160000 s 115407300

1003(g) SIG

ADMINISTRATIVE ampi iobull COSTS SUBTOTAL 32953312 68t-OOOO 15200000 7200000 160000 s 115407300

1003(g) S IG

GRAND TOTAL I t45~ 1 ~111 J 7SIJ1omiddot i1-5J J) bull9- p 1003 (g) SIG $ 79006580 $ ~ 252-45- $ 52346643 $- 7737Zl8t 5 $ -f637I817middot $ 1799900 $ $ 269425000

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Documents

School Improvement Grant 2018-2019 Cadre IV Year 3 St Louis … · 2018-09-07 · School principals will set targets that address whole school performance. ... 2018 school year to