SIG Cohort 3 Application - Compton Unified - Title I (CA ... · Web viewApplicants must submit an...

SIG Form 1—Application Cover Sheet

School Improvement Grant (SIG)Application for Funding

APPLICATION RECEIPT DEADLINEMarch 14, 2014, 4 p.m.

Submit to:California Department of EducationImprovement and Accountability DivisionSchool Turnaround Office1430 N Street, Suite 6208Sacramento, CA 95814-5901

NOTE: Please print or type all information.County Name:Los Angeles

County/District Code:19 73437 0000000

Local Educational Agency (LEA) NameCompton Unified School District

LEA NCES Number:0609620

LEA Address501 S. Santa Fe Ave

Total Grant Amount Requested$ 6,407,702.00

CityCompton

Zip Code90221

Name of Primary Grant CoordinatorDr. DeWayne Davis

Grant Coordinator TitleSenior Director Secondary Curriculum and Instruction

Telephone Number310- 639-4321

Fax Number310-537-8802

E-mail [email protected]

CERTIFICATION/ASSURANCE SECTION: 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.

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 Designee

DeWayne Davis

Telephone Number

310-639-4321Superintendent or Designee Signature (Blue Ink) Date

SIG Form 2—Schools to Be ServedIndicate which schools the LEA commits to serve, their Tier designation, and the intervention model the LEA will implement for each Tier I and Tier II school. For each Tier I and Tier II Title I school, indicate which waiver(s) will be implemented at each school. Note: An LEA that has nine or more Tier I and Tier II schools, including schools that are currently being served with SIG funds and those that are eligible to receive FY 2013 SIG funds, may implement the transformation model in no more than 50 percent of these schools. (Attach as many sheets as necessary.)

School Name NCES Code(Available at

http://nces.ed.gov )

TIER I

TIER II

INTERVENTION MODEL WAIVER(S) TO BE IMPLEMENTED

Turnaround

Restart

Closure

Transformation

“Starting Over” in the School Improvement Timeline (Restart and

Turnaround Only)

Implement a School-Wide Program in a

Title I Participating School that

does not meet the 40 Percent

Poverty Eligibility Threshold

Not Applying for Waiver

Dominguez High School

060962000978 xx

x

General Benjamin O Davis Jr. Middle School

06096207272 x xx

x

Whaley Middle School

060962001002 xx

x

Willowbrook Middle School

060962001003 xx

x

http://nces.ed.gov/

SIG Form 2a—Eligible, But not Served Schools

School Name

NCES Code(Available at

http://nces.ed.gov/)

Reason For Not Serving

Centennial High 060962000975 The district is approaching the school improvement process in a focused, strategic and systematic way. To that end, we have adopted a cluster approach to school transformation and have decided to initially target 4 of our SIG eligible schools at this time. In order to prepare ourselves for this work we replaced the principal at each site and conducted a needs assessment in order to plan and make decisions about our next steps and model/approach.

Martin Luther King Elementary

060962000986 The district is approaching the school improvement process in a focused, strategic and systematic way. To that end, we have adopted a cluster approach to school transformation and have decided to initially target 4 of our SIG eligible schools at this time. In order to prepare ourselves for this work we replaced the principal at each site and conducted a needs assessment in order to plan and make decisions about our next steps and model/approach.

Walton Middle 060962001000 Walton Middle School and Compton Unified School District have certified to the CDE that during the administration of the statewide academic testing programs, the school had an irregularity in the testing procedure affecting 5 percent or more of pupils tested. Therefore this school does not have a valid API for 2013 and is ineligible for state and federal rewards for 2013–14 and 2014–15.

Vanguard Middle 060962000999 The district is approaching the school improvement process in a focused, strategic and systematic way. To that end, we have adopted a cluster approach to school transformation and have decided to initially target 4 of our SIG eligible schools at this time. In order to prepare ourselves for this work we replaced the principal at each site and conducted a needs assessment in order to plan and make decisions about our next steps and model/approach.

http://nces.ed.gov/

http://nces.ed.gov/

SIG Form 3—District and School Improvement Team

The role of the district and school improvement team is to organize and lead the needs assessment process. District leadership may assign additional roles to the team, such as developing, defining, and recommending actions necessary to accomplish the goals of the school improvement plan.

The team should be comprised of a cross-section of district staff, school staff and parents, or community members involved in school improvement, professional development, curriculum and instruction, assessment, Title I coordination, special education, student services, fiscal management, union representation, and the school board. If the district is working with a technical assistance (TA) provider, it may choose to have the TA provider serve on the team. It is suggested that the team identify a contact to serve as the team lead, e.g. the superintendent or superintendent’s designee. This person may serve as a liaison to the CDE, district leadership, external support providers, and other team members. The team lead has the full support of district leadership, is knowledgeable about the development of the SIG, and is comfortable leading and facilitating diverse groups of people.

District and School Improvement Team Membership

Name Title/Position Representing

DeWayne Davis Senior Director Secondary Curriculum and Instruction

Compton Unified School District

Sonia Miller Administrator Coordinated Early Intervening Services


Jennifer GrazianoAdministrator Instructional Support - Secondary


Renee CobbAdministrator College and Career Support Services


Ryan Whetstone ROP/Career Technical Education Compton Unified School District

Elbert Crum Attendance Specialist Compton Unified School District

Vanessa Landesfeind Principal Dominguez High School

Keisha Robinson Assistant Principal Dominguez High School

Ixchel Stanford Categorical Specialist Dominguez High School

Danielle Wright EL Specialist Dominguez High School

Pat Gonzalez Parent/School Secretary Dominguez High School

Michelle Brewer School Counselor Dominguez High School

Moyofune Shabazz School Counselor Dominguez High School

Minerva Samayoa Juarez Librarian Dominguez High School

Randi Navarrette Activities Director/Teacher Dominguez High School

Emmanuel Ikeokonta Teacher Dominguez High School

Mona Walker Teacher Dominguez High School

Sicily Naso Teacher Dominguez High School

Cesar Flores Principal Davis Middle School

Precious Young Assistant Principal Davis Middle School

Vara Brewer Categorical Specialist Davis Middle School

Michael Kurinsky English Learner Specialist Davis Middle School

Kimberly Roman Counselor Davis Middle School

Saul Aguilera Teacher Davis Middle School

Ana Gomez Teacher Davis Middle School

Latrena Johnson Teacher Davis Middle School

Precious Nwazota Teacher Davis Middle School

Nenita Penuela Teacher Davis Middle School

Maria Chuela Student Davis Middle School

Guillermina Arechiaga Student Davis Middle School

Candice Waters Principal Whaley Middle School

Edward Sanchez Assistant Principal Whaley Middle School

Bevlyn James Categorical Specialist Whaley Middle School

Joseph Iwata Teacher Whaley Middle School

Niccolo Rosselli Teacher Whaley Middle School

Kenneth Dawkins Counselor Whaley Middle School

Michael Flippin Teacher Whaley Middle School

Robert Reyes Teacher Whaley Middle School

Sandra Saucedo Parent Whaley Middle School

Andy Garcia Student Whaley Middle School

Jennifer Lafarga Student Whaley Middle School

Dennis Perry Principal Willowbrook Middle School

Morrell Jones Student Support Specialist Willowbrook Middle School

Jeannette Conchas Counselor Willowbrook Middle School

Shannon Tagger Teacher Willowbrook Middle School

Sean Munley Teacher Willowbrook Middle School

Amaris Leiataua Teacher Willowbrook Middle School

Tiffany Marshall Parent Willowbrook Middle School

LaWanda Benn Parent Willowbrook Middle School

Stephanie Orellana Student Willowbrook Middle School

Adriana Valadez Student Willowbrook Middle School

Please add more lines, if needed.

SIG Form 3a—Dominguez High School Performance Data and Analysis

As part of the needs assessment process, the district must provide school performance data and analysis. Please complete the information requested on the forms below. (8 page limit per school.)

District Name: Compton Unified School DistrictSchool Name: Dominguez High School CDS: 19 73437 1932326

School Demographics2010–11 2011–12 2012–13

Grade Levels Currently Served (Example K-6) 9-12 9-12 9-12Total Enrollment 2174 2170 2224Percentage of Special Education Students 9% 8% 9%Percentage of English Language Learners 41% 32% 30%

School Background InformationHome languages of English Language Learners (please list up to three primary languages):

English

Spanish

Briefly describe the community served by the school.

Dominguez High School (DHS) is located on the east side of Compton. The 2010 United States Census reported that Compton had a population of 96,455. The racial makeup of Compton was 24,942 (25.9%) White (0.4% Non-Hispanic White), 31,688 (32.9%) African American, 655 (0.7%) Native American, 292 (0.3%) Asian, 718 (0.7%) Pacific Islander, 34,914 (36.2%) from other races, and 3,246 (3.4%) from two or more races. Hispanic or Latino of any race were 62,669 persons (65.0%). The city of Compton experiences higher levels of poverty and lower levels of education than the California average, as well as, having a much higher percentage of non-English speaking homes.DHS is a school-wide Title I designated school. 77% of students qualify for Free and Reduced Lunch on paper; however it is likely this number is underreported as some families do not return applications out of privacy concerns and documentation status. Parent education level at DHS is very low; the majority of parents did not graduate from high school.

http://en.wikipedia.org/wiki/Latino_(U.S._Census)

http://en.wikipedia.org/wiki/Hispanic_(U.S._Census)

http://en.wikipedia.org/wiki/Race_(United_States_Census)

http://en.wikipedia.org/wiki/Pacific_Islander_(U.S._Census)

http://en.wikipedia.org/wiki/Asian_(U.S._Census)

http://en.wikipedia.org/wiki/Native_American_(U.S._Census)

http://en.wikipedia.org/wiki/African_American_(U.S._Census)

http://en.wikipedia.org/wiki/White_(U.S._Census)

http://en.wikipedia.org/wiki/2010_United_States_Census

Briefly describe the background of the school prior to implementing SIG reform efforts (within the last three years) and include climate, culture, instructional practices, data use, and school staffing.

Paul Rodriguez, a graduate of Dominguez High School and now renowned comedian, states “Hunting is not a sport. In a sport, both sides should know they are in the game.” Speaking of sports, DHS is noted for producing at least 21 pro sports athletes, to include Super Bowl 48 winners, Jeron Johnson and Richard Sherman, Seattle Seahawks defensive backs. Regarding student achievement, DHS realizes that all stakeholders including students, family, community, teachers, and leaders need to understand their importance in the serious game of education. In addition, CUSD and DHS understand that for a successful SIG reform initiative, both parties need to continually and consistently dedicate themselves to this difficult game. Recently teachers, classified staff, students, and parents were provided with open ended surveys to gain more insight regarding the critical issues DHS faces. The survey results included one very distinct pattern across all stakeholder groups: lack of student motivation. It was identified as the primary reason for lack of achievement and whether real or a matter of perception it is detrimental to the overall school culture. Another unique trend across CUSD is the loss of enrollment in the transition from elementary school to middle school and middle school to high school. The secondary level in CUSD suffers from competition with charter schools on the west side of the district and even greater competition from other school districts on the east side. The teaching, administrative, and clerical staff at DHS has been very stable with the great majority present during the last WASC visit still holding their same positions. The teaching staff at DHS meets the NCLB criteria to be highly-qualified and very few are new to the profession. Although the staff of DHS does not reflect the same diversity that makes up our student body--the highest percentage of certificated staff identifies as African-Americans, --everyone works hard to promote tolerance of all races, religions and sexual orientation across the campus. Instructional practices have focused on the Common Core, language arts, math, writing across the curriculum, supporting special education students, and student engagement. Lastly, regarding data use, the district provides access to the On-Line Access Reporting System (OARS) for data monitoring and common assessments. OARS replaced the previous school data system in the 2012-2013 school year. Students are now piloting anchor assessments similar to the SMARTER Balanced Assessment Consortium (SBAC) online through OARS. DHS teachers review data on an ongoing basis and analyze it during departmental meetings and subject alike Professional Learning Communities (PLC) to plan instruction.

Prior and Current School Improvement Reform EffortsPlease complete the table below on prior and current reform efforts (within the last five years) at the school. Indicate if the reform effort was successful in school improvement or not successful and the reason.

Year Reform Effort Successful Not Successful Reason

2013-2014 Parent Institute for Quality x Parents report this is the best workshop they

Education has been providing parent engagement workshops for DHS parents

have ever attended at DHS, helping to connect parents positively to the school.

2013-2014 DHS team provided the staff with information, training, and handouts on the Positive Behavior Interventions and Supports (PBIS) system. This is part of a district-wide initiative towards behavioral RTI for which training of lead teams began during the summer months.

x A lack of training and understanding of the model has impeded implementation. PBIS is a band aid over the root causes of not having a structured discipline system in place at DHS, a lack of sufficient discipline incident documentation, inadequate teacher/parent communication, and little support for teachers attempting classroom management/discipline techniques. Once a sufficient discipline management structure is in place, which is currently being modified by the district, PBIS could become a strong reform effort along with Review 360 PD and implementation described in the DHS SIG Transformation Model Implementation Chart (Form 10).

2013-2014 Teachers are required to use district assessments in content areas to assess student learning, including a writing test.

x It is successful in that the assessments are proctored, graded, and data is compiled. However, teachers need additional support in analyzing and using the data, with help from SIM.

2012-2013 Teachers were trained in Write to Learn, Marzano’s Instructional Strategies, Universal Access, and AVID strategies.

x Information was given to teachers in a cursory manner with little follow through. Teachers need additional training and coaching in each area, which will be accomplished through SIG funding of SIM and additional Write toLearn PD.

2011-2014 Teachers have been given access to various online programs to support student learning and improve teaching, including PD 360, Data Driven Classrooms, School Loop, Parent Link, Study Island, and

x The implementation of these has not been successful due to inadequate training, lack of focus in selecting programs, an overwhelming number of choices of programs causing teacher overload, and a lack of follow through on implementation.

Accelerated Math2011-2014 Teachers have been scheduled

with common prep periods to facilitate common planning and assessments.

x While some groups have embraced the opportunity to collaborate the impact has not been systemic, and has not impacted student outcomes. SIG funding will improve this through pathways, SIM, and a modified bell schedule.

2011-2013 Technology purchases: iPads, classroom response systems, Smartboards, document cameras, laptops.

x Lack of training on effectively integrating technology into instruction has caused most of these purchase to sit unused. SIG funding will eradicate this issue through intense technology integration training and the addition of a full time DHS Technology Instruction Specialist.

Student Academic Performance DataPlease complete the table below regarding school academic performance data for the school years requested. School data reports may be found at CDE Dataquest: http://dq.cde.ca.gov/dataquest .

API Data2010–11 2011–12 2012–13

Growth—Schoolwide 621 (-4) 605 (-16) 613 (+8)Met Growth Target— Schoolwide (yes or no)

No No No

Met Growth Target—for all Subgroups(yes or no)

No No No

AYP DataEnglish 2010–11 2011–12 2012–13

Percent of Students at or Above Proficient 33.4 26 36.6Met AYP Schoolwide Criteria (yes or no) No No NoMet all Participation Rate Criteria (yes or no) No Yes Yes

Math 2010–11 2011–12 2012–13Percent of Students at or Above Proficient 33.3 36.7 34.9Met AYP Schoolwide Criteria (yes or no) No No NoMet all Participation Rate Criteria (yes or no) No Yes YesCalifornia Standards Test Data by SchoolwideFor the school years listed below, please enter the percentage of all students who tested proficient or above on the California Standards Test

http://dq.cde.ca.gov/dataquest

for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed.

Grade: 92010–11 2011–12 2012–13

English-language arts 25% 25% 35%Mathematics 8% 8% 9%Grade: 10

2010–11 2011–12 2012–13English-language arts 21% 22% 26%Mathematics 2% 2% 1%Grade: 11

2010–11 2011–12 2012–13English-language arts 29% 29% 21%Mathematics 5% 1% 1%

CST Data by SubgroupFor the 2012–13 school year, please indicate the percentage of student in each of the listed subgroups represented at your school who tested proficient or above on the English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed.

Grade: 9Content Area White, Non-

HispanicBlack or African-

American Hispanic or Latino Socioeconomically Disadvantaged

English Language Learners Special Education

English-language arts NA 32% 35% 35% 3% 8%

Mathematics NA 8% 10% 9% 1% 0%Grade: 10

Content Area White, Non-Hispanic

Black or African-American Hispanic or Latino Socioeconomically

DisadvantagedEnglish Language

Learners Special Education







English-language NA 16% 22% 20% 2% 5%

artsMathematics NA 0% 1% 1% 0% 0%

2013 Graduation RateFor the 2012–13 school year, please indicate the high school graduation rate for each of the listed subgroups represented at your school.

All Students White, Non-Hispanic




71.09% 100% 70.27% 71.21% 74.36% 54.26% 36.17%

SIG Form 3a—Dominguez High School Performance Data and AnalysisSchool Information

2010–11 2011–12 2012–13Number of minutes all students were required to be at school and any additional learning time, if applicable

64,800 64,800 64,800

Student attendance rate (%) 90.5% 91.5% 90.7%Discipline incidents 445 533 432Truancy rate (%) 7.44% 8.44% 11.28%High school dropout rate (%) –high schools only 25.7% 24% Not Currently AvailableHigh school graduation rate (%) – high schools only 68.9% 71.2% 71.09%Number of students who complete advanced coursework (such as Advanced Placement (AP), International Baccalaureate (IB), or advanced mathematics courses)–high schools only

117 136 149

Number of students who complete at least one class in a postsecondary institution (dual enrollment)–high schools only

68 53 40

Teacher attendance rate (%) @90% @90% @90%Distribution of teachers by performance level on the district’s teacher evaluation system

District does not track District does not track District does not track

SIG Form 3a—Dominguez High School Performance Data and Analysis

Needs AnalysisPlease describe the process and findings of the needs assessment conducted for each school that the LEA will commit to serve. The description of the needs assessment must address the following areas:

Assessment instruments used to conduct the analysis (e.g., Academic Performance Survey (APS), Inventory of Services and Supports (ISS) for Students with Disabilities, District Assessment Survey (DAS), and the forms found within this application) and if applicable, other assessments used (e.g. California Modified Assessment, California Alternate Performance Assessment, California English Language Development Test, etc.)

The roles and responsibilities of the district and school personnel and other collaborative partners responsible for conducting the needs assessment and/or analyzing its results

The process for analyzing the findings A summary of the findings for the school

Assessment Instruments: The needs assessment was conducted over the course of the school year utilizing the existing protocols for developing the Single Plan for Student Achievement, preparing the Midterm Review Report for the Western Association of Schools and Colleges (WASC), and more recently for developing the Local Control Accountability plan for the 2014-2015 School year. Other reports and data sources analyzed include: (1) student performance data, including API, AYP, and California Standards Test (CST) data by subgroup and as an aggregate report; (2) Graduation and drop-out data/patterns for our district; (3) Surveys; and (4) SIG Form 6 – Demonstration of Capacity.Roles and responsibilities: At the school site the data is collected and analyzed by the Principal of Instruction for a monthly student progress monitoring report to the district Senior Director of Secondary Education and Superintendent. The site Categorical Specialist and EL Specialist play a critical role in analyzing data for federal and state programs for at-risk students and EL students. Their regular reports were used in the needs assessment. In preparing the needs assessment all relevant data was reviewed by both the School Site Council (SSC) and School Improvement Team (SIT). Process: The DHS School Improvement Team (SIT) analyzed its findings through a combination of quantitative and qualitative data analysis processes. Dialogue concentrated on the following questions: What factors contribute to our stagnant test scores? How can we address the identified issues of student engagement and motivation? What is working to support student success and how can it be replicated? The SIT reviewed the Demonstration of Capacity form and discussed each of the criteria for each model relative to the needs of the school. Staff concluded that the transformation model would be the best choice for the school. Summary of Findings: DHS has not had a significant increase or decrease in performance in the last three years. Analysis of both achievement and perceptive data indicates an overall need for comprehensive reform system. The other data sources listed previously are also summarized here. To meet the goals of college/career readiness required by the

common core and to reform DHS into a successful learning environment for all students, the following areas must be addressed:

Cohort graduation rate: Improving cohort graduation rates is the first step to successfully retain more students from our local feeder schools, as well as, bringing the school up to the 90% standard cohort rate required by AYP.

CAHSEE pass rates: All DHS students should receive appropriate instruction and needed support to pass the CAHSEE in 10th grade, so they can be on track for graduation and college.

a-g completion rates: a-g completion is one of the key indicators of college-career readiness. By increasing the number of students completing the a-g requirements, DHS will open more doors in our students’ futures.

Motivation: The issue of motivation among all stakeholders must be investigated further and addressed. There appear to be very mismatched perceptions between stakeholders at DHS.

Transition to high school: The transition from middle school to high school needs to be addressed more formally to increase retention and improve achievement during 9th grade.

Transition to post-secondary education: Most seniors feel ready for college, despite their enthusiasm, data (SAT/ACT, CST, AP, CAHSEE, etc.) suggests that most are not as prepared as they believe for college level work.

Assessment data: All staff have access to test data in OARS, but as of yet it is not widely used. Academic performance: The statewide rank of DHS remains at a 1 and the similar school rank, always in the

lowest third, indicates that the school is underperforming in comparison with similarly situated schools. Classroom instruction: Observational data reveal that teachers are not using technological resources

appropriately for classroom instruction, and many lack knowledge of ways to use technological resources to promote personalized learning.

Teacher attendance: Teachers appear to be unhappy with the school culture and are unmotivated by financial incentives. Some often take three day weekends to avoid working.

Family and community engagement: Parent need the opportunity for more active engagement in the schools’ decision making process and more communication regarding programs and opportunities for involvement.

Discipline: Positive Behavior Interventions and Supports (PBIS) system is a district-wide initiative for which some staff have been trained. However, the lack of a structured discipline system in place at DHS, including a lack of sufficient discipline incident documentation and teacher/parent contact impedes implementation.

SIG Form 3a—Davis Middle School Performance Data and Analysis


District Name: Compton Unified School DistrictSchool Name: General Benjamin O Davis Jr. MS (Davis Middle) CDS: 19-73437-6066732


Grade Levels Currently Served (Example K-6) 6-8 6-8 6-8Total Enrollment 1147 1105 1040Percentage of Special Education Students 3.4% 3.5% 4.3%Percentage of English Language Learners 41% 36% 33%

School Background InformationHome languages of English Language Learners (please list up to three primary languages):

Spanish is the primary home language of our students at Davis Middle.


Briefly describe the community served by the school. Compton, California is a town of slightly less than 97,000 residents, many of whom are between the ages of 20-40 (Median resident age = 28). This significantly younger community faces significant poverty issue, with the median family income hovering around $39,234, as compared to the state average of $57,287. Compton represents a largely non-Caucasian, non-English speaking community in which the majority of our residents are Hispanic. Approximately 27,000 (or 29%) of our residents are foreign born. Current demographics include:

Hispanic - 62,669 (65.0%) / Black alone - 30,992 (32.1%) / White alone - 782 (0.8%) / Two or more races - 791 (0.8%) / Native Hawaiian and Other Pacific Islander alone - 684 (0.7%) / American Indian alone - 175 (0.2%) / Asian alone - 222 (0.2%) / Other race alone - 140 (0.1%)

With an unemployment rate of 18% and dangerous gang activities that establish an environment of fear and intimidation, the students served by Davis Middle stem from very volatile, poverty-stricken, violent areas within Compton. Those families that have been able to find jobs work in either the construction or waste management arena, and typically work

very long hours, as the majority of our students have no father figure in the home. Compton is significantly behind or above the California state average in many areas, including with median house values (below the state); educational levels of parents (below) black race population (above); Hispanic race population (above) and median age (below). As one might imagine, our local gang activity promotes a high level of crime. Since 1999, Compton has been far above the national average in all sorts of violent or aggressive illegal acts, including murder, assault, rapes, robberies, and theft. When juveniles get involved with illegal, dangerous activity, it has a very negative impact on school performance and graduation rates at our feeder high school, as required time in the court system leads many youth to drop out by the time they hit the age of 16. Additionally, because so many of their relatives/peers have not continued education past high school, many youth fail to see the relevance of advanced educational pursuits.

Briefly describe the background of the school prior to implementing SIG reform efforts (within the last three years) and include climate, culture, instructional practices, data use, and school staffing. Davis Middle School has struggled mightily during the past three years. We have witnessed continually low achievement levels in math and ELA among our 6th-8th grade students, encountered a relatively apathetic teaching staff largely unwilling to collaborate with peers for successful planning and dialogue, and dangerous disciplinary concerns focused around daily fights, frequent suspensions, and defiant youth. All these issues have been compounded with a high turnover in leadership. Davis Middle School has had three principals in the last three years and a change in assistant principals as well. The gang-infested violence of the community has further intensified student anger and their frequency of lashing out. Our culture of apathy, defiance, violence, and non-proficient outcomes has resulted in a negative climate in which to work, learn, and serve. There seems to exist a general philosophy that we just can’t do any better, which is absolutely not true.Our very weak academic performance stems in part from a lack of rigorous and regular data-driven practices. We have not yet been able to promote strong data-driven practices for research-based lessons and instructional practices, but we are starting to work on that in the current school year. The school’s weak performance and disciplinary challenges has unfortunately led to significant turnover in staffing, meaning our students have been largely exposed to substitute teachers, which is never ideal. With SIG funding we believe we can grow student and staff capacity to a culture in which success is accepted as the norm rather than the freak exception that is has come to be.



2012-2013 Introduction of content specific PLC's.

X Staff were placed into PLC groups but no direction was given and no accountability for teacher participation. Many teachers did not participate which left all the work to a small few. This created animosity amongst the staff and divided the staff. Staff were not properly trained in the proper implementation of PLC’s and no follow thru and support was provided to staff.

2013-2014 Professional development was provided to the staff using Marzano's The Art and Science of Teaching. Every month a different focus was chosen and a professional development training was given. We started the year with focusing on establishing and maintaining effective relationships. The following months focused on student engagement, policies and procedures, and communicating high expectations for all.

X The information was given to the teachers and because the staff has had a new principal every year during the past three years, they do not quickly buy in. Teachers need constant monitoring and accountability in order to implement teaching strategies and procedures to improve their practice. Without frequent visits and support many teachers do not effectively follow thru with principals reforms. Many teachers feel the lack of change is due to the students and not them as teachers. SIG funding of the School Improvement Model (SIM) including intense teacher coaching and workshops will push this reform further.

2013-2014 Data driven instruction and alignment of assessments.

X A new Online Access Reporting system for data monitoring was introduced this year and understanding how to properly retrieve data was the first issue. Inadequate professional development on the data program for staff resulting in inconsistent data use. Content of PLC meetings was not structured often resulting in time spent on staff meetings or other school related business. This will be achieved through SIG funding SIM.

2013-2014 Instructional support coaches were provided to departments to improve planning, curriculum design, and align assessments and use data to drive instruction.

X Late implementation of the instructional coaching has resulted in mixed results. Teachers are using these meetings to increase collaboration and also improve instructional alignment. SIG funding of the School Improvement Model (SIM) including intense teacher coaching and workshops will push this reform further

2013-2014 Intensive staff development for math and English teachers in Common Core State Standards provided by district.

X Each teacher is receiving training and the teachers now understand the sense of urgency. The outcome of the teachers training has not been identified as the training was recently provided and no data has been collected. SIG funding of the School Improvement Model (SIM) including intense teacher coaching and workshops will push this reform further.


Student Academic Performance DataPlease complete the table below regarding school academic performance data for the school years requested. School data reports may be found at CDE Dataquest: http://dq.cde.ca.gov/dataquest . API Data

2010–11 2011–12 2012–13Growth—Schoolwide 636 640 (+4) 626 (-14)Met Growth Target— Schoolwide (yes or no) Yes No NoMet Growth Target—for all Subgroups (yes or no) Yes ELL – No / AA-No

Hisp – No / SED - NoELL – Yes / AA-NoHisp – No / SED - No

AYP Data2010–11 2011–12 2012–13

Percent of Students at or Above Proficient ELA: 22.8%Math: 22.2%

ELA: 30%Math: 20.4%

ELA: 25.6%Math: 17.8%

Met AYP Schoolwide Criteria (yes or no) Only API Growth Criteria Only API Growth Criteria NoMet all Participation Rate Criteria (yes or no) Yes Yes Yes


California Standards Test Data by SchoolwideFor the school years listed below, please enter the percentage of all students who tested proficient or above on the California Standards Test for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed. Grade: 6



2010–11 2011–12 2012–13English-language arts 30% 31% 20%Mathematics 12% 12% 8%

SIG Form 3a—Davis Middle School Performance Data and AnalysisCST Data by SubgroupFor the 2012–13 school year, please indicate the percentage of student in each of the listed subgroups represented at your school who tested proficient or above on the for English-language arts and mathematics. Grade: 6





English-language arts N/A 31% 36% 35% 11% 31%Mathematics N/A 10% 27% 26% 7% 9%Grade: 7





English-language arts N/A 25% 26% 26% 5% N/AMathematics N/A 21% 25% 26% 9% N/AGrade 8





English-language arts N/A 15% 22% 21% 4% N/AMathematics N/A 6% 9% 8% 0% N/A


School Information2010–11 2011–12 2012–13

Number of minutes all students were required to be at school and any additional learning time, if applicable

63,450 63,450 63,450

Student attendance rate (%) 90.43% 97.27% 95.43%Discipline incidents 45 Suspensions 273 Suspensions & 2

Expulsions82 Suspensions & 1

ExpulsionTruancy rate (%) 3.43% 3.74% 5.73%High school dropout rate (%) –high schools only N/A N/A N/AHigh school graduation rate (%) – high schools only N/A N/A N/ANumber of students who complete advanced coursework (such as Advanced Placement (AP), International Baccalaureate (IB), or advanced mathematics courses)–high schools only

N/A N/A N/A


N/A N/A N/A

Teacher attendance rate (%) 90% 90% 90%Distribution of teachers by performance level on the district’s teacher evaluation system







Davis Middle School has needs. Lots of needs and very significant needs. We know that we have needs because of the result of a very thorough needs assessment process that actually started seven months ago when Mr. Flores was appointed our new principal. We have tapped into reports completed by the end of the 2012-2013 school year and merged current data with those prior findings/patterns to obtain an analysis of local school needs. The reports and data sources selected for our current SIG analysis include: (1)The Davis Middle School “Single Plan for Student Achievement”; (2)Our “Evaluation of Title 1 Program” report; (3)Davis Middle Disciplinary and teacher evaluation summary reports; (4)Current student performance data and teacher evaluation data, and various demographic records.

Roles and Responsibilities of the district and school personnel and other collaborative partnersDistrict Staff (Dr. Davis): Dr. Davis helped our school and other Compton Unified secondary schools initiate effective needs analysis processes. District Staff (Testing Office & Curricular Specialists): District statisticians in the testing department have helped provide student performance data by subgroup for a thorough analysis of academic needs and achievement gaps. Davis Middle Leadership (Mr. Cesar Flores, Principal, & the Leadership Team): Principal Flores, along with his leadership team of Assistant Principals and the Davis Middle School Improvement Team, led the needs analysis process and dialoged with potential external vendors to consider reform models that meet current need. Davis Middle Instructional Leadership Team School (Also known as an SIT): The leadership and instructional leadership teams led our review of current academic performance data and yielded critical input relevant to the “Demonstration of Capacity form. For needs identified during the 2012-2013 school year, committee members and leaders asked, “Do we still have these concerns in 2014 and are we making any progress in these areas?”

Stakeholder Meetings: As indicated by attached stakeholder meeting details, we met with various stakeholders (parents, teachers, etc) prior to grant submission. Stakeholders express that the school has a negative reputation in the community.Process for Analyzing the Findings: Davis Middle School analyzed its findings through a combination of quantitative and qualitative data analysis processes. We utilized prior year reports and merged current findings with those to consider three-year patterns of performance. Stakeholder dialog was critical to our needs analysis. Teams of teachers and other staff explored the challenging data with the school leaders, asking tough questions that included: “What must I do to help my school move forward?

Summary Findings: The thorough data analysis process revealed major concerns in the following areas:Academic Performance (including overall low proficiency ratings, significant achievement gaps, and lack of student preparation for rigorous mathematics coursework)

Many 8th graders fail Algebra because they are placed in the course before they are prepared. Over the past 3 school years, no more than 22.2% of students have made proficient levels in math Subgroups are performing poorly, especially in math in 2012-12 (ELL population at 0% and AA at 6% proficiency) Need reading comprehension support, as CST data show that 6th graders struggle with reading comprehension and

up to 80% of 6th and 8th graders are below grade level with reading comprehension skills English Language Learners not meeting AMAO targets and we’ve had inconsistent substitute ELL teachers. Insufficient academic supports for students (Tutoring, etc), particularly during non-school hours and summer Lack of student exposure to strong technological resources to support the learning process and build tech skills Class sizes too large – we need more teachers for smaller ratios so students gain greater support.

Leadership Performance: Until 7 months ago Davis Middle lacked a consistent and data-driven principal and leadership team. We now have that in place, but the leadership team requires additional leadership training and support (coaching).Teacher Curricular & Instructional Knowledge(1)Teachers admit to a lack of knowledge around our state’s adoption of the Common Core State Standards; (2)Observational data reveal teachers do not understand the CCSS required instructional shifts; (3)Observational data show that teachers are not using technological resources well for personalized learning. Family & Community EngagementOnly a handful of parents actually support any school events and lack transportation to travel. We see a need to adapt a modified “community school model” that opens the school computer lab to community use between the hours of 2:00-5:00 p.m. daily, M-F. As noted in the application, we want to utilize SIG funding to hire a technology specialist to run the lab. Disciplinary Needs: Students are defiant and aggressive. The aggression leads to fights, which in turn leads to suspensions and then further decline in academics. We must stop this dangerous cycle by addressing student mental health concerns and by implementing a structured behavioral framework for the school (PBIS).

SIG Form 3a—Willowbrook Middle School Performance Data and Analysis


District Name: Compton Unified School DistrictSchool Name: Willowbrook Middle School CDS: 19-73437-6057590



School Background InformationHome languages of English Language Learners (please list up to three primary languages): The home language of all English Language Learners at Willowbrook is Spanish.

Spanish



Compton Unified School District serves grades pre-kindergarten through twelve in the Compton area, as well as the neighboring communities of Carson, Enterprise, South Los Angeles and Willowbrook. The district is comprised of twenty-two elementary schools, eight middle schools and three comprehensive high schools, as well as one continuation high school, one pregnant minors program, one independent study program, two community day schools, an adult school and a Regional Occupation Program (ROP). Total enrollment for the district at the beginning of the 2013-2014 school year

was 24,781 students in grades kindergarten through twelve.Willowbrook is a neighborhood in north Compton, located in Los Angeles County, California. It was named based on the willows and a shallow brook which ran through the area. Willow trees produce extensive root systems that spread far beyond their canopies providing a metaphor for what our school strives to do – spreading roots of learning through foundational understanding for all of our students. The school aptly identified a “Pioneer” as their mascot as they lead their students to explore, establish, and expand their knowledge base in ways never done before.The population of Willowbrook, according to the 2010 U.S. Census, was 35,983 with a racial composite of 63.9% Hispanic or Latino, 34.4%, African American; and 22.9% white.

Briefly describe the background of the school prior to implementing SIG reform efforts (within the last three years) and include climate, culture, instructional practices, data use, and school staffing.

Located in northern Compton, Willowbrook Middle School has tried to provide students in grades six through eight with a balanced, comprehensive curriculum that emphasizes language arts and math skills across the curriculum. In addition to observing different cultural celebrations throughout the year, teachers and staff strive to make the curriculum culturally relevant to students through research and school-based projects.Students at Willowbrook Middle School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school’s discipline philosophy promotes a safe school and demonstrates that good discipline, like widely spreading roots, provides a solid foundation upon which to build an effective school. The school motto reflecting this philosophy is, “Be Respectful, Be Responsible, Be Safe”.The goal of Willowbrook Middle School’s discipline program is to provide students with opportunities to learn self-discipline through a system of incentives, while being held accountable for their behavior. Each teacher establishes classroom standards and expectations, which follow the district’s discipline and behavior policies. The climate at Willowbrook is slowly changing from rule governed enforcement to one of mutual respect.The culture that emanated from this change has shifted from rigid interpretation of rules, which allowed staff and students to find legitimate reasons to do their own thing and pass problems to others, to a community that finds pleasure in doing things together.Instruction is as effective as the teacher. While effective instructional strategies are employed in one classroom, next door the teacher may be implementing instruction the easy way, the way they did it last year, and the year before, and the year before that.Data is used to rate effectiveness of the teacher and grade the student. Teachers and administrators have limited data that seldom is timely in nature. State scores provided an overall ranking but formative data is not used effectively and collaboratively to inform instruction.Currently, the staffing at Willowbrook includes 1 principal, 18 teachers, 1 counselor, 1 curriculum specialist and a student

support specialist who works with parents and students to resolve issues and maintain a peaceful campus environment.We notice a change in student behavior in that students when queried about what Willowbrook scholars need, shout with pride, “Academics, Attitude, Attendance!” This Triple A thinking needs to permeate Willowbrook culture creating a school climate of high expectations for all.



2010-Present

Partnership with the California League of Middle Schools provided a tool to study and rate our school practices.

X The tool consists of four sections: Academic Excellence, Developmental Responsiveness, Social Equity, an Organizational Support and Processes. Under each section there are general criteria followed by examples of excellence. Yearly self-rating of our school indicates improvement.

2010-2012 QEIA-Quality Education Investment Act

X Provided some necessary funding to make instructional improvements. The program was defunded for lack of API growth for one school year.

2013 Hired Dennis Perry as Principal X Provides high expectations for learning for his staff, his students, and himself

2013 Send consistent messages to students that encourage College and Career Readiness

X Students respond with confidence and value mutual respect.



API Data2010–11 2011–12 2012–13


Growth—Schoolwide 646 631 (-15) 681 (+50)Met Growth Target— Schoolwide (yes or no)

No Yes Yes


No Yes Yes

AYP Data2010–11 2011–12 2012–13

Percent of Students at or Above Proficient ELA – 22.9%Math – 20.4%

ELA – 30.3%Math -25.6%

ELA – 29.6%Math -30.2%

Met AYP Schoolwide Criteria (yes or no) No – met 10 of 21 AYP criteria

No – met 16 of 21 AYP criteria

No – met 14 of 21 AYP criteria

Met all Participation Rate Criteria (yes or no) No No Yes

California Standards Test Data by SchoolwideFor the school years listed below, please enter the percentage of all students who tested proficient or above on the California Standards Test for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed.

Grade: (please indicate grade level)2010–11 2011–12 2012–13

English-language arts 6th: 23%7th: 22%8th: 28%

6th: 34%7th: 36%8th: 21%

6th: 28%7th: 28%8th: 23%

Mathematics 6th: 20%7th: 38%8th: 30%

6th: 24%7th: 42%8th: 15%

6th: 27%7th: 24%8th: 30%

SIG Form 3a—Willowbrook Middle School Performance Data and AnalysisCST Data by SubgroupFor the 2012–13 school year, please indicate the percentage of student in each of the listed subgroups represented at your school who tested proficient or above on the California Standards Test for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed.

Grade: (please indicate grade level)Content Area White, Non-

HispanicBlack or African-

American Hispanic or Latino Socioeconomically Disadvantaged

English Language Learners Special Education

English-language arts

6th: NA7th: NA

6th: 42%7th: 22%

6th: 23%7th: 31%

6th: 28%7th: 29%

6th: 0%7th: 4%

6th: 0%7th: 5%

8th: NA 8th: 25% 8th: 22% 8th: 24% 8th: 0% 8th: 0%

Mathematics6th: 42%7th: 22%8th: 25%

6th: 26%7th: 22%8TH: 23%

6th: 28%7th: 24%8th: 33%

6th: 31%7th: 25%8th: 31%

6th: 9%7th: 8%8th: 3%

6th: 9%7th: 14%8th: 4%

2013 Graduation RateFor the 2012–13 school year, please indicate the high school graduation rate for each of the listed subgroups represented at your school.

All Students White, Non-Hispanic




NA NA NA NA NA NA NA




63112 63112 63112

Student attendance rate (%) 97.5% 97.2% 97.3%Discipline incidents Office Referrals: 415

Suspensions: 201Expulsions: 0

Office Referrals: 342Suspensions: 116Expulsions: 0

Office Referrals: 389Suspensions: 184Expulsions: 0

Truancy rate (%) 21.4% 19.7% 9.7%High school dropout rate (%) –high schools only NA NA NAHigh school graduation rate (%) – high schools only NA NA NANumber of students who complete advanced coursework (such as Advanced Placement (AP), International Baccalaureate (IB), or advanced mathematics courses)–high schools only

NA NA NA


NA NA NA

Teacher attendance rate (%) 84% 90% 85%Distribution of teachers by performance level on the district’s teacher evaluation system

Met Standard:23Met Standard w/Growth



Required:1Did Not Meet Standard:0





Assessment instruments used to conduct the analysis (e.g., Academic Performance Survey (APS), Inventory of Services and Supports (ISS) for Students with Disabilities, District Assessment Survey (DAS), and the forms found within this application) and if applicable, other assessments used (e.g. California Modified Assessment, California Alternate Performance Assessment, California English Language Development Test, etc.) Some of the key results from these findings revealed the need for research-based data driven instructional practices, extra time to learn and master learning concepts for students, increased professional development for teachers, parent education and an EL specialist to address the needs of our EL’s.



Our School Leadership Team (SLT), comprised of a Categorical Specialist, student support specialist, one counselor, seven teachers, two parents, and the principal initiated the process of needs assessment. Collaborating together as they examined enrollment/demographic data and anecdotal records, they identified a number of issues that impact education at Willowbrook. Our students are plagued with a number of issues including, but not limited to the following:We examined academic performance data (API, AYP, STAR) with the assistance of an educational consultant. Together, we noted the following:

Number of suspensions has steadily fallen. This is encouraging as students aren’t learning when they are not in attendance.

While school-wide math scores have improved steadily over the last three years, grade level data revealed improvement only in grade 6 scores. We cannot be satisfied with these results as literacy and math are foundational to college and career readiness.

Less than a third of all students demonstrated proficiency in both ELA and math. Clearly, instruction is not effective and changes need to be made.

Black students outperform Hispanic students for ELA and Hispanic students outperform Black students in math. Literacy efforts that cross the curriculum will encourage all students to read to learn and write to express

themselves. No 6th or 8th grade ELs were proficient in ELA and less that 10% showed proficiency in math. Instruction needs to

be examined to make sure it is comprehensible for all students While only 5% of 7th grade students with disabilities showed proficiency in ELA, none showed proficiency in grades

6 and 8. Students in special education showed a range of proficiency from 4% for grade 8 to 14% for grade 7. Foundational

understanding of math concepts needs to be available for all. Teachers fail to model the importance of school when their attendance rate is significantly below student

attendance rate.In summary, Willowbrook needs to expand Triple A thinking to implement new methods that include the following:ACADEMICS

Examine instruction to ensure teachers are equipped with effective, research-based strategies to make learning comprehensible for all students.

Provide coaching for teachers so that new strategies and materials are effectively employed in the classroom. Identify and support students’ conceptual understanding using data to determine mastery. Provide teachers with common planning time and structured expectations for collaborative planning to support

CCSS aligned lessons and units that engage students. Practice mastery learning applied through differentiated instruction so that all students may learn and demonstrate

proficiency.ATTITUDE

Foster socio-emotional growth through direct instruction with scaffolded support. Encourage positive interactions between and among students and teachers by providing personalized support for

teachers. Monitor the effectiveness of discipline/behavior effectiveness. Model attitudes that are Triple A.

ATTENDANCE Model the importance and value of education with good attendance. Employ discipline strategies appropriately to expand learning time to encourage bell-to-bell learning. Model lifelong learning by actively engaging in professional development. Communicate effectively with parents and families, providing a caring environment where parents and students feel

welcome.

SIG Form 3a—Whaley Middle School Performance Data and Analysis


District Name: Compton Unified School DistrictSchool Name: Whaley Middle School CDS: 19-73437-6057582



School Background InformationHome languages of English Language Learners (please list up to three primary languages): All of our English Language Learners’ home language is SPANISH


Celebrating over 60 years of service to the community of East Rancho Dominguez, Whaley Middle School provides students in grades six through eight with a comprehensive curriculum that follows the “school within a school” model. Each grade level is divided into two “families” and organizes their own academic and social events. In addition to observing different cultural celebrations throughout the year, teachers and staff work together to make the curriculum culturally relevant to students through research and school-based projects.Named after Dr. Franklin S. Whaley (the first physician in the town of Garvanza), Whaley Middle School first opened its doors to students in 1953. Whaley Middle School, Home of the Warriors, currently serves 776 students spanning grades 6th through 8th. At Franklin S. Whaley Middle School, we believe that the academic achievement of every student increases as a result of our quality instructional program, broad-based leadership capacity building, dynamic parent and community partnerships, and a positive, safe, school environment.

Our vision at Whaley Middle School is dedicated to doing “whatever it takes” to elevate student learning, safety, and

success. We focus on achievement, utilizing every instructional minute. This is accomplished through a collaborative culture that includes parents, staff, and students. As a result, all stakeholders are motivated to participate and take ownership to ensure learning.Our mission, in concert with the vision of the Compton Unified School District, is to create a professional learning community that supports students, parents, and teachers and places emphasis on collaboration and learning. We want all students to achieve academic excellence through a challenging learning experience providing students with the necessary skills to become positive role models in our democratic society.From our participation in the Cardboard Challenge, completing a comprehensive needs assessment, addressing the requirement for this SIG application, or meeting our challenging vision, Whaley Middle School stands ready to do WHATEVER IT TAKES.

Briefly describe the background of the school prior to implementing SIG reform efforts (within the last three years) and include climate, culture, instructional practices, data use, and school staffing. The climate at Whaley has shifted a bit in the last three years from a school where everyone went into their classroom, closed their door and did their own thing to a place where collaboration is encouraged. Teachers enjoy being together but don’t have regularly scheduled common planning time to collaboratively plan instruction or to use data to inform instruction.A plethora of programs arrive at the building from the district office but don’t always make it into regular classroom use because of lack of professional developing/coaching to show teachers how to use them effectively.Perhaps the biggest change, though, is with our demographics. We have a number of families who reside with extended family members. Many of our parents are limited English speakers, hence English is a second language for over 70% of our students. The high unemployment rate finds 83% of our students identified as Socioeconomically Disadvantaged and our school is school wide Title I. A large proportion of African American males are in single parent homes. Our foster care population has increased over the last three years. Our enrollment is fluid as many of our students live in transitional housing. Our 776 students are supported by 31 teachers, a counselor and an intervention counselor, one Categorical Specialist, an Assistant Principal, and our new Principal.


Year Reform Effort Successful

Not Successful Reason

2013 Integrated lessons, error analysis, PD for math teachers to support

Not sure as we await data results on end of year assessments

focused math needs 2013 Hired new principal to begin

transformation processX Dr. Candace Waters brought a love of learning and

passion for continuous improvement to Whaley.2012 - 2013

Transition into Professional Learning Communities. Teachers within a family share common conference periods. This shared time is used to review student data and create action plans that best support student learning.

x Additional support is needed in the area of implementing a Professional Learning Community with fidelity. As a school community, for the 2013-2014 school year, we have begun to lean on the work of Richard DuFour to guide our work.

2013-2014 Implementation of a Learning Lab to support our EL and Special Education population. Students receive instruction that is targeted and strategic.

x Data is not yet available to determine its effectiveness. However, based on observations, there is an increase level of student engagement.

2013-2014 Implementation of an Intervention Team to create a strategic plan for supporting students who are Far Below Basic and Below Basic.

x Data is not yet available to determine the effectiveness of the intervention team. However, the intervention team meets regularly to discuss student progress.

2012-2014 Teachers receive ongoing training in the following areas: PBIS, Academic Vocabulary Toolkit, Explicit Direct Instruction.

x A select group of teachers attended trainings, hence information was kept amongst those who attended training. Opportunities were not extended for staff to share at staff meetings.

2012-Present

Curriculum Council established to support teachers with lesson plan development and the implementation of effective strategies that support student learning.

x Curriculum Council meetings were held in isolation and information was not being disseminated to the classroom teacher. With the new semester, Curriculum Council trainings are now being held in collaboration with the administrative team.



API Data2010–11 2011–12 2012–13

Growth—Schoolwide 2010 Base:8152011 Growth: 8162010-2011 Growth: 1

2011 Base: 6092012 Growth: 6512011-2012 Growth: 42

2012 Base: 6502013 Growth API: 6512012-2013 Growth:1

Met Growth Target— Schoolwide (yes or no)

Yes Yes No


No Yes No

AYP Data2010–11 2011–12 2012–13

Percent of Students at or Above Proficient ELA: 56.7%Math: 63.0 %

ELA: 55.9%Math: 64.9%

ELA: 25.6%Math: 19.8%

Met AYP Schoolwide Criteria (yes or no) NoMet 13 of 21 criteria

NoMet 14 of 21 criteria

NoMet 9 of 17 criteria

Met all Participation Rate Criteria (yes or no) Yes Yes Yes

California Standards Test Data by SchoolwideFor the school years listed below, please enter the percentage of all students who tested proficient or above on the California Standards Test for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade levels to table, as needed.

Grade: Grade 6-82010–11 2011–12 2012–13

English-language arts Grade 6: 25%Grade 7: 24%Grade 8: 26%

Grade 6: 34%Grade 7 29%Grade 8:27%

Grade 6: 24%Grade 7 26%Grade 8:28%

Mathematics Grade 6: 21%Grade 7: 24%ALG IGrade 8: 12%

Grade 6: 18%Grade 7 25%ALG IGrade 8: 19%

Grade 6: 19%Grade 7 21%ALG IGrade 7: 27%Grade 8: 18%

CST Data by SubgroupFor the 2012–13 school year, please indicate the percentage of student in each of the listed subgroups represented at your school who tested proficient or above for English-language arts and mathematics. You will need to provide data for each grade level tested at school. Add grade

levels to table, as needed. Grade: 6


















Mathematics NA 29% 17% 18% 3% 2%



64,890 64,890 64,890

Student attendance rate (%) 90.46% 93.18% 92.23%Discipline incidents Office Referrals:

Suspensions: 188Expulsions: 0

Office Referrals:Suspensions: 380

Expulsions: 0

Office Referrals:Suspensions: 205

Expulsions: 0Truancy rate (%) 2.8% 4.21% 4.27%High school dropout rate (%) –high schools only NA NA NAHigh school graduation rate (%) – high schools only NA NA NANumber of students who complete advanced coursework (such as Advanced Placement (AP), International Baccalaureate (IB), or advanced mathematics courses)–high schools only

NA NA NA


NA NA NA

Teacher attendance rate (%) @90% @90% @90%Distribution of teachers by performance level on the district’s teacher evaluation system






Our School Improvement Team (SIT), comprised of a Categorical Specialist, two counselors, a teacher, two parents, and a community representatives, with our principal initiated the process of needs assessment. Collaborating together as they examined enrollment/demographic data and anecdotal records, they identified a number of issues that impact education at Whaley. Our students are plagued with a number of issues including, but not limited to the following:

Being in foster care, Having one or both parents incarcerated, Having one or both parents deceased, Living with a relative, and Living in a group home.

We examined academic performance data (API, AYP, STAR) with the assistance of an educational consultant. Together, we found the following:

Less than a third of our students demonstrate proficiency in ELA or math ELA performance for all 8th grade students improved showing a slight positive trend (26%, 27%; 28%); no other

positive trends were apparent in either ELA or math ELA scores tend to be slightly higher than math scores

Achievement gaps are most significant for Special Education and EL students Strand data indicate student struggles with writing strategies depress ELA scores Black students outperform Hispanic student, often large achievement gaps, at all grade levels for ELA Hispanic student outperform Black students only at grade 6 for math. Proficiency for Algebra I indicates students lack foundational math concepts as the majority of students (60%)

scored at the Below Basic or Far Below Basic level

SUMMARYOur school site is in dire need of a full time, site-based, psychiatric social worker to meet the significant socio-emotional needs of our student population. With the majority of students identified as ELs, a better understanding of instruction that supports comprehension for these learners seems in order.

Poor ELA scores indicate a need to focus on writing that includes professional development for our teachers, implementation of school-wide strategies that support effective instruction, and cross curricular writing expectations.

Poor math performance suggests a lack of foundational concepts and questionable placement of students in math coursework. Screening students to identify misconceptions and remediation that ensures mastery is needed.

The comprehensive needs beg for comprehensive solutions. We need on-site experts to help us build the structures and frameworks needed to meet our vision statement and we are willing to do WHATEVER IT TAKES.

B. Demonstration of Capacity (Required) (Forms 4a, 5a, 4b, 5b, 6, 10)

The LEA must demonstrate that is has the capacity to use SIG funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEAs application in order to implement, fully and effectively, all required components of the school intervention model(s) it has selected.

This element includes the following required SIG Forms:

SIG Forms 4a, 5a, 4b, and 5b: Budget Summary and NarrativeAll budget forms should be accessed here: http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp

SIG Form 6: Demonstration of Capacity, see below page 41.

SIG Form 10: Implementation Charts Form 10 should be accessed here: http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp

http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp


SIG Form 6— Dominguez High School Demonstration of Capacity

The LEA must demonstrate that is has the capacity to use SIG funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEAs application in order to implement, fully and effectively, all required components of the school intervention model(s) it has selected. To do this, the LEA must analyze a number of factors, including, but not limited to district and school personnel; curriculum, assessment and instructional support; increased learning time, family and community engagement; social-emotional community-oriented services; school restart; and school closure.

The District and School Improvement Team will need to analyze each item and determine the degree to which the team strongly agrees or strongly disagrees with the statement. Discussion points are included to guide team leaders around possible barriers to implement a required component. Please answer all items to determine the best-fit intervention model for each school. (6 page limit per school.)

District Name: Compton USDSchool Name: Dominguez High School CDS: 19 73437 1932326

District and School Personnel Strongly Agree

Agree Disagree Strongly Disagree

Turnaround/Transformation: Our LEA has the ability to select a new principal for the school(s), with the experience, training, and skills to make school improvements.

Discussion: Personnel policies and procedures, principal duty statement

x ☐ ☐ ☐

Turnaround/Transformation: Our LEA has the ability to assign effective teachers and leaders to the lowest achieving schools.

Discussion: Personnel policies and procedures, bargaining agreements

☐ x ☐ ☐

Turnaround: Our LEA has the ability to grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting).

Discussion: District policies and principal’s duties

☐ x ☐ ☐

Turnaround: Our LEA has the ability to use locally adopted competencies to screen all existing staff and rehire no more than 50 percent, and select new

☐ ☐ x ☐

staff.

Discussion: District policies, bargaining agreements/relationship with union and other stakeholders, current competencies/screening processes

Transformation: Our LEA has the ability to develop a rigorous, transparent, and equitable principal and teacher evaluation, designed and developed with teacher and principal involvement that takes into account data on student growth as a significant factor.

Discussion: District policies/procedures, bargaining agreements/relationship with union and other stakeholders

x ☐ ☐ ☐

Transformation: Our LEA has the ability to identify and reward school leaders, teachers, and other staff that have increased student achievement.


x ☐ ☐ ☐

Transformation: Our LEA has the ability to identify and remove school leaders, teachers, and other staff that have not increased student achievement, after ample opportunities to improve professional practice.

Discussion: District policies, bargaining agreements, faculty handbook, MOUs

☐ x ☐ ☐

Turnaround/Transformation: Our LEA has the ability to implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of the students.

Discussion: District policies, bargaining agreements, faculty handbook, current MOUs

☐ x ☐ ☐

Turnaround: Our LEA has the ability to adopt a new governance structure.

Discussion: District policies, and current district and school reporting structure

☐ ☐ ☐ x

Transformation: Our LEA has the ability to give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting).

Discussion: District policies

☐ x ☐ ☐

Transformation: Our LEA has the ability to ensure that the school(s) receives ongoing, intensive technical assistance and related support.

Discussion: District policies, service agreements with LEA/TA providers

☐ x ☐ ☐

Curriculum, Assessment, and Instructional Support Strongly Agree


Turnaround/Transformation: Our LEA has the ability to provide staff ongoing, high quality job-embedded professional development that is designed by staff and aligned with the school’s instructional program.

Discussion: District/school policies and procedures, current professional development being provided, current instructional program, analysis of needs/data/research

x ☐ ☐ ☐

Turnaround/Transformation: Our LEA has the ability to use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with California’s adopted academic standards.

Discussion: District/school policies, data infrastructure/system, professional development, analysis of needs/data/research; alignment of curriculum, instruction, and assessment with standards

☐ x ☐ ☐

Turnaround/Transformation: Our LEA has the ability to promote the continuous use of student data (such as formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students.

Discussion: District/school policies, data infrastructure/system, professional development, teacher collaboration, analysis of needs and student data

x ☐ ☐ ☐

Increased Learning Time Strongly Agree


Turnaround/Transformation: Our LEA has the ability to establish schedules and implement strategies that provide increased learning time in the following three areas: (A) Instruction in core academic subjects, (b) Instruction in other subjects and enrichment, (c) Time for teachers to collaborate, plan, and engage in professional development within and across grades and subjects.

Discussion: Current instructional minutes/school schedule, district/school policies, bargaining agreements, current teacher collaboration and instructional planning

x ☐ ☐ ☐

Social-Emotional and Community-Oriented Services Family and Community Engagement

Strongly Agree


Turnaround: Our LEA has the ability to provide appropriate social-emotional and community-oriented services and supports for students.

Discussion: Current student support services provided, needs of students and families, involvement of community

x ☐ ☐ ☐

Transformation: Our LEA has the ability to provide ongoing mechanisms for family and community engagement.

Discussion: Current services and communication provided, needs of students and families, involvement of community

x ☐ ☐ ☐

School Restart Strongly Agree


Restart: Our LEA has the ability to convert or close and reopen a school under a charter school operator, a charter management organization, or an education management organization that has been selected through a rigorous process.

Discussion: Potential qualified partners/providers, rigorous review process, community support, collective bargaining, contract procedures and provisions

☐ ☐ ☐ x

Restart: Our LEA has the ability to enroll, within the grades it serves, all former students who wish to attend the school.

Discussion: District policies/procedures, contract procedures and provisions

☐ x ☐ ☐

Restart: Our LEA has the ability to fulfill all California requirements for converting to a charter school.

Discussion: Potential operators/organizations, contract/MOU with chartering authority, conversion process

☐ ☐ ☐ x

School Closure Strongly Agree


Closure: Our LEA has the ability to close a school and enroll the students who attended that school in other schools in the LEA that are higher achieving.

Discussion: District policy/procedures, achievement data, identification of high achieving schools and proximity, collective bargaining, community support/involvement and communication, timeline

☐ ☐ ☐ x

Closure: Our LEA has the ability to support families and students in their transition to a new school.

Discussion: District policy/procedures, student and family supports/communication

☐ ☐ ☐ x

Process and ImplementationThe LEA must briefly describe the process it used for completing the needs and capacity analysis (School Performance-Form 4 and Demonstration of Capacity-Form 5) and how it plans to implement all required components fully and effectively by the beginning of the 2014–15 School Year, including required components that may be challenging.

The DHS School Improvement Team (SIT) analyzed its findings through a combination of quantitative and qualitative data analysis processes. This process was based upon an analysis and synthesis of verifiable state data, local measures of student achievement, and the effectiveness of current instructional programs, curriculum, and staff development. In addition, input from parent meetings, surveys, and recommendations from WASC were analyzed. Dialogue concentrated on the following questions: What factors contribute to our stagnant test scores? What factors contribute to our low a-g

college entrance requirement completion rate? How can we address the identified issues of student engagement and motivation? What is working to support student success and how can it be replicated? How can we capitalize on the strengths of our students?

The School Improvement Team (SIT) reviewed the Demonstration of Capacity form and discussed each of the criteria for each model relative to the needs of the school. Staff concluded that the transformation model would be the best choice for the school in order to build the capacity of current staff. The DHS SIT knows that the reform process will not be easy, and that change presents challenges for all stakeholders. However, they are led by an energetic, intelligent principal with a wealth of research-based knowledge and experience in the field of school reform. Her dissertation research focused on leadership and school turnaround. All stakeholders also realize that students come first, and that certain DHS initiatives in the past have failed. However, a strong dedication to true reform and a cohesive group of various CUSD school administrators open to learning from each other are two strengths that will propel DHS into a model school for all to emulate.

To implement all required SIG reform components fully and effectively by the beginning of the 2014-2015 school year, DHS will focus on critical areas identified in the WASC report which are mirrored in CUSD objectives and goals established in this application:1. Establish school-wide research-based instructional practices that focus on student engagement and checking for understanding.2. Use data results to systemically modify the instructional program.3. Improve student literacy skills through a school-wide interdisciplinary focus on reading.These focus areas will be improved by CUSD and DHS through:

providing equitable educational opportunities for all students through promotion of academic achievement via standards-based classroom instruction, technology, leadership and accountability

recruiting, hiring, training and rewarding qualified teachers and classified employees who are student focused and who embrace and celebrate the diversity of our district and school

promoting and supporting administrative leaders who consistently display ethics, integrity and accountability, at all levels and are able to build strong parent involvement throughout the district and school

Provide teachers with collaborative opportunities to examine their own teacher pedagogy in meeting the needs of all students

SIG Form 6—Davis Middle School Demonstration of Capacity

The LEA must demonstrate that is has the capacity to use SIG funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEAs application in order to implement, fully and effectively, all required components of the school intervention model(s) it has selected. To do this, the LEA must analyze a number of factors, including, but not limited to district and school personnel; curriculum, assessment and instructional support; increased learning time, family and community engagement; social-emotional community-oriented services; school restart; and school closure.

The District and School Improvement Team will need to analyze each item and determine the degree to which the team strongly agrees or strongly disagrees with the statement. Discussion points are included to guide team leaders around possible barriers to implement a required component. Please answer all items to determine the best-fit intervention model for each school. (6 page limit per school.)

District Name: Compton Unified School DistrictSchool Name: Davis Middle School CDS: 19-73437-6066732





x ☐ ☐ ☐



☐ X ☐ ☐



X ☐ ☐ ☐

Turnaround: Our LEA has the ability to use locally adopted competencies to ☐ X ☐ ☐

screen all existing staff and rehire no more than 50 percent, and select new staff.




☐ X ☐ ☐



X ☐ ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐


Discussion: District policies, and current district and school reporting

☐ ☐ X ☐

structure Transformation: Our LEA has the ability to give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting).


X ☐ ☐ ☐


Discussion: District policies, service agreements with LEA/TA providers X ☐ ☐ ☐





☐ X ☐ ☐



☐ X ☐ ☐


Discussion: District/school policies, data infrastructure/system, professional

☐ X ☐ ☐

development, teacher collaboration, analysis of needs and student data





☐ X ☐ ☐


Strongly Agree




☐ X ☐ ☐



☐ X ☐ ☐




Discussion: Potential qualified partners/providers, rigorous review process,

☐ ☐ X ☐

community support, collective bargaining, contract procedures and provisions Restart: Our LEA has the ability to enroll, within the grades it serves, all former students who wish to attend the school.


☐ ☐ X ☐



☐ ☐ X ☐





☐ ☐ X ☐



☐ ☐ ☐ X

Process and ImplementationThe LEA must briefly describe the process it used for completing the needs and capacity analysis (School Performance-Form 4 and Demonstration of Capacity-Form 5) and how it plans to implement all required components fully and effectively by the beginning of the 2014–15 School Year, including required components that may be challenging.

Summary:

Determining the needs and capacity of Davis Middle School to identify, address, and mitigate academic, social, curricular, instructional, and leadership needs was no easy process, but it’s been an eye-opening process. Davis started its critical

self-analysis at the advent of new Principal Cesar Flores, appointed July 1, 2013, and along with the efforts of district-level staff, including Dr. Davis. Both Davis and Flores encouraged the school and its surrounding community to ask the difficult questions that would lead to reform.

We completed the “demonstration of capacity” form while engaged in in-depth dialogue with stakeholders in recent days/weeks. Our instructional leadership team also provided great insight to the inner workings of Davis Middle, including review of the policies and procedures that may be hindering student success.

The data-driven component of our needs analysis and capacity review came in the form of CST, discipline, and local community data analyses processes. The leadership team frequently triangulated data, particularly in the realm of student behaviors, to obtain an accurate picture of root causes. For example, to consider the aggressive and violent behaviors within the school, we had to simultaneously consider community crime data and parent perception data revealed through informal dialog and stakeholder sessions. The list of all data sources considered in recent weeks/months are included in the prior needs analysis.

As data revealed that many root causes of anti-social or non-proficient behaviors were driven by a combination of community based stresses (poverty, violence, broken families, parents of students in jail, and lack of emphasis on post-secondary study) and school concerns (lack of a research-based curricular and instructional emphasis, weak disciplinary structures, etc), Davis Middle realized that reform had to come in the shape of extensive student wrap-around services and an improved school-wide emphasis on standards-aligned, research-based curricular and instructional frameworks.

The school realized that the Transformation model held the most hope for reform, as it provided the exact pathway needed to bring about necessary reforms. For example, the transformation model is about building capacity of current staff, and the leadership team and stakeholders believe that the current staff hold great potential for improved practice, but only with the right level of support. We do not need to start over with an entirely new school or staff. Instead, we need to bring in the resources necessary to help students and staff realize and embrace their true potential.

SIG Form 6—Whaley Middle School Demonstration of Capacity






☐ X ☐ ☐



☐ X ☐ ☐



X ☐ ☐ ☐

Turnaround: Our LEA has the ability to use locally adopted competencies to screen all existing staff and rehire no more than 50 percent, and select new staff.


☐ ☐ X ☐



☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐

Transformation: Our LEA has the ability to ensure that the school(s) ☐ X ☐ ☐

receives ongoing, intensive technical assistance and related support.

Discussion: District policies, service agreements with LEA/TA providers





☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐



Turnaround/Transformation: Our LEA has the ability to establish schedules and implement strategies that provide increased learning time in the following three areas: (A) Instruction in core academic subjects, (b) Instruction in other

☐ X ☐ ☐

subjects and enrichment, (c) Time for teachers to collaborate, plan, and engage in professional development within and across grades and subjects.



Strongly Agree




☐ ☐ X ☐



☐ X ☐ ☐





☐ X ☐ ☐



☐ ☐ X ☐

Restart: Our LEA has the ability to fulfill all California requirements for ☐ X ☐ ☐

converting to a charter school.






☐ X ☐ ☐



☐ X ☐ ☐

Process and ImplementationThe LEA must briefly describe the process it used for completing the needs and capacity analysis (School Performance-Form 4 and Demonstration of Capacity-Form 5) and how it plans to implement all required components fully and effectively by the beginning of the 2014–15 School Year, including required components that may be challenging. PROCESS

As the district approached reform efforts to bring our schools that are failing to meet API and AYP criteria, we recognized the importance of leadership. Of the school’s total impact on student achievement, principals account for 25% while 33% is attributable to teachers (Marzano, Waters, & McNulty, 2005). However, for teachers to have a continuous impact on student achievement, they must all be effective; therefore high quality gains in student learning year after year requires high functioning schools led by an effective principal. This is particularly true for turnaround schools, where studies find no examples of success without strong principal leadership (Berends et al., 2001; Duke, 2004). Principals need to be about setting direction, helping their faculty grow professionally, and redesigning the organization (Leithwood et al, 2004). Without effective leadership, schools and districts are less likely to address school and teacher practices that impact student achievement in a coherent and meaningful way (Marzano, Waters, and McNulty, 2005).

To that end, we recruited and hired new principals for six of these schools. Efforts continue to find the right principal to lead school reform at our two other schools. We anticipate completing this process before the 2014-2015 school year begins.

These principals and district administrators have formed a collaborative relationship that we identify as the School and District Improvement Team and meet often to discuss progress, share struggles, and identify ways to overcome barriers to reform efforts. Notification of opportunity to apply for SIG funding accelerated the work of this team.

Each of the members of this team was instructed to complete Form 6 individually, reflecting on the needs reported on Form 3a and their perception of district support. They were directed to solicit input from teachers and parents in their school to provide a broader view, with multiple stakeholder perspectives. We then consolidated our responses for each school to decide which model was most appropriate.

This collaborative process resulted in our school proposing Transformation.

WHALEY MIDDLE SCHOOL TRANSFORMATION

Despite the challenge attendant to transforming school culture with current staffing, Whaley Middle School has chosen to implement the Transformation model for the following reasons:

1. Instructional reforms: Students deserve the opportunity to master concepts2. Increased learning time: More time on task will result in greater achievement3. Operational flexibility will allow us to hire a Psychiatric Social Worker to support our troubled students.4. Job-embedded professional development and on-going coaching will provide at elbow support in a personalized

manner.5. Research-based interventions will support the differentiated instructional needs of our students and classroom

management skills of our teachers.

SIG Form 6—Willowbrook Middle School Demonstration of Capacity






X ☐ ☐ ☐



☐ X ☐ ☐



X ☐ ☐ ☐

Turnaround: Our LEA has the ability to use locally adopted competencies to screen all existing staff and rehire no more than 50 percent, and select new staff.


☐ X ☐ ☐


☐ X ☐ ☐

Discussion: District policies/procedures, bargaining agreements/relationship with union and other stakeholders Transformation: Our LEA has the ability to identify and reward school leaders, teachers, and other staff that have increased student achievement.


☐ ☐ X ☐



☐ ☐ X ☐



☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐


Discussion: District policies, service agreements with LEA/TA providers ☐ ☐ X ☐

Curriculum, Assessment, and Instructional Support Strongly Agree Disagree Strongly

Agree DisagreeTurnaround/Transformation: Our LEA has the ability to provide staff ongoing, high quality job-embedded professional development that is designed by staff and aligned with the school’s instructional program.


☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐




Discussion: Current instructional minutes/school schedule, district/school policies, bargaining agreements, current teacher collaboration and

☐ X ☐ ☐

instructional planning


Strongly Agree




☐ ☐ X ☐



☐ X ☐ ☐





☐ X ☐ ☐



☐ X ☐ ☐



☐ X ☐ ☐

School Closure Strongly Agree Disagree Strongly

Agree DisagreeClosure: Our LEA has the ability to close a school and enroll the students who attended that school in other schools in the LEA that are higher achieving.


☐ ☐ X ☐



☐ ☐ X ☐

Process and ImplementationThe LEA must briefly describe the process it used for completing the needs and capacity analysis (School Performance-Form 4 and Demonstration of Capacity-Form 5) and how it plans to implement all required components fully and effectively by the beginning of the 2014–15 School Year, including required components that may be challenging. PROCESS

As the district approached reform efforts to bring our schools that are failing to meet API and AYP criteria, we recognized the importance of leadership. Of the school’s total impact on student achievement, principals account for 25% while 33% is attributable to teachers (Marzano, Waters, & McNulty, 2005). However, for teachers to have a continuous impact on student achievement, they must all be effective; therefore high quality gains in student learning year after year requires high functioning schools led by an effective principal. This is particularly true for turnaround schools, where studies find no examples of success without strong principal leadership (Berends et al., 2001; Duke, 2004). Principals need to be about setting direction, helping their faculty grow professionally, and redesigning the organization (Leithwood et al, 2004). Without effective leadership, schools and districts are less likely to address school and teacher practices that impact student achievement in a coherent and meaningful way (Marzano, Waters, and McNulty, 2005).

To that end, we recruited and hired new principals for six of these schools. Efforts continue to find the right principal to lead school reform at our two other schools. We anticipate completing this process before the 2014-2015 school year begins.

These principals and district administrators have formed a collaborative relationship that we identify as the School and District Improvement Team and meet often to discuss progress, share struggles, and identify way to overcome barriers to reform efforts. Notification of opportunity to apply for SIG funding accelerated the work of this team.

Each of the members of this team was instructed to complete Form 6 individually, reflecting on the needs reported on Form 3a and their perception of district support. They were directed to solicit input from teachers and parents in their school to provide a broader view, with multiple stakeholder perspectives. We then consolidated our responses for each school to decide which model was most appropriate.

This collaborative process resulted in our school proposing Transformation.

WILLOWBROOK MIDDLE SCHOOL TRANSFORMATION

Despite the challenges to transforming school culture with current staffing, Willowbrook Middle School has chosen to implement the Transformation model for the following reasons:

1. Instructional reforms: Students deserve the opportunity to master difficult concepts.2. Increased learning time: More time on task will result in greater achievement, especially for Tier 2 and Tier 3 RTI.3. Teacher evaluation tied to student learning results.4. Skilled and dedicated teachers willing to implement reforms.5. Operational flexibility will provide shortcuts around barriers that inhibit progress.6. Job-embedded professional development and on-going coaching and monitoring will support effective instruction.7. Research-based interventions and instructional reforms based on data will support the differentiated needs of our

students.

C. Selection of Intervention Model(s) (Required) (Forms 7, 7a)

Based on the findings of the needs analysis, the LEA must describe its rationale for selecting the intervention model for each school and how specific findings from the needs analysis led to the LEAs selection of the intervention model for each school. Include collaborative partners involved and their roles in the selection process. The LEA must include the selected intervention model in the appropriate Implementation Chart (Form 10 for each Tier I and Tier II school) that the LEA intends to serve.

SIG Form 7—Dominguez High School Analysis and Selection of the Intervention Model

Describe how specific findings from the needs and capacity analysis (School Performance-Form 3a and Demonstration of Capacity-Form 6) led to the LEA’s selection of the intervention model. The LEA must provide the analysis and rationale for selecting the intervention model for each school. In addition, the LEA must provide an analysis and rationale for not selecting the other three intervention models for each school. Enter the LEA’s intervention model selection on Form 2- List of Schools. (2 page limit per school.)

District Name: Compton Unified School DistrictSchool Name: Dominguez High School CDS

: 19 73437 1932326

Model Selected Model Analysis and Rationale Analysis and Rationale for Models Not SelectedTurnaround We are unable to meet the requirement of removing

50% of the school staff. Local union contracts and the pool of qualified replacements within the district do not make this option possible.

Transformation

After reviewing and analyzing the Demonstration of Capacity Form 6, the SIT came to the conclusion that the school should choose the transformation model. The turnaround model and the transformation model were the most likely to meet DHS reform needs, but local union contracts and the pool of qualified replacements within the district would not enable us to replace 50% of the school staff. In addition, due to district wide restructuring and a new Superintendent, the current principal is new to DHS as of summer 2013, so there is no need to replace the principal.

Restart The school does not have the capacity to meet charter school requirements, nor are we working with a charter

organization. Closure DHS is the highest performing high school in the

district. Closure would result in students being forced to attend lower performing schools.

SIG Form 7—Davis Middle School Analysis and Selection of the Intervention ModelDescribe how specific findings from the needs and capacity analysis (School Performance-Form 3a and Demonstration of Capacity-Form 6) led to the LEA’s selection of the intervention model. The LEA must provide the analysis and rationale for selecting the intervention model for each school. In addition, the LEA must provide an analysis and rationale for not selecting the other three intervention models for each school. Enter the LEA’s intervention model selection on Form 2- List of Schools. (2 page limit per school.)

District Name: Compton Unified School DistrictSchool Name: Davis Middle School CDS: 19-73437-6066732

Model Selected Model Analysis and Rationale Analysis and Rationale for Models Not SelectedTurnaround We will not select the turnaround model due to the

50% of staff replacement criteria. Our staff are just starting to embrace some sustainable frameworks for change and we need to give that time to flourish. Additionally, the radical teacher turnover rates that we’ve experienced in recent years would make such a significant staff change far more disruptive than helpful. Right now Davis Middle needs consistency! We firmly believe that we can grow the capacity of current staff, even if it is an uphill battle.

Transformation We selected the Transformation model because Notification of funding allows little time to implement a transfer period for staff, meaning schools might start the new school year with insufficient staffing. We intend to implement teacher training and a Launch Institute during the summer months and prefer staff rosters be complete so that all staff members have a shared mindset for change. Implementing such a policy may well affect all schools in the district providing

a sense of staff competition that is not healthy. (i.e., principals would stop talking to one another.)

Restart We see great potential in our current school, as we are starting to implement some frameworks for permanent change, and we do not want to start back at the very beginning by restarting the school under a potentially different name, etc.

Closure This school continues to have great potential and is a vital hallmark of the community. While we have our issues with violence, defiance, and apathy, in many regards our school is a safer place for students than their own homes or the communities in which they live, work, and play. To send these students to another school at a greater geographic distance does not help them. They can flourish as they learn to take pride in Davis Middle School.

SIG Form 7—Whaley Middle School Analysis and Selection of the Intervention Model


Model Selected Model Analysis and Rationale Analysis and Rationale for Models Not Selected

Turnaround Notification of funding allows little time to implement a transfer period that would be very close to the opening of schools. We intend to implement teacher training and a Launch Institute during the summer months and prefer staff rosters be complete so that all staff members have a shared mindset for change. Implementing such a policy may well affect all schools in the district providing a sense of staff competition that is not healthy.

Transformation All of the components of the Turnaround model are incorporated into this model. An in-place principal, however, can discretely let teachers know of increased expectations that accompany SIG and encourage ineffective teachers to voluntarily transfer, regardless of funding.

Restart We see no additional benefit from starting over. Our new principal brings a passion for learning and strong leadership skills. Our External Partner will further support these skills while building instructional capacity in our revitalized faculty.

Closure We see no additional benefit from closing and reassigning students to other schools. Whaley

has a long and proud history that needs to be celebrated as we implement Turnaround.

WHALEY MIDDLE SCHOOL NEEDS AND TRANSFORMATION

Data from our needs assessment allowed us to decide upon implementing the Transformation model at Whaley. Our summary statement of needs from Form 3a is notated with specific data (after it) that led to this determination.

SUMMARYOur school site is in dire need of a full time, site-based, psychiatric social worker to meet the significant socio-emotional needs of our student population. With the majority of students (73%) identified as ELs, a better understanding of instruction that supports comprehension for these learners seems in order.

Poor ELA scores (26% proficiency rate) indicate a need to focus on writing that includes professional development for our teachers, implementation of school-wide strategies that support effective instruction, and cross curricular writing expectations.

Poor math performance (20%) suggests a lack of foundational concepts and questionable placement of students in math coursework. Screening students to identify misconceptions and remediation that ensures mastery is needed.

The comprehensive needs beg for a comprehensive solution. We need on-site experts to help us build the structures and frameworks needed to meet our vision statement and we are willing to do WHATEVER IT TAKES.

SIG Form 7—Willowbrook Middle School Analysis and Selection of the Intervention Model


Model Selected Model Analysis and Rationale Analysis and Rationale for Models Not SelectedTurnaround Notification of funding allows little time to

implement a transfer period that would be very close to the opening of schools. Teacher training and Launch Institute during the summer require staff rosters to be complete so that all staff members have a shared mindset for change.

Transformation All other components of the Turnaround model are incorporated into this model. In-place principal will discretely let teachers know of increased expectations that accompany SIG and encourage ineffective teachers to voluntarily transfer, regardless of funding.

Restart We see no benefit. Our new principal brings a passion for learning and strong leadership skills. Our External Partner will further support these skills while building instructional capacity in our revitalized faculty.

Closure We see no benefit. Willowbrook has a long and proud history that needs to be celebrated as we implement Transformation.

Data from our needs assessment allowed us to decide upon implementing the Transformation model at Willowbrook.

Summary: Willowbrook needs to expand Triple A thinking in the following ways:ACADEMICS Examine instruction to ensure teachers are equipped with effective, research-based strategies. (Approximately 30% of

students showed proficiency in ELA or math.)

Provide coaching for teachers so new strategies and materials are effectively employed in the classroom (Currently, teachers make little attempt to implement PD in their classrooms as monitoring isn’t happening.)

Identify and support students’ conceptual understanding using data to determine mastery. Students need to be provided with additional blocks of instructional time. Provide teachers with common planning time and structured expectations for collaborative planning to support CCSS

aligned lessons and units that engage students. Practice mastery learning applied through differentiated instruction so that all students may learn and demonstrate

proficiency (None of our 6th or 8th grade EL or students with special needs demonstrated proficiency in ELA and between 4%-5% of grade 7 of these students were successful.)

There is a need to offer enrichment courses and a wide variety of electives for high performing students which can be addressed with the creation of a STEM and Business Academy.

ATTITUDE Many of our students come from families with social-emotional challenges that can only be addressed with a full-time

licensed clinical social worker and additional counselor. Foster socio-emotional growth through direct instruction with scaffolded support (Positive behavior supports are needed

that are uniformly followed. Instruction needs to be at each student’s instructional level.) Encourage positive interactions between and among students and teachers by providing personalized support for

teachers (Socio-emotional skills need to be taught and modeled). Monitor the effectiveness of discipline/behavior effectiveness with PBIS (Online support will lessen the workload of office

task providing better customer service in a warm and welcoming way for students, parents, and other staff members.) Model attitudes worthy of student replication. (Teacher attendance data suggests that teachers do not enjoy being at

school. attendance (Teacher attendance is significantly below (85% vs 97%) student attendance rate.) Professional development for effective classroom managementATTENDANCE Model the importance and value of education with good attendance. Online monitoring of students referred to intervention due to attendance issues and truancy. Employ discipline strategies appropriately to expand learning time to encourage bell-to-bell learning Model lifelong learning by actively engaging in professional development (Teachers attendance at PD is poor and transfer

to classroom is not monitored.) Communicate effectively with parents and families, providing a caring environment where parents and students feel

welcome (Lack of course specific information between home and school, phone calls home are to address negative student performance/behavior)

SIG Form 7a—Dominguez High School Consultation with Relevant Stakeholders

The LEA must consult with relevant stakeholders such as students, parents, educators, and the community regarding the LEA’s application.

To fulfill this requirement, LEAs must hold at least two public meetings to consult with staff, parents, and the community regarding the LEAs application, and its selection and development of one of the four intervention models for its Tier I and II schools (per Education Code Section 53202(b)). Please include original copies of the confirmation form for each school for which the LEA is applying. The LEA must provide documentation that such meetings were held (e.g., meeting agenda or meeting minutes), provide a summary of input obtained through these meetings, indicate which input was incorporated into the LEA’s SIG application, and provide a rationale for not accepting any input that the LEA rejected. Please only provide documentation for two public meetings.

Consultation with Relevant Stakeholder ConfirmationDistrict Name: Compton Unified School DistrictSchool Name: Dominguez High School CDS: 19 73437 1932326Meeting Date: 2/20/2014 Meeting Location: DHS LibraryMeeting Purpose: Open School Site Council Meeting

Name Title/Position Representing Date

Dominque BlairJorge MedinaAbraham GutierrezYasmin BranchLuis Velador

SSC Member DHS Students 2/20/2014

Annie JohnsonRandi NavarreteLolita CarterGloria EsiobuMinerva Samayoa-JuarezLani Munasinghe

SSC Member DHS Parents/ Community 2/20/2014

Patricia Gonzalez-BinkleyJose NavaVanessa Landesfeind

SSC Member DHS Classified Staff/ParentsDHS Student Support SpecialistDHS Principal/Administrators

2/20/2014

Felicia HaynesSusana VargasEmmanuel IkeokontaHyginus OnwudiweTeresa PascualJodi EvansGerard SaylesMaria KobyleckiMarco Godinez

Guest DHS Teachers 2/20/2014

Keith DonersonStephanie WestbrookMichelle LindseyDorothey BonnerBelinda Perry

Guest DHS Classified 2/20/2014

Keisha RobinsonIxchel Gill-Stanford

Guest DHS AdministratorsDHS Categorical Specialist

2/20/2014

Summary of meeting: Please provide brief summary of input obtained from meeting. Indicate input incorporated into LEA’s SIG application, and provide a rationale for not accepting any input that the LEA rejected. (1 page limit per meeting per school.)

This meeting incorporated an informational component regarding upcoming school initiatives for the DHS campus including the SIG in addition to the normal course of SSC business. Staff were shown data findings from the WASC report and were given the opportunity to provide input on ways to address the key issues identified in the report. Staff indicated a need for additional support to address the needs of our student population. Specifically, they felt they needed additional resources and support to address student academic deficiencies, as well as behavior related issues. They also expressed concerns with consistency in campus initiatives and the need for better systemic support for improvement. All stakeholders also expressed a need for adequately equipped classrooms and other school facilities. All concerns expressed during the meeting are being addressed in the SIG plan. Because we have already spent considerable time reviewing and presenting data, responses from stakeholders have become consistent as they understand the needs of the school.

District Name: Compton Unified School DistrictSchool Name: Dominguez High School CDS

: 19 73437 1932326

Meeting Date: 3/6/2014 Meeting Location: DHS LibraryMeeting Purpose: Analyze Capacity of Operationalizing One of the SIG Options

Name Title/Position

Representing Date

Stephanie WestbrookPatricia GonzalezMichelle BrewerVanessa Landesfeind

Attendance ClerkSchool SecretaryCounselorPrincipal

Classified StaffParentsCertificatedAdministration

3/6/2014

LaPortia VarnadoJackie GriggsRandi NavarreteSicily NasoMona WalkerAmy RazoFelicia HaynesFrancis KimMichael StrieglEmmanuel IkeokontaMinerva Samayoa JuarezFelecia FernandezGerard SaylesJason Morgan

Teacher Certificated Teachers

3/6/2014


The meeting on 3/6/2014 focused specifically on examining the Capacity for implementation document. The team assembled included representative from all stakeholder groups. Those in attendance will become the long term school improvement team. The attendees reviewed and discussed all of the models and completed the demonstration of capacity from. School closure was not an option as DHS is the highest performing high school in the district and has the highest enrollment. Closure would be detrimental to students in our community who would be forced to attend even lower performing schools by virtue of geography. Reconstitution as a charter school is also not a viable option for the aforementioned reasons, as well as, the fact that stakeholders do not currently have the capacity or training to govern their own school. The two options seriously considered were turnaround and transformation. These two

were the most natural fit based on actions already taken by the school district such as replacing the school principal. After reviewing and analyzing the Demonstration of Capacity Form 6, the team came to the conclusion that the school should choose the transformation model in order to build capacity of current staff along with allowing the new principal to continue her personally research based efforts in leadership and school turnaround.

SIG Form 7a—Davis Middle School Consultation with Relevant Stakeholders



Consultation with Relevant Stakeholder Confirmation

District Name: Compton Unified School DistrictSchool Name: Davis Middle School

CDS: 19-73437-6066732

Meeting Date: 3/7/2014 Meeting Location: Parent Center

Meeting Purpose: Analyze Capacity of Operationalizing One of the SIG Options

Name Title/Position

Representing Date

Cesar FloresFrancisco Mac Donald

PrincipalCommunity Relation Specialist

AdministrationClassified

3/7/2014

Rocio GarciaMaraia CespedesMaria ChuelaAmerica Millian MendezAntonia MorenoAriana MorenoLetecia RamirezPatricia Hernandez

Parents 3/7/2014

Lourdes RochaMagda LopezSummary of meeting: Please provide brief summary of input obtained from meeting. Indicate input incorporated into LEA’s SIG application, and provide a rationale for not accepting any input that the LEA rejected. (1 page limit per meeting per school.)

The meeting on 3/7/2014 focused specifically on informing the parents about the School Improvement grant and to gather input. I explained the four options and why School closure was not an option as closure would be detrimental to 1000 students in our community who would be forced to attend surrounding schools. Reconstitution as a charter school is also not a viable option for the aforementioned reasons, as well as, the fact that stakeholders do not currently have the capacity or training to govern their own school. The two options seriously considered were turnaround and transformation. These options were a good fit for the school as a new principal was already in place. The parent’s feedback and input echoed similar sentiments already discussed internally as a staff. Parents cited improved instruction, more student engagement, and more hands on activities for students, more support for struggling students, and greater access to classroom technology, increased safety and more modern student furniture as the school’s greatest needs. They also asked about the ability to provide printers in every classroom.

District Name: Compton Unified School DistrictSchool Name: Davis Middle School

CDS: 19-73437-6066732

Meeting Date: 3/7/2014 Meeting Location: Library

Meeting Purpose: Analyze Capacity of Operationalizing One of the SIG Options

Name Title/Position

Representing

Date Name

Cesar FloresVara BrewerDanielle KempNenita PenuelaRoger HillAna GomezWanette DarensbourgMichael Kurinsky

PrincipalCategorical SpecialistRecords ClerkTeacherTeacherTeacherTeacherTeacher

AdministrationCertificatedClassifiedCertificatedCertificatedCertificatedCertificatedCertificated

3/7/2014


Members of the staff met to discuss student performance trends and what

steps could be taken to address them through the SIG. Most of the conversation centered on reducing class sizes, and improving instruction. New science labs were proposed to promote hands-on learning through technology. Hiring additional staff was also an idea shared by the group; not only would it keep class sizes down, but intervention teachers and academic support staff would enable focused intervention opportunities as well as stronger analysis of student work and data and more coaching to build the staff’s capacity as instructional leaders. Staff members indicated that these types of moves would definitely help us address reading and writing deficiencies in our student population. The concept of teacher incentives was also addressed, and the question of what measures to use to evaluate student growth was also considered.

SIG Form 7a—Compton Unified School District Consultation with Relevant Stakeholders



Consultation with Relevant Stakeholder Confirmation

District Name: Compton Unified School DistrictSchool Name: Compton Unified School District

CDS: 19-73437-0000000

Meeting Date: 3/11//2014 Meeting Location: District Board Room

Meeting Purpose: School Board Meeting

Name Title/Position Representing

Date

Micah AliSatra D. ZuritaCharles DavisMargie GarrettSkyy D. FisherEmma SharifMae ThomasEdgar Preciado

PresidentVice PresidentClerkLegislative RepresentativeMemberMemberMemberStudent Board Member

Compton Unified School Board

3/11/2014

Darin BrawleyAlejandro Alvarez

William WuAbimbola Ajala

Andrea Credille

SuperintendentChief Administrative Officer, Business & Administrative ServicesChief Human Resources OfficerAssociate Superintendent,

Compton Unified School District Executive Cabinet

3/11/2014

DeWayne Davis Educational ServicesSenior Director, Human ResourcesSenior Director- Secondary Curriculum and Instruction

Patrick Sullivan

Carmen Heflin

President

President

Compton Education AssociationCompton School Employees Association

3/11/2014

Yolanda LopezRaymond Cooper Diana PadillaPatrick Sullivan

Parents and Community Members

ParentsCommunity

3/11/2014

Aubrey CraigHarvey Irvin

Virginia Ward-Roberts

Sr. Director of Fiscal ServicesSr. Director – Risk Management & Worker’s CompensationSr. Director of Pupil Services

Compton Unified District Administration

3/11/2014


The Compton Unified School District was presented with copies of the grant RFA and the following summary:

School Improvement Grants (SIGs) are grants awarded by the U.S. Department of Education to state education agencies (SEAs) under Section 1003(g) of the Elementary and Secondary Education Act of 1965 (aka ESEA, reauthorized by the No Child Left Behind Act (NCLB) in 2002). The SEAs, in turn, award subgrants to local educational agencies (LEA’s, also known as school districts) for the purpose of supporting focused school improvement efforts. In 2009, the Obama administration, and specifically U.S. Secretary of Education Arne Duncan, challenged the education community to make the lowest-achieving schools its highest priority.

With funds allocated under the American Recovery and Reinvestment Act of 2009, the U.S. Department of Education dramatically increased the funds provided to SEAs under section 1003(g) while issuing program requirements that charged the SEAs with channeling the funds to LEAs for the “persistently lowest-achieving schools” to support rapid improvement through four relatively prescriptive intervention models. • The turnaround model in which the LEA replaces the principal and rehires no more than 50% of the staff, gives the principal greater autonomy, and

http://en.wikipedia.org/wiki/Autonomy

http://en.wikipedia.org/wiki/Principal_(school)

http://en.wikipedia.org/wiki/Turnaround_model

http://en.wikipedia.org/wiki/American_Recovery_and_Reinvestment_Act_of_2009

http://en.wikipedia.org/wiki/American_Recovery_and_Reinvestment_Act_of_2009

http://en.wikipedia.org/wiki/Arne_Duncan

http://en.wikipedia.org/wiki/Arne_Duncan

http://en.wikipedia.org/wiki/Barack_Obama

http://en.wikipedia.org/wiki/School_improvement

http://en.wikipedia.org/wiki/School_improvement

http://en.wikipedia.org/wiki/School_district

http://en.wikipedia.org/wiki/Local_education_agency

http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act_of_1965

http://en.wikipedia.org/wiki/State_education_agency

http://en.wikipedia.org/wiki/U.S._Department_of_Education

http://en.wikipedia.org/wiki/U.S._Department_of_Education

mailto:[email protected]


implements other prescribed and recommended strategies. • The “restart model” in which the LEA converts or closes and reopens a school under a charter school operator, charter management organization, or education management organization. • The “school closure model” in which the LEA closes the school and enrolls the students in other schools in the LEA that are higher achieving. • The “transformation model” in which the LEA replaces the principal (except in specified situations), implements a rigorous staff evaluation and development system, institutes comprehensive instructional reform, increases learning time and applies community-oriented school strategies, and provides greater operational flexibility and support for the school.

The California Department of Education (CDE) released a list of eligible schools. There are eight schools in Compton Unified School District which are identified as eligible: Dominguez High School, Davis Middle School, Vanguard Middle School, Whaley Middle School, Walton Middle School, Martin Luther King Elementary, Centennial High School and Willowbrook Middle School. Dominguez High School, Davis Middle School, Whaley Middle School, and Willowbrook Middle School are completing the CA approved application process for potential funding. All schools are applying within the guidelines of the “transformation model.”

D. Modify Local Educational Agencies Practices or Policies (Required)

Depending on the intervention model(s) selected, the LEA may need to revise some of its current policies, protocols, and practices to enable its schools to implement the interventions fully and effectively. These may include, but are not limited to: collective bargaining agreements, the distribution of resources among schools, parental involvement policies and practices, school attendance areas and enrollment policies, and agreements with charter organizations and other external service providers.

Instructions: If the LEA anticipates the need to modify any of its current practices, protocols, or policies in order to fully implement the selected

http://en.wikipedia.org/wiki/Evaluation

http://en.wikipedia.org/wiki/Charter_school

intervention model(s), it must identify and describe which policies and practices need to be revised, the process for revision, and a description of the proposed revision, including timelines.

Please use the table below to complete this section.

Revised Policies, Protocols and/or

Practices

Description of and Process for the Revision

Timeline for Revision

Staff incentives are not included in our bargained agreement with teachers union. In order to encourage teachers to transfer to SIG funded schools and to attend all professional development opportunities, we want to offer equitable incentives for staff at all SIG schools.

1. Meet with union representatives to determine a fair way to reward teacher performance at SIG funded schools2. Present collaborative agreement to teachers for discussion3. Revise to reflect input4. Signed agreement accepted, in place, and in force.

1. Upon notice of funding2. 30 days after funding notice3.90 days after funding notice4. In force by October 15, 2014

All principals are currently supervised and evaluated by Dr. DeWayne Davis. SIG principals will now be supervised and evaluated by Dr. DeWayne Davis and Sonia Miller, the Transformation Officer.

1. Superintendent and cabinet will confer with Administrative Union President.2. All principals will be notified of this change.

1. Upon notice of funding2. In force by July 1, 2014

The SIG schools will operate as a cohort, supported by the Transformation Office in Compton USD.

1. Superintendent and cabinet will confer with Administrative Union President.2. All principals will be notified of this change.

1. Upon notice of funding2. In force by July 1, 2014

Successful applicants will be required to revise their LEA Plan and Single Plan for Student Achievement, as appropriate, for each funded school upon approval of the application by the SBE.

E. Align Other Resources with the Selected Intervention Models (Required)

The LEA must identify all federal, state, or private resources that are currently available to the school(s) that will be used to support implementation of the selected intervention model(s), including other district resources and services provided by the district and/or collaborative partners. The LEA must describe the LEAs process for ensuring that these resources will be coordinated with SIG funding to ensure maximum effectiveness in the use of all resources.

An LEA might use a number of other resources, in addition to its SIG funds, to implement the approved school intervention model(s). For example, an LEA might use school improvement funds it receives under Section 1003(a) of ESEA. The LEA might also use its general Title I, Part A funds as well as funds it receives under other ESEA authorities, such as Title II, Part A, which it could use for recruiting high-quality teachers, or Title III, Part A, which it could use to improve the English proficiency of English learner students.

Please use the table below to identify state, local, and other federal resources available for supporting full implementation of the selected intervention model.

Alignment of Other Resources

Available Resources

that will Support School

Improvement Grant

Implementation(Federal, State,

Local)

Description of how School

Improvement Grant funds will Supplement, not

Supplant Currently Available

Resources.

Alignment to Needs Analysis and Intervention

Model

Title I

Title III (Parent Involvement)

Local Control Funds

General Funds

The district does not have a schoolwide improvement model in place at any of the eligible schools. Grant funds will be used to implement schoolwide improvement

Needs Analysis Page #:Dominguez Page 24DavisPage 33WillowbrookPage 40Whaley Page 48

models at each funded school and to provide a structure to integrate/support implementation of the solutions that are currently available at each school.

Specific Intervention Model Component:

II-SIG 12- Opportunities to Improve Professional Practice

F. Annual School Goals for Student Achievement (Required)

Each participating LEA must establish clear, measurable, and challenging goals for student achievement in reading/language arts, mathematics, and high school graduation rates (if applicable).

In lieu of CST scores from STAR tests that will not be administered in 2014, LEAs and schools should use multiple local measures to evaluate how SIG goals are being met. These local measures may include, but are not limited to, the following: district ELA, math and other subject benchmark assessments; curriculum-imbedded assessments; performance measures imbedded in supplemental technology-based instructional programs and applications; local pilot measures for Common Core standards being implemented in classrooms; and other valid and reliable assessments of reading acquisition skills, writing skills, and math skills, and meaningful performance assessments of student learning. This may include other State assessments, where available.

Use the format below to describe annual goals that will be used to monitor Tier I and Tier II school(s) identified in this application.

Dominguez High School Annual Goals for Mathematics

The aggregate proficiency in Mathematics will increase annually by 5% in 10th grade as measured by the California High School Exit Examination (CAHSEE) pass rates, and will increase by 5% for all grades in terms of proficiency as measured by the Compton Anchor Assessments (CAA).

School-wide, Grade Level or

Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School Year10th Grade CAHSEE

Pass Rate: 69%Proficiency Rate: 34%




Algebra II CAA(At or Above Target)

13% 25% 35% 50%

Geometry CAA (At or Above Target)

23% 40% 45% 50%

Algebra I CAA (At or Above Target)

17% 40% 45% 50%

Local Measure: California High School Exit Examination (CAHSEE) Pass Rate and Proficiency Level, CAHSEE Practice Exams, Compton Anchor Assessments (CAA)---summative assessment aligned with the Common Core Standards and includes a performance task graded using a rubric.

Dominguez High School Annual Goals for English-language Arts/Reading

The aggregate proficiency in English Language Arts/Reading will increase annually by 5% in 10th grade as measured by the California High School Exit Examination (CAHSEE) pass rates, and will increase by 5% in 12th grade in terms of proficiency as measured by the Compton Anchor Assessments (CAA).


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School Year10th Grade Pass Rate: Pass Rate: Pass Rate: Pass Rate:

CAHSEE 72%Proficiency Rate: 35%

80%Proficiency Rate: 40%



12th Grade CAA(At or Above Target)

16% 30% 35% 40%

11th Grade CAA (At or Above Target)

17% 30% 35% 40%


50% 55% 60% 65%


32% 40% 45% 50%

Local Measure: CAHSEE Pass Rate and Proficiency Level, CAHSEE Practice Exams, Compton Anchor Assessments (CAA).

Dominguez High School Annual Goals for Graduation Rate

School-wide or Subgroup

Current Graduation

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School YearSchool-wide Cohort

Graduation Rate: 71.1%

Cohort Graduation Rate: 75%



Local Measure: a-g completion ratesCredits earned toward graduation

Davis Middle School Annual Goals for Mathematics

The average (mean) proficiency rate on Compton Common Assessment for mathematics will show at least 10% improvement each year of implementation.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School YearGrade 6 19.3% 30% 40% 50%

Grade 7 20% 30% 40% 50%

Grade 8 16% 26% 36% 46%

Local Measure: Compton Common Assessment for Mathematics

Davis Middle School Annual Goals for English-language Arts/ReadingThe aggregate proficiency in ELA for students in 6th, 7th, and 8th grade will increase by 10% annually, as measured by district benchmark assessments.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School YearGrade 6 35% 39% 43% 47%

Grade 7 26% 29% 32% 36%

Grade 8 20% 22% 24% 26%

Local Measure: Compton Common Assessment for English Language Arts

Whaley Middle School Annual Goals for MathematicsThe average (mean) proficiency rate on Compton Common Assessment for mathematics will show at least 10% improvement each year of implementation.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17

School YearSchool-wide 27.7% 35% 45% 55%

Grade 6 50% 55% 60% 65%

Grade 7 18.4% 25% 35% 45%

Grade 8 20.3% 30% 40% 50%


Whaley Middle School Annual Goals for English-language Arts/Reading

The average (mean) proficiency rate on the Compton Common Assessment for English Language Arts will show at least 10% improvement each year of implementation.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17


Grade 6 32.3% 40% 50% 60%

Grade 7 22.8% 35% 45% 55%

Grade 8 27.1% 35% 45% 55%


Willowbrook Middle School Annual Goals for Mathematics

The average (mean) proficiency rate on Compton Common Assessment for mathematics will show at least 10% improvement each year of implementation.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17



Willowbrook Middle School Annual Goals for English-language Arts/Reading

The average (mean) proficiency rate on the Compton Common Assessment for English Language Arts will show at least 10% improvement each year of implementation.


Subgroup

Current Proficiency

Rate

Goal for 2014–15

School Year

Goal for 2015–16

School Year

Goal for 2016–17



G. Sustain the Reforms After the Funding Period Ends (Required) (Form 8)

SIG funding provided through this application must be expended by September 30, 2017. Each applicant must demonstrate how it plans to sustain the selected intervention(s) after the funding period ends and include all the resources that will be used to support sustainability efforts for each participating school. Form 8 Sustainability of the Reforms should be accessed at http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp

All completed school Form 8s can be found starting on page 156 in Appendix H


H. Recruitment, Screening, and Selection of External Providers(Section II)

Section II (All Models-If Applicable, can Include Restart). If the LEA intends to use external entities to provide technical assistance in selecting, planning, developing, and implementing any component of the four intervention models, it must describe its process for ensuring their quality.

Instructions: Describe the actions the LEA has taken, or will take to recruit, screen, and select external providers. Include in this description the following elements:

Specific selection criteria used, such as experience, qualifications, and record of effectiveness in providing support for school improvement.

An indication of whether or not the external provider has previously provided support to the LEA and/or school, or whether this is a new external provider to the LEA.

A brief description of the scope of work, or services the LEA will receive from the external provider.

Applicants planning to continue with the same external provider should include evidence of the provider’s effectiveness to date. This evidence should be based on local measures, policies, practices, and/or protocols.

Please use the table below to complete this section.

1. Specific selection criteria used to recruit, screen, and select external providers: Efficacy and Experience

Efficacy CUSD Experience Comprehensive: Does the

vendor have a program that is comprehensive and addresses CUSD needs?

Gather personal reflection data from CUSD leaders and teachers who have participated in programs or received service from these vendors

Research based: Is the program supported by research? Has the program itself been evaluated?

Review research from other schools concerning effectiveness of chosen programs. (see attachments)

Effectiveness: What data indicates this program is effective and can transform CUSD schools?

Ask for contact information for references to personally hear perceptions and effectiveness data from other schools.

Rate experiences dealing with this vendor as positive or negative noting specific strengths and weaknesses

2. LEA actions it has taken, or will take to recruit, screen, and select external providers:

Like many of the schools exemplified in the MassInsight report entitled “The Turnaround Challenge” (Calkins et al., 2007), our schools serve a high poverty community and fail because the challenges we face are substantial and not dealt with effectively by the traditional education system. Given the challenges faced by our community, transformation that addresses poverty-related barriers to effective teaching and learning, we need an external partner to guide us through a comprehensive school change process (Calkins et al., 2007).

Following the advice of the MassInsight Report (Calkins et al., 2007), the district has selected an external partner to provide guidance and ensure an effective transformation. We need an external partner, to guide us through a comprehensive school change process that is rigorous, comprehensive and research-based.

Examining the pool of potential partners, we focused on efficacy and our experience with their agencies

After applying these filters, Pearson’s Schoolwide Improvement Model (SIM) rose to the top and is our choice for External Partner for these reasons:

Efficacy

SIM is a comprehensive program based on these five components:• Standards-Aligned Curriculum, Instruction, and Assessment• High-Performance Leadership and Management• High Achievement and Engagement• Data-Driven Culture• Sustainability for Continuous Improvement

We were impressed with the flexibility of this program which provides onsite, job-embedded support for teachers and leaders according to their individual needs. That is, the number of days of technical assistance by their educational specialists is decided collaboratively with the school and district according to their specific needs.

In addition, Pearson has a multitude of products and services that can be implemented to

provide pin point support from school to school to further support specific problem areas.

SIM introduces and supports research-based methodologies, including:

Methodology PurposeTeacher Work Groups To promote collaborative staff practice and rigorous dialogue

around curricular, instructional, and assessment concernsEngagement Work Group

To promote a collaborative and focused school effort around improved stakeholder engagement and supports for student social-emotional concerns/behaviors

Leadership Team To promote collaborative leadership processes that include a distributed leadership model broadening staff engagement

Formal Professional Development Workshops

To introduce the SIM model, establish comfort with the school reform approach, and to provide an initial solid base of understanding around math and ELA standards-aligned instruction

Coaching, Modeling, and Co-Planning

To grow teacher instructional capacity, transformational and instructional leadership capacity, and to model evidence-based classroom practices that promote improved achievement

Technical Support (1:1 Consultative Work)

To provide direct consultative services to school leaders or other selected staff, and to provide a forum for deepened dialogue throughout the change process

Survey Instruments (students, parents, and staff)

To obtain perceptual data about school engagement and school culture, including matters of school safety

Classroom Observations with Pearson instructional practice and leadership rubrics

To obtain quantitative data around the fidelity to introduced instructional practices(*Note: Informal observations conducted by Pearson Consultants do not replace or interfere with the formal classroom observation process or the district’s evaluation system.)

Additionally, SIM is constantly being examined and refined. SIM maintains a sustainable framework of support embedded with a technologically-based progress monitoring system. This will help us quantitatively track changes in performance and outcome so that our district and school leaders will knows exactly how well it is embracing and implementing the change cycle.

ExperienceThe School and District Improvement Team have a broad experience dealing with vendors and programs, primarily those who have delivered ongoing professional development. They were quick to point to strengths and weaknesses they observed personally or perceptions shared by their staff. CUSD selected Pearson because the company has the right mindset that matches their educational philosophy, practices, protocols, measures, and policies. The district screened companies looking for ones with proven research based practices, that

place students first and those where we trust the quality of products; Pearson fit that bill. CUSD administrators have seen Pearson professional development opportunities change cultures of schools as in “polishing diamonds”.

Comments such as, “The presenter was arrogant, teachers referred to him as Napoleon,” “She spoke at us, not to us,” and other negative comments immediately dropped the ranking of that vendor. On the flip side, Pearson support has been consistently positive. We currently have a contract for digital support for some of our programs. The specialist is friendly and has built trusted relationships with faculty through successful training/coaching experiences.

Finally, a check of their references revealed positive perceptions from other schools and districts across the nation. It was especially encouraging to learn that SIM had supported transformation in their schools in the following ways:

Niagara Falls City School District (NY)Pearson provided whole school reform at all Niagara Falls City School District elementary (K–6) and preparatory schools (7–8) from 1998–2009. Since 2008, Pearson has provided targeted literacy and math support at Niagara Falls High School. In 2010-present, Pearson provided K–12 PD and in-class support around implementing the CCSS in ELA/literacy, math, social studies, and science.

Currently, 7 NFCSD schools are designated “High Performing”, the District has earned District-wide Middle States Association of Colleges and Schools Accreditation, and the District is an Empire State Advantage Gold Level Awardee.

Prince George’s County School District (MD)Pearson provided school improvement services, PD, and intervention programs for 22 elementary, 17 middle and 16 high schools in PGCPS.

In 2012-2013, Adelphi Elementary was named Title I Superlative Highest Performing Reward School and a National Title I Distinguished School.

DeKalb County School District (GA)Clarkston High School showed a 7% improvement in writing & 9% improvement in math in Year 1 of partnership on state assessments. Also in Year 1, 41% of Tier 3 students demonstrated literacy proficiency on state assessment.

We want a partner that has come alongside other struggling schools and transformed their practice in significant ways to help our schools in a similar manner.

As the largest education corporation in the world, Pearson has the capacity to support our schools and will initiate all services for full implementation as our teachers return from summer vacation to experience the Launch Institute and as our students enter a transforming environment to begin the 2014-2015 school year.

While Pearson has been selected as External Partner, their continuation beyond Year 1 is

dependent on initial success. The SLT and Advisory Council will determine renewal or replacement based on data and subject to the approval of the CUSD School Board.

3. External Provider Brief Description of the Proposed Scope of Work, or Services to be

Provided

Contract or Service Agreement Status

*Evidence of Effectiveness to Date

Pearson School Services

1. External Partner applying their Schoolwide Improvement Model (SIM) to improve teaching, leading, and learning practices and outcomes. See: SIM Year 1 Implementation Focus in Attachment Section 2. Technology integration workshops to equip teachers to utilize previously purchased equipment to enhance instruction and student engagement.3. WriteToLearn professional development to support classroom use of this digital tool for improved student writing skills and to provide assessment data. 4. SmartThinking providing live, on-demand, online, professional tutoring to address individual student learning needs.5. GradPoint offers core courses to support student who require course recovery as well as an opportunity for advanced students to take Advanced Placement®, honors, and elective courses digitally.6. The Review360 Complete RtI/PBIS Implementation Package focuses on Tier 1 interventions that can be used with all students at all grade levels. It provides staff development modules to address and improve

New

classroom and school-wide behavioral outcomes. Review360 has effectively reduced the need for suspensions and expulsions and its implementation has resulted in improved achievement.7. SuccessMaker will provide differentiated instruction for all students and be implemented both within the regular school day and Increased Learning Time.8. Math Navigator was crafted over a 10-year period in a rigorous development process. It has been extensively field-tested, critiqued by curriculum development experts at the Freudenthal Institute in the Netherlands, and shown to be effective in helping schools attain AYP across the US.9. Literacy Navigator©2012 Common Core Edition gives students strategies needed to build a strong foundation in reading text they may encounter in social studies and science courses. The program ensures that students develop comprehension strategies for dealing with complex informational text—a goal aligned with the expectations set by the CCSS.

*If contract or service agreement is continuing

Additional suggested supporting document(s), or attachments include, but are not limited to, evidence of a pool of potential partners that have exhibited an ability to assist the LEA/school(s) with selecting, planning, developing, and implementing any component of the four intervention models; letter(s) of intent

from potential partners; RFP; provider evaluation documents and/or evaluation plan; timelines, etc.Resources that may be used to assist the applicant with this section:

Guidance on Fiscal Year 2010 School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 (see sections E-13; H19, 19a; J-9,12).

Federal Register. Vol. 75, No. 208/Thursday, October 28, 2010. Available at http://www.gpo.gov/fdsys/pkg/FR-2010-10-28/pdf/2010-27313.pdf.

Guide to Working with External Providers, American Institute for Research: http://www.air.org/files/External_Providers_Guide.pdf.

http://www.air.org/files/External_Providers_Guide.pdf

http://www.gpo.gov/fdsys/pkg/FR-2010-10-28/pdf/2010-27313.pdf

I. Attachments (20 Page Limit–Not Scored)

Please include a table of contents and identify the type of attachment (e.g., parent letter) in the upper right-hand corner and number each page.

Attachment Table of ContentsAttachments can be found at the end of this application

ATTACHMENT TITLE PAGE NUMBERBibliography of References 403SIG Collaboration Meeting Agendas 405School Board Agenda 409Pearson Efficacy 458Foundation SIM Secondary Schools 460Principal Resumes 461

Submission of Applications

LEAs responding to this RFA must submit a complete application packet and provide all original signatures required, as noted on each application form. Applications must be submitted with all forms compiled in the order listed on the SIG Application Checklist provided as Appendix A located on page 57 of this RFA.

Applicants must submit an original, three hard copies, and one electronic Microsoft Word 2003 or later copy (all single spaced in 12 point Arial font using one inch margins) of each application and ensure that the original and copies are received by the School Turnaround Office on or before (not postmarked by) 4 p.m., March 14, 2014. Implementation charts, budgets, and sustainability plans should be submitted in Microsoft Excel 2003 or later. Applicants must submit an electronic copy to [email protected] on or before March 14, 2014. Mailed documents must arrive on or before the March 14, 2014, deadline and should be sent to the following address:


California Department of EducationImprovement and Accountability Division

School Turnaround Office1430 N Street, Suite 6208

Sacramento, CA 95814-5901

Applicants may personally deliver the sub-grant application package to the School Turnaround Office on or before (not postmarked by) 4 p.m., March 14, 2014, at the following location:

California Department of EducationImprovement and Accountability Division

School Turnaround Office1430 N Street, Suite 6208

Sacramento, CA 95814-5901

To comply with Federal Americans with Disability Act (ADA) Regulations, please adhere to the following guidelines:

Submit text based documents only (no scanned images) If images are included, also include alternative text for that image Do not use color to convey information Do not include images of handwritten signatures for privacy reasons

Appendix A: School Improvement Grant Application Checklist

Required Components

The following components must be included as part of the application. Check or initial by each component, and include this form in the application package. These forms can be downloaded from the CDE School Improvement Grant Web page at http://www.cde.ca.gov/fg/fo/r16/regsig09rfa.asp [The preceding link is no longer active.]. Please compile the application packet in the order provided below.

Include this completed checklist in the application packet

_x___Form 1 Application Cover Sheet (Must be signed in blue ink by the LEA Superintendent or Designee)

_x____Form 2 Schools to Be Served

_x____Form 2a Eligible, but Not Served Schools

_x____Form 3 District and School Improvement Team

_x____Form 3a School Performance Data and Analysis

_x____Form 4a LEA Budget Summary (all budget forms must be accessed here: http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp

_x____Form 4b LEA Budget Narrative

_x____Form 5a School Budget Summary

_x____Form 5b School Budget Narrative

_x____Form 6 Demonstration of Capacity

_x____Form 7 Analysis and Selection of the Intervention Model

_x____Form 7a Consultation with Relevant Stakeholders

_x____Form 8 Sustainability of the Reform after the Funding Period Ends

_x____Form 10 Implementation Chart(s) for a Tier I or Tier II School Summary (Form 10 must be accessed here: http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp)



Form 10.1 Turnaround Implementation Chart

Form 10.2 Transformation Implementation Chart

Form 10.3 Restart Implementation Chart

Form 10.4 Closure Implementation Chart _N/A__Form 11 Implementation Chart(s) for a Tier III School, if applicable. (California will not run a competition for Tier III schools until all LEA applications to serve all Tier I and Tier II schools are funded. Form 11 must be accessed here: http://www.cde.ca.gov/fg/fo/r16/regsig13rfa.asp.)


Appendix H: Online Forms (Forms 4a, 4b, 5a, 5b, 8, 10, 11)

School Improvement Grant, Cohort 3Budget Summary- LEA Form 4A

District Compton Unified School District LEA Form 4ASite 19 73437 0000000CDS Code Los Angeles CountyCounty DeWayne Davis Resource: 3180

Contact [email protected] SACS Code: 8290

E-mail 310-639-4321 Fed Award: S377A130006

Telephone Compton Unified School District GAN: 13-1234-00000

Object Code Series Line Item Description

Year 0(Pre-Imp.) Year 1 Year 2 Year 3

FY 2013-14 FY 2014-15 FY 2015-16 FY 2016-17

1000-1999 Certificated Personnel Salaries $2,186,500. $2,532,349.50 $2,616,864.63

2000-2999 Classified Personal Salaries $76,000.00 $ 137,725.00 $ 143,441.50

3000-3999 Employee Benefits $435,103.00 $ 513,399.00 $ 530,443.55

4000-4999 Books and Supplies $114,400.00 $ 63,040.00 $ 64,132.00

5000-5999 Services/Other Operating Expenses

$3,077,460.00

$2,579,660.00

$2,155,660.00

6000-6999 Capital Outlay $ 90,000.00 $ 90,000.00 $ 90,000.00

7310 / 7350 Indirect Costs $428,239.00 $ 591,617.00 $ 560,054.00

Subtotal $ - $6,407,702.00

Total $ - $6,507,790.50 $6,160,595.68

CDE Use OnlyVersion Date


School Improvement Grant, Cohort 3Budget Narrative- LEA Form 4B

FY 2013-14

District Compton Unified School District LEA Form 4BCDS 19 73437 0000000County Los Angeles CountyContact DeWayne DavisE-mail [email protected] 310-639-4321

Activity

Number

Component

Number

Expenditure Description

List Budget Sub-

Codes

Certificated Salaries

Classified Salaries Benefits

Books and

Supplies

Services and Other Expenses

Capital Outlay

Indirect Costs Total

1000 2000 3000 4000 5000 6000 7000

II-SIG 12

Financial Incentives for Teachers and Staff meeting growth targets: Teachers/ Administrators/ Counselors (193 X $1000) $193,000Staff (55 X $1000) $55,000.Ave. benefits for teachers are 20%. Ave benefits for staff are 20%. ($193,000 + $55,000) X 0.20 = $49,600.Indirect Costs @ 7.18% = $ 21,367.

110012001300

210022002400

3000-3999

$193,000 $55,000 $49,600 0 0 0 $ 21,367 $318,967.00


Total = $318,967.00

II-SIG 12

External Partner, Pearson Schoolwide Improvement Model (SIM) base cost ($150,000) at 4 schools = $600,000 and includes 40 days of technical support. Additional days of support @ $2800/day X 140 days X 4 schools = $1,568,000. Total cost of $2,168,000 provides SIM with 180 days of support at each school. Indirect Costs @ 7.18% = $155,662. Total = $2,323,662.00

5800 0 0 0 0 $2,168,000 0 $155,662 $2,323,662

.00

II-SIG 12

Technology Integration professional development (PD) @ $3150/day X 15 days of training X 4 schools = $189,000.These 60 trainings of approximately 10 teachers each will require 600 days of substitutes @ $145 = $87,000Indirect Costs @ 7.18% = $19,816Total = $295,816.00

5800 $87,000 0 0 0 $189,000 0 $19,816 $295,816.00

II-SIG 12

STEM Improvement Framework implementation supported by 30 days of job-embedded PT @ $105,000.2 STEM Workshops @ $3,500 = $7000.Indirect Costs @ 7.18% = $8,041Total = $120,041.00

5800 0 0 0 0 $112,000 0 $8,041 $120,041.00

II-SIG 13

Teacher Minigrants for innovative projects is estimated to cost (50 teachers X $30/hr X 10 hrs) $15,000 for teacher stipends to plan project. Benefits @ 20% are estimated at $3000. Books & Materials reimbursed at actual cost are expected to average $1000/project (50 X $1000 = $50,000). Expenses for services is expected to average $2000/project (50 X $2000 = $100,000.) Indirect Costs @ 7.18% = $10,986Total =$178,986.00

11003000-3999

42004300

$15,000 0 $3,000 $50,000 $100,000 0 $10,986 $178,986.00

II-SIG 14

Review360 Behavior Monitoring and PD Support @ $13,700 for 3 schools = $41,100. Indirect Costs @ 7.18% = $2,950Total =$44,050.00

5800 0 0 0 0 $41,100 0 $2,950 $44,050.00

II-SIG 14

Technology Implementation PD to include 2 days of workshops and onsite coaching @3100/day. (2X $3100) $6,200Indirect Costs @ 7.18% = $445Total =$6,645.00

5800 0 0 0 0 $6,200 0 $445 $6,645.00

IL-SIG 14

Teacher Stipends for PD beyond the school day/year at (100 hrs X $30/hr X 2 school) $6,000Benefits @ 20% = $1200.Indirect costs @ 7.18% = $517

1100

3000-3999

$6,000 0 $1,200 0 0 0 $517 $7,717.00

Total = $7,717.00

II-SIG 15

Staffing: Instructional Technology Specialist (1 Certified FTE) at an average salary of $80,000 provides tech integration support at 2 school. Benefits are estimate @ 20% ($16,000 X 2) $32,000. Indirect Costs @ 7.18% = $13,785Total =$205,785.00

1100

3000-3999

$160,000 0 $32,000 0 0 0 $13,785 $205,785.00

II-SIG 15

Staffing: Instructional Technology Specialist (0.5 Certified FTE) $19,000 provides tech access to students and community at 1 school. Benefits are estimate @ 20% = $3,800. Indirect Costs @ 7.18% = $1637Total = $24,437.00

1100

3000-3999

$19,000 0 $3,800 0 0 0 $1637 $24,437.00

II-SIG 15

Increase Counselor work year at an estimated cost of (20 days @ $350 avg daily salary X 4 school) $28,000 to improve grade level transitions.Benefits are estimate @ 20% = $5,600. Indirect Costs @ 7.18% = $2,412Total = $36,012.00

1100

3000-3999

$28,000 0 $5,600 0 0 0 $2,412 $36,012.00

II-SIG 15

Add Psychiatric Social Worker (1 Certified FTE) at an estimated salary of $80,000. Benefits are estimate @ 20% = $16,000. Indirect Costs @ 7.18% = $6,892. Total = $102,892.00

1100

3000-3999

$80,000 0 $16,000 0 0 0 $6,892 $102,892.00

IL-SIG Add Mental Health 1100 $80,000 0 $16,000 0 0 0 $6,892

14

Professional to support students with violence/aggression at an estimated salary of $80,000. Benefits are estimate @ 20% = $16,000. Indirect Costs @ 7.18% = $6,892. Total = $102,892.00

3000-3999

$102,892.00

II-SIG 15

Add Academic Support Coaches per grade (3 Certified FTE ) at an average salary of $80,000 = $240,000.Benefits are estimate @ 20% = $48,000. Indirect Costs @ 7.18% = $20,678Total = $308,678.00

1100

3000-3999

$240,000 0 $48,000 0 0 0 $20,678 $308,678.00

IL-SIG 15

Staffing for extending the school day: Afterschool: Teachers (183 teachers X .5 hrs X $70/per diem rate X 180 days) = $1,152,900Holidays/Summer: (35 teachers X 10 days X 4 hrs X $30) = $42,000. Classified staff (15 X 10 days X 4 hrs. X $15) = $9,000.Weekend: Teachers (30 teachers X 20 days X 4 hrs X $30) = $72,000Classified staff (10 X 20 X 4 hrs X $15) = $12,000Benefits are estimated @ 20% = $257,580. Indirect Costs @ 7.18% = $110,965Total = $1,656,445.00

1100

3000-3999

$1,266,900 21,000 $257,58

0 0 0 0 $110,965 $1,656,445.00

IL-SIG New Program: iLit 0 0 0 0 $260,660 0 $18,715

16

Inspire Literacy for Struggling Readers training and materials for 5 teachers and 240 students in 4 bundles @ $39,965 (4 X $39,965) is $159,8608 days of additional PD and coaching is $3,150 (8 days X $3,150 X 4 schools) = $100,800Indirect Costs @ 7.18% = $18,715Total = $279,375.00

5800 $279,375.00

IL-SIG 14

Substitute costs for 20 days for each school will provide released time for PD and coaching. (20 days X 4 schools X $145/day) = $11,600. Benefits estimated @ 20% = $2,323. Indirect Costs @ 7.18% = $999Total = $14,922.00

1100

3000-3999

$11,600 0 $2,323 0 0 0 $999 $14,922.00

IL-SIG 16

New Program: OnRamp to Algebra materials estimated at $180 per student (90 students X $180 X 2 school) = $32,400.10 days of training for 5 teachers = $35,000Indirect Costs @ 7.18% = $4,839Total = $72,239.00

4300

58000 0 0 $32,400 $35,000 0 $4,839 $72,239.00

IL-SIG 16

Interactive white boards with response pads to support blended instruction and increase student engagement. 16 boards @ $2,000 = $32,000 Indirect Costs @ 7.18% = $2,297.

0 0 0 $32,000 0 0 $2,297 $34,297.00

Total = $34,297.00

IL-SIG 16

New Program: Smarthinking on demand virtual tutoring for core content areas @ $28/per hour. (1,750 hrs X 28) = $49,000Set up, implementation, training is $3,000 per school ($3000 X 4 schools) = $12,000 Indirect Costs @ 7.18% = $4,379Total = $65,379.00

58005900 0 0 0 0 $61,000 0 $4,379 $65,379.00

IL-SIG 16

Mobile iPad carts @ $29,000 for 2 schools ($29.000 X 2 = $58,000) to support iLit.8 Interactive white boards and responders @$2,000 for 2 schools (8 X $2,000 X 2) = $32,000. Total = $90,000.Indirect Costs @ 7.18% = $6,462Total = $96,462.00

6400 0 0 0 0 0 $90,000 $6,462 $96,462.00

II-SIG 16

New Program: Gradpoint online learning system provides core courses, credit recovery and enrichment. Premium Suite Part-time is priced at $209 per license. Estimated cost is (500 site licenses X $209) = $104,500Indirect Costs @

5800 0 0 0 0 $104,500 0 $7,503$112,003.00

7.18% = $7,503Total = $112,003.00

Total $2,186,500

.00$76,000.0

0$435,103

.00$114,400

.00$3,077,460

.00$90,000

.00$428,239.

00$6,407,702.00

School Improvement Grant, Cohort 3Local Educational Agency Form 4b—Budget Narrative

FY 2013–14 (Pre-Implementation)

District Compton Unified School DistrictCDS Code 19 73437 0000000County Los Angeles CountyContact DeWayne DavisE-mail [email protected] 310-639-4321

Activity Number(optional

)

Component Number

(required)


List Budg

et Sub-Code

s

Certificated

Salaries

Classified

Salaries Benefits

Books and

Supplies

Services and

Other Expense

s

Capital Outlay


1000 2000 3000 4000 5000 6000 7000

$ -

$ -

$ - $

- $ -

$ -

$ -

$ - $

- $ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -


$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

Total $ -

$ -

$ -

$ -

$ -

$ -

$ -

$ -

School Improvement Grant, Cohort 3School Form 5a—Budget Summary

District Compton Unified School DistrictSite Dominguez High SchoolCDS Code 19 73437 0000000County Los Angeles Resource: 3180

Contact Vanessa Landesfeind SACS Code: 8290

E-mail [email protected] Fed Award:

S377A130006

Telephone 310-630-0142 x 68304 GAN: 13-1234-00000



FY 2013–14 FY 2014–15 FY 2015–16 FY 2016–17

1000-1999 Certificated Personnel Salaries $ 770,650.00

$ 809,182.00 $ 849,641.00

2000-2999 Classified Personal Salaries $ 32,200.00

$ 33,810.00 $ 35,500.00

3000-3999 Employee Benefits $ 155,640.00

$ 163,422.00 $ 171,593.00

4000-4999 Books and Supplies $ 20,800.00

$ 21,840.00 $ 22,932.00


$ 831,115.00

$ 692,115.00 $ 636,115.00

6000-6999 Capital Outlay

7310 / 7350 Indirect Costs $ 129,987.00

$ 123,522.00 $ 123,193.00


Subtotal $ -

$ 1,940,392.00

Total $ -

$ 1,843,891.00 $ 1,838,974.00


District Compton Unified School DistrictSite Benjamin O. DavisCDS Code 19-73437-6066732County Los Angeles Resource: 3180

Contact Cesar Flores SACS Code: 8290


S377A130006

Telephone 310-898-6020 GAN: 13-1234-00000



FY 2013–14 FY 2014–15 FY 2015–16 FY 2016–17


$ 842,050.00 $ 842,050.00


$ 23,380.00 $ 23,380.00


$ 172,506.00 $ 172,506.00


$ 10,000.00 $ 10,000.00


$ 705,115.00

$ 593,115.00 $ 537,115.00

6000-6999 Capital Outlay


7310 / 7350 Indirect Costs $125,869.00 $117,827.00 $113,806.00

Subtotal $ -

$ 1,878,920.00

Total $ - $1,758,878.00 $1,698,857.00


District Compton Unified School DistrictSite Whaley Middle SchoolCDS Code 19 73437 6057582County Los Angeles Resource: 3180

Contact Candice Waters SACS Code: 8290


S377A130006

Telephone 310-898-6070 GAN: 13-1234-00000



FY 2013–14 FY 2014–15 FY 2015–16 FY 2016–17


$ 405,835.00 $ 426,127.00


$ 44,205.00 $ 46,415.00


$ 84,000.00 $ 88,200.00


$ 10,000.00 $ 10,000.00



$ 711,315.00

$ 599,315.00 $ 443,315.00

6000-6999 Capital Outlay $ 45,000.00

$ 45,000.00 $ 45,000.00

7310 / 7350 Indirect Costs

$91,539.00 $ 85,323.00 $ 76,040.00

Subtotal $ -

$ 1,366,464.00

Total $ -

$ 1,273,678.00 $ 1,135,097.00


District Compton Unified School DistrictSite Willowbrook Middle SchoolCDS Code 19 73437 6057590County Los Angeles Resource: 3180

Contact Dennis Perry SACS Code: 8290


S377A130006

Telephone 310-604-2834 GAN: 13-1234-00000




FY 2013–14 FY 2014–15 FY 2015–16 FY 2016–17


$ 475,282.00 $ 499,046.63


$ 36,330.00 $ 38,146.50


$ 93,471.00 $ 98,144.55


$ 21,200.00 $ 21,200.00


$ 807,115.00

$ 695,115.00 $ 539,115.00

6000-6999 Capital Outlay $ 45,000.00

$ 45,000.00 $ 45,000.00

7310 / 7350 Indirect Costs $ 104,080.00 $ 98,107.00 $89,078.00

Subtotal $ -

$ 1,553,665.00

Total $ - $1,464,505.00 $1,329,730

School Improvement Grant, Cohort 3Budget Narrative- School Form 5B

FY 2014-15

District Compton Unified School DistrictSite Dominguez High SchoolCDS 19 73437 0000000County Los AngelesContact Vanessa LandesfeindE-mail [email protected] 310-630-0142 x 68304

Act.#

Component Number Expenditure Description

List

Bud

get

Sub

-Cod

es Certificated Salaries


Books and

Supplies

Services & Other Expenses

Capital Outlay


1000 2000 3000 4000 5000 6000 7000

II-SIG 12

Identify and Reward Staff: Financial Incentives awarded to leaders, teachers, and staff for meeting growth targets. It is anticipated that 80 Faculty and 10 Staff will earn incentives based on their ability to meet identified standards for student growth. (80 teachers/ administrators/ counselors X $1000 = $ 80,000) + (10 staff member X $1000 = $10,000 ) = $ 90,000. Average benefits for teachers are 20%. Average benefits for staff are 20%

$80,000 $10,000 $18,000 $0 $0 $0 $7,754 $115,754

II-SIG 12 Opportunities to improve profesional practice: Pearson, our External Partner, will apply their School Improvement Model (SIM) to provide comprehensive support to

$542,000 $38,916

$580,916


teachers and leaders with intensive techical support to include 180 days of onsite professional developing and coaching. The unit price for SIM is $150,000 and includes 40 days of support. + (140 additonal days @ $2800/day = $392,000. Total cost for SIM with 180 days of technical support is ( $150,000 + $392,000) $542,000

II-SIG 12

Opportunities to improve profesional practice: Professional development and training to support technology integration, student engagement, and training for effective implementation of new programs is anticipated to cost between $2800-$3500 per day. Taking the mean ($3150) X 15 days of training, we estimate $47,250 for professional development. Each training will include approximately 10 teachers requiring substitute coverage at a daily rate of $145 x 10 teachers x 15 days = $21,750

$21,750 $47,250 $4,954 $73,954

1 II-SIG 13

Retention: Teacher mini grants for projects meeting SIG Objective. A competitive process will encourage teacher innovation and be funded through mini grants to cover the actual cost of materials and training for implementing the project and stipend for the teacher that is based on the hourly rate ($30) in the teachers contract 10 hours to plan and implement the project. It is expected that 20 minigrants will be funded at an average cost of $1860.

$6,000 $1,200 $10,000 $20,000 $2,671 $39,871

II-SIG 14

Professional Development support and Behavior Monitoring: Review 360 for Supporting Behavior Management. $13,700 per school. (Includes Annual software license: $3,200; Set-up & Configuration (Year 1 only): $500; Annual Implementation Support: $1000; Annual Implementation Support: $1000; 4 days of onsite training, 2 half- day webex trainings (train-the trainer-model with campus problem solving team main recipients): $9000)

$13,700 $984 $14,684

II-SIG 15

Staffing: Instructional Technology Specialist (1 certified FTE equivalent + benefits of 20%) to provide technology integration support

$80,000 $16,000 $6,893 $102,893

II-SIG 15

Operational Flexibility and Staffing: Extend School day Afterschool (80 Teachers X 180 days X .5 hours x $70 per diem rate = $504,000 ) (6 Classified staff X 180 days X 1 hours X $15 hourly average = $16200 ), Holiday (20 Teacher X 10 days X 4 hours x $30 Extra duty= $24000 ) (6 Classified staff X 10 days X 4 hours X $15 hourly average = $3600 ) and weekend (10 Teacher X 20 days X 4 hours x $30 Extra duty = $ 24000 ) (2 Classified staff X 20 days X 4 hours x $15 hourly average = $2400 programs. Benefits for all teachers are extimated to be $110,400; Benefits for all staff are anticipated to be $4440.

$552,000 $22,200 $114,840 $49,473 $738,513

II-SIG 15 Operational Flexibility and $28,000 $5,600 $2,412 $36,012

Staffing: Increased counselor work year ( 20 days X $350 average daily salary) to improve transition from middle school to high school and high school to post-secondary endeavors.

II-SIG 16

New Instructional Program: OnRamp to Algebra for students entering the school not ready for Algebra. Materials are estimated for 60 student @ $180. 5 days of Training for 5 teachers will cost $21,500 for a total cost of $32,300

$10,800 $21,500 $2,319 $34,619

II-SIG 16 New Instructional Program: iLit Inspire Literacy for Struggling Students for students who are behind two or more years. Training and material (but not iPads) necessary for 60 Student, 1 Teacher for Grade 9 or 10 with Field Response Support is $39,965 and includes: iLit software, Professional Development (1 day onsite), Data Analysis, Implementation Costs, Classroom Server, and annual Software Support and Maintenance Fee.

§ MyTrainingConnection.net (MTC)—is included with the iLit purchase. MTC provides unlimited access to on-demand tutorials and interactive webinar sessions. Upon renewal, all subscription users will have access to MTC.§ Single-Day, On-Site Workshop—Product Implementation Essentials is included in the program

$2,900 $65,165 $4,887 $72,952

purchase. To ensure full implementation and maximum benefit the site will also purchase supplementary professional development packages and coaching. Each PD workshop has an average cost of $3150 x 8 days= $25,200 Substitute costs for 10 days x 2 teachers x $145=$ 2,900.

II-SIG 16

New Instructional Program: Gradpoint online learning system including core courses, credit recovery, and enrichment. Annual subscription to Gradpoint Premium Suite Part - time which includes access to the full course catalog for High School (Prescriptive , Sequential, Flex, Virtual, Honors, Electives, and AP Pathways) Also includes available prepare courses for National and State Exams. 500 site licenses x $209 per license = $104,500

$104,500 $7,503 $112,003

II-SIG 16

New Instructional Program: Smartthinking online, on demand tutorial services for core content areas. Virtual tutoring is anticipated to cost $10,000 based on $28 per tutoring hour(minimum 100-hour purchase) for 500 hours and , $3000 set-up, implementation and training per school.

$17,000 $1,221 $18,221

Total $770,650 $32,200 $155,640 $20,800 $831,115 $0

$129,987

$1,940,392


FY 2014-15

District Compton Unified School DistrictSite Benjamin O. Davis Middle School CDS 19 73437 0000000County Los AngelesContact Cesar FloresE-mail [email protected]

Telephone 310-898-6020

Act

ivity

#

Com

pone

nt N

umbe

r


List

Bud

get

Sub

-Cod



Books and

Supplies


Capital Outlay


1000 2000 3000 4000 5000 6000 7000

II-SIG 12

Identify and Reward Staff: Financial Incentives awarded to leaders, teachers, and staff for meeting growth targets. It is anticipated that 55 Faculty and 10 Staff will earn incentives based on their ability to meet identified standards for student growth. (55 teachers/admin/counselors X $1000 = $ 55,000) + (10 staff member X $1000 = $10,000 ) = $ 65,000. Average benefits for teachers are 20%. Average benefits for staff are 20%.

$55,000 $10,000 $13,000 $0 $0 $0 $78,000

II-SIG 12 Opportunities to improve profesional practice: Pearson, our External Partner, will apply their School Improvement Model (SIM) to provide

$0 $542,000 $38,916 $580,916


comprehensive support to teachers and leaders with intensive techical support to include 180 days of onsite professional developing and coaching. The unit price for SIM is $150,000 and includes 40 days of support. + (140 additonal days @ $2800/day = $392,000. Total cost for SIM with 180 days of technical support is ( $150,000 + $392,000) $542,000

II-SIG 12

Opportunities to improve profesional practice: Professional development and training to support technology integration, student engagement, and training for effective implementation of new programs is anticipated to cost between $2800-$3500 per day. Taking the mean ($3150) X 15 days of training, we estimate $47,250 for professional development. Each training will include approximately 10 teachers requiring substitute coverage at a daily rate of $145 x 10 teachers x 15 days = $21,750

$21,750 $4,350 $47,250 $5,267 $78,617

1 II-SIG 13 Retention: Teacher mini grants for projects meeting SIG Objective. A competitive process will encourage teacher innovation and be funded through mini grants to cover the actual cost of materials and training for implementing the project and stipend for the teacher that is based on the hourly rate ($30) in the teachers contract 10 hours to plan and implement the project. It is expected that 20 minigrants will be funded at

$6,000 $1,200 $10,000 $20,000 $2,671 $39,871

an average cost of $1860.

II-SIG 14

Professional Development support and Behavior Monitoring: Review 360 for Supporting Behavior Management. $13,700 per school. (Includes Annual software license: $3,200; Set-up & Configuration (Year 1 only): $500; Annual Implementation Support: $1000; Annual Implementation Support: $1000; 4 days of onsite training, 2 half- day webex trainings (train-the trainer-model with campus problem solving team main recipients): $9000)

$0 $13,700 $984 $14,684

II-SIG 14

Additional Personnel and deper support for violence/aggression. Mental health professional to support students with wrap around services.

$88,000 $17,600 $7,582 $113,182

II-SIG 15

Staffing: Instructional Technology Specialist (.5 certified FTE equivalent + benefits of 20%) to provide technology access to students and surronding community.

$19,000 $3,800 $1,637 $24,437

II-SIG 15 Operational Flexibility and Staffing: Extend School day Afterschool (45 Teachers X 180 days X .5 hours x $70 per diem rate = $283,000 ) (3 Classified staff X 180 days X 1 hours X $15 hourly average = $8,100 ), Summer school (14 Teacher X 24days X 5 hours x $30 Extra duty= $50,400 ) (1 Classified staff X 24 days X 6 hours X $15 hourly average = $2,880 ) and weekend (10 Teacher X 20 days X 4 hours x

$357,400 $13,380 $74,156 $31,946 $476,882

$30 Extra duty = $ 24000 ) (2 Classified staff X 20 days X 4 hours x $15 hourly average = $2400 programs. Benefits for all teachers are extimated to be $; Benefits for all staff are anticipated to be $4440.

II-SIG 15

Operational Flexibility and Staffing: Increased counselor work year ( 20 days X $350 average daily salary) to improve transition from middle school to high school and high school to post-secondary endeavors.

$28,000 $5,600 $2,412 $36,012

II-SIG 15

Operational Flexibility and Staffing: Hire one Academic Support Coaches per grade level to identify, monitor and support Tier three students (3x88,000=264,000)

$264,000 $52,800 $22,746 $339,546

II-SIG 16 New Instructional Program: --iLit Inspire Literacy for Struggling Students for students who are behind two or more years. Training and material (but not iPads) necessary for 60 Student, 1 Teacher for Grade 9 or 10 with Field Response Support is $39,965 and includes: iLit software, Professional Development (1 day onsite), Data Analysis, Implementation Costs, Classroom Server, and annual Software Support and Maintenance Fee. MyTrainingConnection.net (MTC)—is included with the iLit purchase. MTC provides unlimited access to on-demand tutorials and interactive webinar sessions. Upon renewal, all subscription users will have access to MTC.

$2,900 $65,165 $4,887 $72,952

Single-Day, On-Site Workshop—Product Implementation Essentials is included in the program purchase. To ensure full implementation and maximum benefit the site will also purchase supplementary professional development packages and coaching. Each PD workshop has an average cost of $3150 x 8 days= $25,200 Substitute costs for 10 days x 2 teachers x $145=$ 2,900.

II-SIG 16


$17,000 $1,221 $18,221

Total $842,050 $23,380 $172,506 $10,000 $705,115 $0 $ 120,269

$ 1,873,320


FY 2014-15

District Compton Unified School DistrictSite Whaley Middle School CDS 19 73437 6057582County Los AngelesContact Candice WatersE-mail [email protected]


Act

ivity

#

Com

pone

nt N

umbe

r


List

Bud

get

Sub

-Cod



Books and

Supplies


Capital Outlay


1000 2000 3000 4000 5000 6000 7000

II-SIG 12

Identify and Reward Staff: Financial Incentives awarded to leaders, teachers, and staff for meeting growth targets. It is anticipated that 33 Faculty and 25 Staff will earn incentives based on their ability to meet identified standards for student growth. (33 teachers X $1000 = $ 33,000) + (25 staff member X $1000 = $25,000) = $ 58,000. Average benefits for teachers is 20%. Average benefits for staff are 20%

$33,000 $25,000 $11,600 $0 $0 $0 $0 $69,600

II-SIG 12 Opportunities to improve professional practice: Pearson, our External Partner, will apply their School Improvement Model (SIM) to provide comprehensive support to teachers and

$542,000 $38,916 $580,916


leaders with intensive technical support to include 180 days of onsite professional developing and coaching. The unit price for SIM is $150,000 and includes 40 days of support. + (140 additional days @ $2800/day = $392,000. Total cost for SIM with 180 days of technical support is ( $150,000 + $392,000) $542,000

II-SIG 12

Opportunities to improve professional practice: Professional development and training to support technology integration, student engagement, and training for effective implementation of new programs is anticipated to cost between $2800-$3500 per day. Taking the mean ($3150) X 15 days of training, we estimate $47,250 for professional development. Each training will include approximately 10 teachers requiring substitute coverage at a daily rate of $145 x 10 teachers x 15 days = $21,750

$21,750 $47,250 $4,954 $73,954

1 II-SIG 13

Retention: Teacher mini grants for projects meeting SIG Objective. A competitive process will encourage teacher innovation and be funded through mini grants to cover the actual cost of materials and training for implementing the project and stipend for the teacher that is based on the hourly rate ($30) in the teachers contract 10 hours to plan and implement the project. It is expected that 20 minigrants will be funded at an average cost of $1860.

$6,000 $1,200 $10,000 $20,000 $2,671 $39,871

II-SIG 14

Professional Development support and Behavior Monitoring: Review 360 for Supporting Behavior Management. $13,700 per school. (Includes Annual software license: $3,200; Set-up & Configuration (Year 1 only): $500; Annual Implementation Support: $1000; Annual Implementation Support: $1000; 4 days of onsite training, 2 half- day webex trainings (train-the trainer-model with campus problem solving team main recipients): $9000).

Professional Development to support Technology Implementation: The following programs will be utiized to support teachers in the classroom: 21st Century Skills and the Digital Classroom ($3500), Managing a Personalized Learning classroom ($2700), and these will be followed up with 2 days of Classroom Technology: Coaching and Modeling. More Technology workshops will undoubtedly be needed Year 2 and 3. In addition, release time will be needed to support the Launch Institue during the Summer months 2014 (33 certificated staff x $30 x 4 days = $3960).

$3,960 $19,900 $1,713 $25,573

II-SIG 15

Staffing: Psychiatric Social Worker (1 certified FTE equivalent + benefits of 20%) to provide mental health services to students.

$80,000 $16,000 $6,893 $102,893

II-SIG 15Operational Flexibility and Staffing: Extend School day $231,900 $17,100 $49,800 $21,454 $320,254

Afterschool (33 Teachers X 180 days X .5 hours x $70 per diem rate = $207,900 ) (5 Classified staff X 180 days X 1 hours X $15 hourly average = $13,500 ), Holiday (10 Teacher X 10 days X 4 hours x $30 Extra duty= $12000 ) (2 Classified staff X 10 days X 4 hours X $15 hourly average = $1200 ) and weekend (5 Teacher X 20 days X 4 hours x $30 Extra duty = $ 12,000 ) (2 Classified staff X 20 days X 4 hours x $15 hourly average = $2400 programs. Benefits for all teachers are extimated to be $46,380; Benefits for all staff are anticipated to be $3,420.

II-SIG 15

Operational Flexibility and Staffing: Increased counselor work year ( 20 days X $350 average daily salary) to improve transition from middle school to high school and high school to post-secondary endeavors.

$7,000 $1,400 $603 $9,003

II-SIG 16 New Instructional Program: iLit Inspire Literacy for Struggling Students for students who are behind two or more years. Training and material (including iPads) necessary for 60 Student, 2 Teachers for Grade 6 with Field Response Support is $39,965 and includes: iLit software, Professional Development (1 day onsite), Data Analysis, Implementation Costs, Classroom Server, and annual Software Support and Maintenance Fee.

MyTrainingConnection.net

$2,900 $65,165 $29,000 $6,969 $104,034

(MTC)—is included with the iLit purchase. MTC provides unlimited access to on-demand tutorials and interactive webinar sessions. Upon renewal, all subscription users will have access to MTC.Single-Day, On-Site Workshop—Product Implementation Essentials is included in the program purchase. To ensure full implementation and maximum benefit the site will also purchase supplementary professional development packages and coaching. Each PD workshop has an average cost of $3150 x 8 days= $25,200 Substitute costs for 10 days x 2 teachers x $145=$ 2,900.

II-SIG 16

New Instructional Technology: Purchase 8 interactive white boards classroom use at an estimated cost of $2000 each.

$16,000 $1,149 $17,600

II-SIG 16


$17,000 $1,221 $18,221

Total $386,510 $42,100 $80,000 $10,000 $711,315 $45,000 $ 86,542

$ 1,361,467


FY 2014-15

District Compton Unified School DistrictSite Willowbrook Middle SchoolCDS 19 73437 6057590County Los AngelesContact Dennis PerryE-mail [email protected]


Act

ivity

#

Com

pone

nt N

umbe

r


List

Bud

get

Sub

-Cod



Books and

Supplies


Capital Outlay


1000 2000 3000 4000 5000 6000 7000

II-SIG 12

Identify and Reward Staff: Financial Incentives awarded to leaders, teachers, and staff for meeting growth targets. It is anticipated that 25 Faculty and 10 Staff will earn incentives based on their ability to meet identified standards for student growth. (25 teachers X $1000 = $ 25,000) + (10 staff member X $1000 = $10,000 ) = $ 35,000. Average benefits for teachers is 20%. Average benefits for staff are 20%

$25,000 $10,000 $7,000 $0 $0 $0 $3,016 $45,016

II-SIG 12 Opportunities to improve profesional practice: Pearson, our External Partner, will apply their

$542,000 $38,916 $580,916


School Improvement Model (SIM) to provide comprehensive support to teachers and leaders with intensive techical support to include 180 days of onsite professional developing and coaching. The unit price for SIM is $150,000 and includes 40 days of support. + (140 additonal days @ $2800/day = $392,000. Total cost for SIM with 180 days of technical support is ( $150,000 + $392,000) $542,000

II-SIG 12

Opportunities to improve professional practice: Professional development and training to support technology integration, student engagement, and training for effective implementation of new programs is anticipated to cost between $2800-$3500 per day. Taking the mean ($3150) X 15 days of training, we estimate $47,250 for professional development. Each training will include approximately 10 teachers requiring substitute coverage at a daily rate of $145 x 10 teachers x 15 days = $21,750

$21,750 $47,250 $4,954 $73,954

II-SIG 13 Retention: Teacher mini grants for projects meeting SIG Objective. A competitive process will encourage teacher innovation and be funded through mini grants to cover the actual cost of materials and training for implementing the project and stipend for the teacher that

$3,000 $600 $5,000 $10,000 $1,335 $19,935

is based on the hourly rate ($30) in the teachers contract 10 hours to plan and implement the project. It is expected that 10 minigrants will be funded at an average cost of $1860.

II-SIG 14

Professional Development support and Behavior Monitoring: Review 360 for Supporting Behavior Management. $13,700 per school. (Includes Annual software license: $3,200; Set-up & Configuration (Year 1 only): $500; Annual Implementation Support: $1000; Annual Implementation Support: $1000; 4 days of onsite training, 2 half- day webex trainings (train-the trainer-model with campus problem solving team main recipients): $9000). In addition, release time will be needed to support the launch institute during the summer months of 2014. (25 certficated staff X $30 X 4 days=$3,000

$3,000 $600 $13,700 $1,242 $18,542

II-SIG 15

Staffing: Instructional Technology Specialist (1 certified FTE equivalent + benefits of 20%) to provide technology integration support

$80,000 $16,000 $6,893 $102,893

II-SIG 12 STEM Improvement Framework-Schoolwide STEM emphasis using a systematic approach. Includes 30 days of job-embedded services over the course of an annual implementation at $105,000

$112,000 $8,042 $123,200

per year. Engaging Middle School Students through ProblemSolving and Design where participants examine best practices that encourage students to apply mathematical and scientific reasoning when identifying and analyzing problems related to their communities and use the design process to design plausible solutions. $3,500 for up to 30 participants. Integrating the CCSS, STEM and NGSS into the Science Classroom Examines impact of CCSS for ELA, Science, Technology, Engineering, and Mathematics (STEM) and the NGSS on classroom instruction. $3,500 for up to 30 participants.

II-SIG 15

Operational Flexibility and Staffing: Extend School day Afterschool (25 Teachers X 180 days X .5 hours x $70 per diem rate = $157,500 ) (6 Classified staff X 180 days X 1 hours X $15 hourly average = $16200 ), Holiday (5 Teacher X 10 days X 4 hours x $30 Extra duty= $12000 ) (6 Classified staff X 10 days X 4 hours X $15 hourly average = $3600 ) and weekend (5 Teacher X 20 days X 4 hours x $30 Extra duty = $ 12000 ) (4 Classified staff X 20 days X 4 hours x $15 hourly average = $4800 programs. Benefits for all teachers are estimated to be $36,300; Benefits for all staff are anticipated to be $4920.

$181,500 $24,600 $41,220 $17,758 $265,078

II-SIG 15

Operational Flexibility and Staffing: Increased counselor work year ( 20 days X $350 average daily salary) to improve transition from elementary school to middle school and to ensure that are all students are appropriately placed according to RTI. Hire a full-time Licensed Clinical Social Worker to provide therapy, wrap-around services, and interventions for families at risk.

$118,000 $23,600 $10,167 $151,767

II-SIG 16

New Instructional Program: OnRamp to Algebra for students entering the 8th grade for Algebra ad OnRamp to Pre-Algebra for students in 6th and 7th grade who are not ready for Pre-Algebra. Materials are estimated for 90 students @ $180. 5 days of Training for 3 teachers will cost $17,500

$17,500 $16,200 $2,420 $36,120

II-SIG 16 New Instructional Program: iLit Inspire Literacy for Struggling Students for students who are behind two or more years. Training and material (including iPads) necessary for 60 Students, 1 Teacher for Grades 6-8 with Field Response Support is $39,965 and includes: iLit software, Professional Development (1 day onsite), Data Analysis, Implementation Costs, Classroom Server, and annual Software Support and Maintenance Fee.

§ MyTrainingConnection.net (MTC)—is included with the

$2,900 $65,165 $29,000 $6,969 $104,034

iLit purchase. MTC provides unlimited access to on-demand tutorials and interactive webinar sessions. Upon renewal, all subscription users will have access to MTC.§ Single-Day, On-Site Workshop—Product Implementation Essentials is included in the program purchase. To ensure full implementation and maximum benefit the site will also purchase supplementary professional development packages and coaching. Each PD workshop has an average cost of $3150 x 8 days= $25,200 Substitute costs for 10 days x 2 teachers x $145=$ 2,900.

II-SIG 16

New Instructional Technology: Purchase 8 interactive white boards with response pads at $2,000 a piece.

$16,000 $1,149 $17,149

II-SIG 16


$17,000 $1,221 $18,221

Total $452,650 $34,600 $89,020 $21,200 $807,115 $45,000 $104,080 $1,553,665

Appendix H: Dominguez High School Form 8 Sustainability of the Reforms After the Funding Period Ends

LEA: Compton Unified School DistrictSchool: Dominguez High School

Area of Sustainability 2017 - 18 2018 - 19 2019 - 20

Developing and increasing teacher and school leader effectiveness

may include, but not limited to: - staff replacement - teacher and principal evaluation - identifying and rewarding staff - ongoing professional development - recruit, place, and retain

Staff will have established PLCs during the grant period which will both support shared learning and will provide peer accountability and professional pride. This learning will carry forward for years to come as teachers and administrators share their learning and expertise at site and district levels.

CUSD and DHS will continue to actively recruit new administrators and teachers as needed in partnership with local universities. New staff will be trained in-house to meet the curricular and instructional expectations established during the time of the SIG. Additionally, our school will continue to reward effective teachers through informal channels of recognition.

In the second year of post-SIG implementation our attention will turn to the issue of retention; considering why and how we are retaining staff and examining the extent to which teachers are continuing the positive strategies that emerged from our SIG process. School leaders will deepen their evaluation and feedback process to promote teacher understanding of the manner in which they are or are not maintaining progressive and effective methods. At this point we will begin to make recommendations about teacher placements for those who have not been able to continue the SIG related activities/constructs.

Continuing our emphasis on fidelity of research-based interventions and solutions, the site budget will continue to include funding for teacher mini-grants to sustain projects in line with the objectives established during the SIG period. The site plan and budget will incorporate rewards and recognition for staff who successfully meet reform objectives.

Comprehensive instructional reform strategies

may include, but not limited to: - modified instructional program - use of student data

Staff will be trained on how to effectively use formative, interim and summative data to inform instruction on a regular basis. Following the protocols already established during the grant period, with ongoing training support for updates in the types of data we collect.

The school is committed to using data to drive the instructional program and make decisions regarding how to fund programs. Only programs with verifiable improved student outcomes will be funded.

All staff will continue to be trained on use of data to guide instruction. Administration and teacher leaders will continually be trained as student data outcomes evolve relative to the implementation of the Common Core.

Increasing learning time and creating community-oriented schools

may include, but not limited to: - schedules and strategies that provide ILT - family and community engagement - social emotional support

In terms of sustaining the various design features of the transformation model the most difficult to sustain without increased funding is the increase in instructional and learning time for both students and school staff. However if the reforms established during the SIG period produce the intended results, extended time can be supported for students who continue to have needs beyond what can be provided for in the normal course of instruction.

DHS will maintain the modified instructional program as it is needed to improve student outcomes. Extended instructional time (both during

The school has already committed to partnering with a number of community agencies to support the social emotional well-being of students. These relationships are ongoing and will continue to be built upon after the grant period. The school will continue its "Engagement Workshop" (a core group from the SIM model) to rigorously pursue deeper and more sustainable community partnerships for student success.

The school will continue to use parent involvement funds through Title III to provide for parent education and engagement. The school is currently successfully partnering with the Parent Institute for Quality Education, which is being accounted for in our current and future budgets.

the school year and/or summer) will continue to be used for student remediation and enrichment programs. We will rigorously examine the budget to consider which student interventions/supports can be sustained through local or state funding.

Operational flexibility and sustained support

may include, but not limited to: - sufficient operating flexibility - ongoing, intensive, technical assistance

The district will continue to support operating flexibility at the school site after the grant period ends, giving discretion to the site principal and School Improvement Team to identify needs and generate solutions.

The district will provide ongoing support and assistance for the reforms established during the grant period including ongoing support from district curriculum experts and continued leadership development.

Continuing with district level curricular, leadership, statistical, and financial support for DHS, the third post-SIG year will emphasize growing partnerships with local and national core educational organizations that can expand our local thought and vision. This may include expanded reading and research to identify the most innovative thinkers and strategies for public education.

Appendix H: Davis Middle School Form 8 Sustainability of the Reforms After the Funding Period Ends

LEA: Compton Unified School DistrictSchool: Davis Middle School




First, when the grant period ends, the school will maintain a School Improvement Team, whose focus will remain despite the grant’s ending and the loss of personnel funded through the SIG.

Maintaining high expectations for the principal will occur through the continued use of district evaluation forms and staff surveys. Additional surveys will be given to students to measure the rigor of coursework, its relevance to their lives, and the relationships developed with their teachers.

Walkthroughs and instructional rounds will continue, sustaining the precedent previously established during the SIG years. Teachers not meeting expectations may be placed on teacher improvement plans or be recommended for Peer Assistance Review (PAR).

Qualitative and quantitative data will continue to be used to determine professional development needs. These decisions will occur at School Improvement Team meetings with all stakeholders being represented.

To replace staff members who leave, the school will recruit and hire teachers who embrace the collegial and collaborative aspects of the transformed school.

Finally, the site will continue to celebrate successes; staff members who cultivate

In the second post-SIG year, the emphasis will be on using data to identify and address any cracks in teacher or leader effectiveness.

The continued close analysis of school surveys will enable the school’s School Improvement Team to stay ahead of any developing negative trends.

Additional support to improve teacher effectiveness will continue to be provided, with more administrative pressure placed upon lesser-performing teachers. The school’s culture will be maintained through these measures.

Other efforts will remain the same.

Year three will require continued close monitoring of the school’s progress toward maintaining effective teacher and school leaders, as previously described.

student achievement in their classroom will be rewarded both formally and informally throughout the school year.

Through the Local Control Funding Formula (LCFF), the site budget will continue to include funding for teacher mini-grants to sustain projects in line with the objectives established during the SIG period. The site plan and budget will incorporate rewards and recognition for staff who successfully meet reform objectives.



The collection of student data will continue to drive instructional and curricular decision-making at Davis. The systems developed, implemented, and monitored by the School Improvement Team over the three years of the grant will have helped to cement the data-driven culture needed at the site. Administrators will monitor staff members’ use of instructional data and provide support where needed.

Teachers who require coaching based upon administrators’ observations will receive additional training.

New teachers will be trained by current staff members in the “Davis way” of analyzing instructional data.

The School Improvement Team will continue to collect and review qualitative and quantitative data with all stakeholders at regular intervals to make data-driven decisions.

The continued maintenance of the school’s data-driven culture is paramount.

Teachers who were identified the previous year as not meeting expectations for utilizing data to drive instructional decision-making may be recommended for peer assistance review (PAR) as well be placed on teacher improvement plans.

Additional training will be provided to those who request it.

The School Improvement Team will continue to meet regularly with all stakeholders to make school-wide decisions based on data. They will continue to review instructional programs based on pre-determined measures.

Accountability will continue to be an integral element of maintaining Davis’s data-driven culture.

The previous supports will continue to be in place for experienced teachers, and sustained, continuous training will allow new hires to adapt in a timely manner to Davis’s data-driven culture.


may include, but not limited to: - schedules and strategies that provide ILT - family and community engagement

When the SIG ends, the school will not be able to support increased learning

These efforts will be continued. The School Improvement Team will monitor the progress

Efforts will continue to increase learning time through additional funding, strategic

- social emotional support

time for all students; however, we will rigorously analyze the budget to support increasing learning time for struggling students through the LCFF. Additional sources of funds will be sought as well to increase learning time for as many students as possible.

The school will continue to hold monthly parent workshops and seek out partnerships in the local community.

The loss of the psychiatric social worker will require the school to recruit mental health entities that can come in to work with our students on social and emotional issues. These groups would cost less than a designated social worker.

made during the first year following the SIG in order to determine which areas are more of a priority than others in order to allocate what resources are available.

With the first year of post-SIG data available, the School Improvement Team will analyze instructional data closely to examine the impact of decreased learning time on Davis students. The school may pilot research-based schedules and strategies to increase learning time for those who need it most. For example, a one-hour lunch for students who meet proficiency would enable a separate thirty minute intervention period for struggling students within the school day.

Efforts to recruit parents and businesses and to educate parents through workshops would continue. Data on parent attendance could result in a stronger effort from the school to recruit parents.

The school would continue to find outside third parties who could come in and offer effective, inexpensive social and emotional support to students.

scheduling, and data-driven interventions.

Parent workshops would continue, as would efforts to find business partners and mental health providers for students.



The LCAFF will allow the school continued operating flexibility once the grant period ends.

The district will provide ongoing support and assistance as it relates to curriculum, instruction, and leadership development.

The school will also seek out partnerships with local and national core educational organizations in order to improve student achievement through research based methods.

The district will provide ongoing support and assistance for the reforms established during the grant period including ongoing support from district curriculum experts and continued leadership development.

Continuing with district level curricular, leadership, statistical, and financial support for DHS, the third post-SIG year will emphasize growing partnerships with local and national core educational organizations that can expand our local thought and vision. This may include expanded reading and research to identify the most innovative thinkers and strategies for public education.

Appendix H: Whaley Middle School Form 8 Sustainability of the Reforms After the Funding Period Ends

LEA: Compton Unified School DistrictSchool: Whaley Middle School




The school will continue to actively recruit new administrators and teachers as needed in partnership with local universities. New staff will be trained in-house and provided a mentor, a teacher that consistently models effective instruction to meet the curricular and instructional expectations established during the time of the SIG. Rewards may have to be limited to be more intrinsic in nature unless community partners wish to assume that financial obligation. New sources of funding will be continually explored.

We believe the strengthened and refreshed school culture will continue long after SIG funding ends. A new sense of pride will see staff leaving as retirement or family relocation demands. School leaders will deepen their evaluation and feedback process to promote teacher understanding of the manner in which they are or are not maintaining progressive and effective methods. Our Workshop Facilitators will continue to assume the role of trainers, carrying on the tradition began in Year 1. Funding for other needed professional development will be limited to available site funds. New sources of funding will be continually explored.

School culture will draw multiple candidates when positions open on our campus. Campus visits will impress candidates and student teachers will undergo informal evaluation to determine whether they should be encouraged to apply for open positions. New sources of funding will be continually explored.








Continued funding for our Psychiatric Social Worker will be paramount and a priority that will be funded through a combination of site and district funds. Extended instructional time (both during the school year and/or summer) will continue to be used for student remediation and enrichment programs. It is anticipated that

The school will continue its "Engagement Workshop" (a core group from the SIM model) to rigorously pursue deeper and more sustainable community partnerships for student success and innovative ways to continue support for our most at risk students.

The school will continue to use parent involvement funds through Title III to provide for parent education and engagement. The Whatever It Takes Advisory Committee will continue its role of identifying obstacles and surmounting barriers as it monitors student performance data quarterly.

the scope of ILT may be narrowed because of reduced funding, however.



The district will continue to support operating flexibility at the school site after the grant period. Our principal and our School Leadership Team, will be granted the authority to identify needs and generate solutions, with a general willingness on the part of the district to consider innovative and creative ideas presented by schools.

The district will provide ongoing support and assistance for the reforms established during the grant period, including ongoing support from district curriculum experts and continued leadership development. The district will additionally make the testing directors and local statisticians available to drive the deepened emphasis on data-driven decision-making processes.

Continuing with district level curricular, leadership, statistical, and financial support for our school, the third post-SIG year will emphasize growing partnerships with local and national core educational organizations that can expand our local thought and vision. This may include expanded reading and research to identify the most innovative thinkers and strategies for public education.

Appendix H: Willowbrook Middle School Form 8 Sustainability of the Reforms After the Funding Period Ends

LEA: Compton Unified School DistrictSchool: Willowbrook Middle School




The school will continue to actively recruit new administrators and teachers as needed in partnership with local universities. New staff will be trained in-house and

We believe the strengthened and refreshed school culture will continue long after SIG funding ends. A new sense of pride will see staff leaving as retirement or family relocation demands. School leaders will deepen

School culture will draw multiple candidates when positions open on our campus. Campus visits will impress candidates and student teachers will undergo informal

provided a mentor, a teacher that consistently models effective instruction, to meet the curricular and instructional expectations established during the time of the SIG. Rewards may have to be limited to be more intrinsic in nature unless community partners wish to assume that financial obligation. New sources of funding will be continually explored.

their evaluation and feedback process to promote teacher understanding of the manner in which they are or are not maintaining progressive and effective methods. Our Workshop Facilitators will continue to assume the role of trainers, carrying on the tradition began in Year 1. Funding for other needed professional development will be limited to available site funds. New sources of funding will be continually explored.

evaluation to determine whether they should be encouraged to apply for open positions. New sources of funding will be continually explored.








Continued funding for our additional counselor and social worker will be paramount and a priority that will be funded through a combination of site and district funds. Extended instructional time (both during the school year and/or summer) will continue to be used for student remediation and enrichment programs. It is anticipated that the scope of ILT may be narrowed because of reduced funding, however.

The school will continue its "Engagement Workshop" (a core group from the SIM model) to rigorously pursue deeper and more sustainable community partnerships for student success and innovative ways to continue support for our most at risk students.

The school will continue to use parent involvement funds through Title III to provide for parent education and engagement. The Triple A Advisory Committee will continue its role of identifying obstacles and surmounting barriers as it monitors student performance data quarterly.



The district will continue to support operating flexibility at the school site after the grant period. Our principal and our School Leadership Team, will be granted the authority to identify needs and generate solutions, with a general willingness on the part of the district to consider innovative and creative ideas presented by schools.

The district will provide ongoing support and assistance for the reforms established during the grant period, including ongoing support from district curriculum experts and continued leadership development. The district will additionally make the testing directors and local statisticians available to drive the deepened emphasis on data-driven decision-making

Continuing with district level curricular, leadership, statistical, and financial support for our school, the third post-SIG year will emphasize growing partnerships with local and national core educational organizations that can expand our local thought and vision. This may include expanded reading and research to identify the most innovative

processes. thinkers and strategies for public education.

Appendix H: Dominguez High School Form 10 Implementation ChartsTransformation Model

LEA: Compton Unified School District Date: March 12, 2014School: Dominguez High School

Required Components Strategies

Start & End Dates

(MM/YYYY)Oversight Description of

Evidence

II-SIG 10: Replace the principal who led the school prior to the commencement of the transformation model.

Principal Replacement*

A new superintendent was finally appointed, which initiated some stability after a string of superintendents. During the 2012-2013 school year, Darin Brawley was appointed the new superintendent replacing the last in a series of interim superintendents. The appointment of the new superintendent was followed by restructuring and restaffing of many of the major departments at the district level including the development of an expanded Secondary Education Department, dedicated to supporting curriculum and instruction at the middle and high school levels. The current principal of DHS was hired last year as part of this CUSD reform effort. Her resume is included (see Attachments).

CUSD recognized that principals must focus on setting direction, helping faculty grow professionally, and redesigning the organization (Leithwood et al, 2004).Without effective leadership, CUSD and schools are less likely to address school and teacher practices that impact student achievement in a coherent and meaningful way (Marzano, Waters, and McNulty, 2005).

A new district organizational structure was implemented with special attention for improved academics through the creation of the Senior Director for Curriculum and Instruction position. Under his direction, principals were evaluated and a new structure was employed for the 2012-2013 school year as co-principals were hired to better share the expansive duties of the principal. The former principal was named Principal of Management while an extensive search for a new principal resulted in the selection of Vanessa Landesfeind as Principal for Instruction.

CUSD was impressed by Dr. Landesfeind’s doctoral degree in educational leadership, pleased with her prior performance as an assistant principal, and impressed at the

7/1/2013 to Present

Dr. Davis, Senior Director -

Curriculum & Instruction

Principal’s resume

success of the academic RTI model and open honors/AP enrollment at Cerritos High School, a reform effort that was introduced under her leadership. As a university professor, she is experienced in working with adults as learners and planning professional development. Furthermore, her doctoral thesis examined effective leadership in turnaround schools. This serves as evidence of her ability to lead this transformation.

The additional technical support provided by Pearson, as part of their Schoolwide Improvement Model (SIM), will not only expand her effectiveness but also help DHS implement a distributed leadership structure that empowers all staff members to recognize, employ, and grow leadership skills. Bringing administrators and teachers together around a shared goal of improving instruction through collaborative learning has the potential to improve instruction and promote distributed leadership. Without these school-based professional learning communities (or Teacher Workgroups), changes in attitudes and knowledge brought about by targeted professional development do not make it into the classroom in any meaningful way (Darling-Hammond et al., 2009; Goldenberg, 2004).

Vanessa Landesfeind

Hire date 7/1/2013

*LEAs that retain a principal hired within the last 2 years should be able to demonstrate that: (1) the prior principal in the school at issue was replaced as part of a broader reform effort, and (2) the new principal has the experience and skills needed to implement successfully a turnaround, restart, or transformation model.

II-SIG 11: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that take into account data on student growth as a significant factor that are designed and developed with teacher and principal involvement.

Principal and teacher

involvement

Our current system for Evaluation requires assessment by reflection, observation, documentation, and conference. CUSD teachers, administrators, and stakeholders are working together to improve the current evaluation system. All staff evaluations focus on professional behavior, not on the person, and encourage ongoing feedback and open communication.

Teachers are rated on 6 Standards, all related to successful school reform and the DHS needs analysis such as classroom instruction, school culture, ongoing quality PD, and analyzing student data to inform instruction: 1. Engaging and Supporting all Students in Learning2. Creating and Maintaining Effective Environments for Student Learning3. Understanding and Organizing Subject Matter for Student Learning

2013-Present Principal

Director of Secondary Education

Superintendent

CUSD School Board

Human Resources

Adoption of New Evaluation Plan

Evaluation System Documents

Summative Evaluations of Staff

4. Planning Instruction and Designing Learning Experience for All Students5. Assessing Student Learning6. Developing as a Professional Educator - Related Duties and Responsibilities

Teachers are then rated as Meeting Standards, Meeting Standards with Growth Recommended, or Does Not Meet Standard.

Principals are assessed mid-year and at the end of the year in relation to district goals and philosophy statements, job responsibilities, and performance skills. The primary purpose of the evaluation process is to help individuals improve. When an employee is given the opportunity to improve his or her performance, the entire system benefits. The Administrative Evaluation process relates to all successful school reform attributes and answers needs such as previously failed initiatives/leadership, vision development, and WASC recommendations in this SIG application in the following ways: 1. Continuing development of a quality education program.2. Recognition of a continuing need to establish valid goals and objectives and pursue them to their logical conclusion.3. Development of awareness of the need for possible changes, improvement, and refinement ofprograms and procedures.4. Encouragement of positive changes in attitude and expanded perspective on the part ofadministrators.5. Increased communication, understanding, and respect between the Board of Trustees, theSuperintendent, and the employees of the District.

Data on student growth

Currently, there is no provision for using data on student growth to inform teacher evaluation. That is one reason why we will have a system for Teacher Incentive built into our plan. We feel these are important data points that inspire teachers and leaders to excellence. As part of the School Improvement Model (SIM) we are incorporating, teachers and administrators will work together weekly with educational specialists analyzing student achievement data in order to provide effective research based instructional strategies.


Director of Secondary Education

DHS School Improvement Team

Record of awarded teacher incentives

Documentation of weekly SIT meetings

Multiple observation-

based

Probationary and temporary personnel shall, be evaluated once each semester. Non-teaching personnel and permanent


Director of

Walk-through protocols

assessments

teachers shall be evaluated once every two (2) years, more if on an improvement plan. SIM will provide a discussion protocol for our principals and education specialists taking weekly walkthroughs so that teachers will become comfortable with an observer and recognize their responsibility to implement coaching and professional development in their classrooms. This will lead to more effective instructional practices linked to student academic success. As stated in the needs analysis, teachers are not taking responsibility for student achievement, are not using purchased instructional programs, and are not utilizing purchased technology in the classroom. The SIM program, intense technology integration PD, and additional follow up PD on programs such as Write to Learn will aid with walkthrough data and fidelity of use.

Secondary Education

Ongoing collections of professional

practice

We currently have a walk-through protocol used by all admin team members to give informal feedback to all teachers, even those not on an evaluation year. We work with our coaches from California League of Schools and PIVOT Learning to do walk-throughs. The district and program representatives (Scholastic) do program walk-throughs with us to ensure programs are implemented with fidelity.

Weekly walkthroughs will provide valuable feedback to teachers. Both the principal and the Education Specialist (together at first and then separately) will conduct these important observations in order to improve instructional practice. Strengths that were observed will be noted and the teacher’s ability to implement new practices and procedures will be reinforced. Weaknesses will be identified and the teacher will be directed to professional development to support observed weaknesses. Formal observations will occur as directed in our Evaluation System described above.


School Improvement Team

California League of Schools

PIVOT Learning

Education Specialist

Walk-through protocols

Observation Reports Field Service Reports from Education Specialist

II-SIG 12: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates; and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so. Identify and

rewardIn the Needs Assessment for Dominguez High School, teacher surveys indicated a lack of empowerment, no structured discipline/classroom management system, not enough personal connection/responsibility for student achievement, and little celebration of staff efforts. CUSD and DHS believe implementing

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Dr. Davis, Senior Director - Curriculum & Instruction

TLRC Committee Membership

TLRC Meeting Summaries

Proposed Reward Policy

Adopted Reward Policy

Documentation of awarded teacher grant project implementation

financial and intrinsic incentives will identify and reward staff who demonstrate effectiveness, employing their exceptional skills in ways that advance student learning.

Financial incentives will be awarded leaders, teachers, and other staff who meet or exceed predetermined student growth targets. A collaborative process will be used to inform and implement a reward system for our SIG schools as follows:1. A collaborative Teacher &

Leader Reward Committee (TLRC) will be formed with teacher and principal representatives from each SIG school, Teacher Union officials, and a district administrator.

2. The TLRC will examine the components of the current CUSD Evaluation System and determine benchmarks for reward and removal of staff who do not meet guidelines of professional practice in CUSD.

3. The recommendations of the TLRC will be reviewed by the Supt. Cabinet.

4. The reviewed recommendations will be presented to SIG school staff members and a comment period will allow staff input

5. The TLRC will review staff comments, make revisions, and forward recommendations to the Superintendent.

6. Recommendation will be presented for adoption by the Board of Education.

7. Reward components will be in force.

More intrinsic rewards will include celebratory events to honor staff members who “go the extra mile” that include: Congratulations to specific

teachers for classes that show exceptional student growth on local assessments

Creation of a Teacher Grant program that provides funding for well-designed teacher-generated projects

F> 10/1

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Etc.

opportunities to

improve professiona

l practice

The DHS needs assessment revealed that instruction tends to be teacher-centered and professional development (PD) often fails to transfer to the classroom. There is a lack of accountability for teachers to implement PD practices and consistently utilize purchased instructional products in classrooms (no follow up or support). These root causes will be supported by “at elbow” experts who mentor DHS educators as they strive to become highly effective teachers.

“The Turnaround Challenge” report (Calkins et al., 2007) emphasizes deeply embedded assistance from a turnaround partner as one of four non-negotiables for serving schools in need of turnaround. DHS believes this also applies for the school’s Transformation. The emphasis is on shared accountability and co-management of the school improvement initiative. Regular presence helps to build a trusted relationship while providing leadership critical to helping the partnering school site become an effective school (Bliss, Firestone, & Richards, 1991).

1. Professional development and onsite coaching are hallmarks of this proposal. We have selected Pearson SIM with intensive technical support from education specialists who will train teachers and provide personalized coaching that includes collaborative lesson design, observation, and timely feedback supported by personalized PD (both virtual and face-to-face). Pearson will provide a total of 180 days of technical support Year 1, 140 days in Year 2, and 120 days in Year 3. We need intensive support because our past practice shows that teachers have trouble applying what they learn in professional development to their own classrooms.

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Pearson Trainers and Educational Specialists

Principal

PD Attendance & Evaluation Forms

Educational Specialist Log

Observation Forms

2. The principal and other supervisors will be trained to conduct weekly focused walkthroughs to ensure transfer of professional learning to the classroom.

3. Training will be provided to teachers responsible for implementing new intervention tools and technology so that they are aware of best practices and can employ them effectively.

4. A Launch Institute will kick off the year to support a shared vision for the school. All staff will participate in sessions linked to a shared visions and the implementation of routines and rituals that will be implemented school wide.

5. English Language Arts (ELA) and math teachers will receive focused training and effective tools to employ strategies that are aligned to the Common Core State Standards (CCSS) and foster student engagement.

6. Teachers will participate in Teacher Workgroups (TW) to collaboratively plan lessons aligned to CCSS in a manner supporting student engagement and implementing research-based instruction. The TW will be the focal point and catalyst for both distributed leadership and instructional reform. Teachers who identify student needs together and exchange ideas in a collaborative setting are better equipped to transfer this learning directly to the classroom. When teachers begin to see how their actions lead to changes in the way their students absorb information, learn new concepts, and perform on assessments, they become more committed to improving and refining their instruction (McDougall, et al., 2007; Gallimore, et al., 2009). This in turn influences attitudes

and beliefs about their teaching and reinforces the very efforts that contributed to student achievement gains in the first place.

Identify and remove

1. Teachers unwilling to comply with the increased expectations for professional development and unable to support increased student achievement will be encouraged and supported to transfer to open positions in other schools before the start of the school year.

2. Teachers unable to improve their practice despite the opportunity for whole school, department level, and personalized professional development and coaching that receive a rating of Ineffective will be notified that their contract for teaching at DHS will not be renewed. Efforts will be made to place them in other district positions where they may be effective.

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Director of

Human Resourc

es

Principal and

Director of

Human Resourc

es

Teacher and Principal Summative Evaluations

Transfer Documents

II-SIG 13: Implement strategies that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the transformation school.

Recruitment Many candidates new to teaching find teaching in CUSD desirable in order to reduce student loans through service in schools with high poverty and minority rates. The CUSD HR division also sometimes finds a lack of qualified candidates. Teachers for specialized subjects, particularly in math, science, or special education, are currently recruited through job postings on the district website and on EdJoin.

We expect to expand our recruitment efforts in Year 2, once our reform efforts are in place, by encouraging teachers to be cooperating teachers for California State University Long Beach and California State University Dominguez Hills teacher education students. This will give CUSD and DHS an opportunity to identify and recruit candidates with

exceptional content and pedagogy skills as they exit teacher education programs.

Placement

The principal will have autonomy to place teachers and staff in a manner that she and the School Leadership Team (SLT) determine as most advantageous for meeting the school’s goals.

Retention

Teachers will be encouraged to remain at DHS because of the increased professional and financial benefit along with enhanced recognition of classroom success. Expanded professional development and distributed leadership opportunities will create a pipeline for emerging leaders. Awarded project mini-grants will be provided to teachers who create concrete improvement in students, who have seniors applying to college or other secondary programs, or who help students pass exit exams during added tutorial periods (zero hour and 7th period)..

II-SIG 14: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's

comprehensive instructional program. Research is abundant and

clear that teacher effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and classroom heterogeneity (Darling-Hammond, 1999; Nye et al., 2004; Sanders & Rivers, 1996).

The needs analysis demonstrated that teachers are not using purchased technology to enhance instruction in the classroom. Along with job embedded coaching and PD from a technology instruction specialist, intense PD will be offered in a train the trainer format through face-to-face trainings, webinars, modeling, and coaching.

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06/17

Pearson Trainers and Education Specialists

Principal

Education Specialist Log

Observation Reports

Office Referral Reports

Technology integration PD for DHS teachers will include the following topics: Integrating an interactive Whiteboard into the Curriculum, Differentiated Instruction with Technology, Managing a Personalized Learning Classroom, 21st Century Skills and the Digital Classroom, Teaching Digital Literacy, and Creating Technology Rich Lessons. These sessions will center on the actual computing devices purchased previously through other funding sources; for instance, classroom lessons will be modeled using these devices and showing teachers how to be facilitators in the student learning process. These trainings will be conducted by Pearson, the DHS Instructional Technology Specialist, and other staff who have completed Train the Trainer PD opportunities. Outcomes will include a personalized learning environment, increased student motivation, support for high need students, project based learning, college and career readiness, and differentiated instruction.

Teachers and administrators have also indicated that the Write to Learn digital program previously purchased is not being used due to inadequate PD. WriteToLearn™ is a web-based literacy tool for students in grades 4-12, designed to reinforce the required interplay between reading, writing, and vocabulary. Students engage in essay writing activities to strengthen their writing skills and summary writing activities to build comprehension. They receive immediate, specific feedback on their work so

they can plan, revise, edit, and rewrite, allowing teachers to assign more writing activities across their curriculum without increasing the time needed for grading. WriteToLearn’s built-in language tools—including text-to-speech, translated instruction, and feedback in both Spanish and Simplified Chinese—make it an ideal tool for learners at all levels. Follow up PD customized to fit DHS needs will be provided by Pearson.

Discussions with staff during the needs assessment indicated many of the newer staff experience classroom management issues. They expressed a need to receive timely help on specific incidents to provide a more effective response to student’s misbehavior. High levels of poverty and crime have a powerful presence in the Compton community and teachers need effective strategies for providing a safe environment for learning. Many students come to school suffering from what can only be considered chronic post-traumatic stress. To further help with these issues, parent involvement strategies will be increased, PBIS/Review 360 will help improve school culture, community mental health resources will be utilized more, and the counselor’s work year will be extended by 1 month. Additionally, students are quick to generalize classrooms as “boring,” and note that teachers are generally the ones doing the talking while they just sit there.

1. The Launch Institute will model a workshop delivery system with

high participant engagement.

2. Math and ELA teachers

will receive a Foundational Unit at the Launch Institute that is devised to support the implementation of research based strategies in a manner that promotes high engagement. ELA and math teachers will be expected to implement this unit as the school year begins.

3. Educational Specialists will be on site to conduct walkthroughs to oversee implementing these new practices effectively, providing personalized support for teachers who struggle with this transfer of learning.

4. Teacher Workgroups will be established to support the collaborative development of CCSS aligned units that continue to use strategies that promote high engagement. Teachers will meet weekly during common planning periods for this work.

5. Classroom and student management issues will be supported by Review360, a web-based professional development program, which provides embedded instructional support material that teachers and leaders can download and interact with to assist in the implementation of these practices in DHS. Strategy steps and

videos provide personalized PD that teachers can access individually or in groups. Templates are provided that support positive student behavior (Behavior Contract, Achievement Certificates, etc.).

Progress Monitoring from Office Referral to configurable Tiers 2 and 3 Objectives-Based Plans provide applicable and detailed information. Data is aggregated to provide real-time access to reports and charts to gauge progress, assess needs and ensure an efficient delivery of services.

II-SIG 15: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates. School reform initiatives

have a greater chance of being enacted and sustained when the community is actively engaged as an “empowered change agent” (Arriaza, 2004).

As a SIG school, CUSD agrees that DHS will have autonomy over the master schedule, site-based decision making as budget is considered, and priority when it comes to staffing. The district is prepared to accept requests for changes to current calendars and schedules, expenditures, and staffing as determined by the new distributed leadership structure.

CUSD will grant the following autonomies to DHS. Staffing The principal will have final decision making on staffing taking an active role in

08/14-06/17

Principal

School Leadership Team

SLT Minutes

Quarterly reports to Advisory Committee

Bell Schedules

Master Schedule

interviewing, recruiting, and retaining teachers while effectively facilitating the School Leadership Team (SLT) as they determine how allotted staff will be distributed. Based on the DHS Needs Analysis, there is a lack of quality instructional strategies using technology in the classroom, motivated students, and follow up support and accountability for completed PD activities. An Instructional Technology Specialist will be hired to accomplish the following goals: 1. Guides the staff in the process of using relevant data to arrive at informed choices in making and adjusting instructional decisions and practices 2. Assists in modeled lessons, discussion centered on student work and technical assistance when applicable 3. Facilitate continuous improvement in classroom instruction by providing instructional support to teachers in the elements of research-based instruction and by demonstrating the alignment of instruction with curriculum standards and assessments tools 4. Develop instructional strategies 5. Develop and implement training 6. Choose standards-based instructional materials 7. Provide teachers with an understanding of current research 8. Integrate technology into instruction 9. Assist in the implementation of the components of the SIG

School Leadership Team (SLT) will determine distribution of allotted staff. This autonomy is unique for DHS as a priority school and the recipient of SIG funding, and since staffing

is traditionally determined by the district.

School‐Based Budgeting The principal and SLT will collaboratively plan how to most effectively use funding from SIG to meet DHS goals. This autonomy is unique for DHS as a Priority School and recipient of SIG funding.

Use Of Time During And After School The principal and SLT will determine how time is used both during school hours, Saturdays, summers, an additional optional zero hour and mandatory seventh period for students performing below proficiency, holidays and for the afterschool program. The master schedule and bell schedule will be realigned to permit weekly common planning times for teacher workgroups to collaborate on quality instructional practices, lesson plans, and assessments that support the CCSS. In addition, DHS is starting a “school within a school” through a 9th grade academy first; students will be kept in pathways (cohorts or houses). Each pathway will have a lead Master teacher with an extra paid release period.

Ongoing data may indicate the need to move to block scheduling which will be decided by the SLT. Summer programs, afterschool interventions, an additional zero hour and 7th period, holiday programs and Saturday Academies will be initiated or expanded by the principal and SLT, based on student academic and social-emotional needs. This autonomy is unique as these decisions

currently rest with the Superintendent and School Board. Program Selection A number of programs have been selected for Year 1 of this grant, but continuation rests on future outcomes/successes. The principal and SLT will apply data driven decision making to renew, expand, replace or eliminate any programs. Their decisions will be overseen by the newly formed Advisory Council and may need approval by the School Board. This autonomy is unique for DHS as a recipient of SIG funding.

Educational Partner Selection While Pearson has been selected as External Partner, their continuation beyond Year 1 is dependent on initial success. Pearson was chosen due to previous successful PD offerings, quality products, research-based mindset, students first philosophy, and ability to implement school culture changes. The SLT and Advisory Council will determine renewal or replacement based on data and subject to the approval of the School Board. This autonomy is unique for DHS as a recipient of SIG funding.

II-SIG 16: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with California's adopted academic standards.

Develop screening criteria

The five core components of SIM are: Standards-Aligned

Curriculum, Instruction, and Assessment

High-Performance Leadership and Management

Strengthened

08/14-06/17

Principal

Teachers

Results of Screening Assessment

Embedded Assessment Reports

Engagement Data-Driven Culture Sustainable

Framework

Pearson Education Specialists will work with DHS staff to provide job-embedded and formal professional development services partnered with a data-collection framework leading to a continuous loop of information/data informing the change process.

SLT meetings incorporate three important activities:

Professional Development. Led by the Education Specialist, the team studies data knowledge and use to build the foundation necessary to establish a data-driven culture. Content includes the language of assessment and data, investigating data, analyzing student work, and triangulating data to reframe performance problems into instructional issues.

Progress Monitoring. Progress Monitoring Meetings led by the Education Specialist are conducted quarterly allowing the team to track and analyze implementation of SIM across the whole school using various tools, as well as data

gathered from Workgroup meetings and classroom visits conducted by the principal and assistant principal(s).

SIM Implementation. Led by the principal, team members engage in decision making about the status of SIM implementation and solve problems as needed. During these meetings, the principal and assistant principal share findings from classroom visits where they looked for evidence of the Workgroup learning and practices in which staff members are engaged. Workgroup Facilitators, in turn, report on implementation progress and challenges from their Workgroup meetings. The Leadership Team applies knowledge from Data-Driven Culture modules as team members analyze student work, address issues relating to the creation of a data collection system and/or engage in Walkthroughs to monitor implementation school wide.

The SLT is composed of the principals and Teacher Facilitators of our Teacher Workgroups. This is a decision making body who

will regularly use data to monitor and improve the instructional program at DHS.

Student academic performance on state assessments is one filter of the screening process. Based on this data, new programs have been selected to permit maximum effect of implementation with documented success by the end of Year 1. These programs will be monitored and evaluated by the SLT to determine effectiveness and feasibility of continuation in Year 2, Year 3 and beyond SIG funding. Clearly, students failing to demonstrate proficiency on state tests form a group that deserve intense attention. Since state assessments are not an option for measuring success, embedded assessments in these programs (pre and posttests, in particular) and other local assessments will determine their continuance.

Of primary concern is math achievement at DHS. DHS recognizes that 34.9% proficiency points to grave problems in math instruction. To that end, all students will take a screening test to more precisely identify misconceptions that need to be addressed before they can have a firm foundational

understanding of key math concepts. This screening will identify students two or more years below grade level. Supplemental instruction will be provided through OnRamp to Algebra to accelerate the progress of these students, preparing them for Algebra 1.

Evaluate research base and alignment

of current program

Research provides substantial evidence of the importance of an effective data-driven culture in a high-performing school (Center on Education Policy, 2009). Having a data-driven culture means that systematic use of data is embedded into the daily functioning of the school. Data use stops being a separate, isolated activity and is, instead, incorporated into meetings, curriculum planning, professional development, and, most importantly, into daily teaching and learning as a matter of course.

Research indicates an aligned and balanced curriculum increases student achievement; test scores have shown a dramatic increase in subjects where the curricula is deeply aligned (English & Steffy, 2001). In addition, because of deep curriculum alignment, teachers have more time to focus on lessons and to provide more meaningful content; therefore, students are

more actively engaged. With an increase in student performance and achievement, attendance rates increase and dropout rates decrease in numerous schools across the nation (Allen, 2002; Reeves, 2003).

Best practices in curriculum alignment involve continual review and revision of curriculum documents to verify that students are being taught what is most valuable to learn and understand (Armstrong, Henson, & Savage, 2005).

As part of SIM, staff attention will focus on the expectations and practices within the ELA and Math CCSS and model ways for staff to transfer these practices to other disciplines. Because the CCSS in ELA includes attention to literacy skills across other content fields, this will provide DHS with a cross-curricular literacy emphasis.

Because the CCSS emphasize differentiated instructional practices, along with skills enabling learners to become independent learners, SIM will promote two core instructional practices: Building Academic

Language - Academic Language is the formal discourse, both written and oral, used in schools, colleges, and work settings. It is the vehicle used to convey and analyze complex information, express ideas, present arguments,

propose solutions, and defend points of view. It differs from conversational language in terms of informational density, grammatical complexity, and use of technical and abstract vocabulary.

Academic Language does not come naturally, particularly for English Language Learners (ELL). It must be learned. Many students enter DHS with a limited foundation of literacy, struggle with Academic Language, and require consistent and explicit instructional supports to ensure equitable instructional access. ELLs require carefully scaffolded instructional support.

The SIM model provides supports for teachers to introduce and develop the Academic Language skills of students across all grades and content areas.

Establishing College & Career Readiness Competencies - Each student’s ability to work independently and to exercise higher order thinking skills required of post-secondary college and career success must be improved.

Development of critical thinking skills will allow our students to be self-managing and tackle complex tasks, alone or in

collaboration with others, without the need for constant direction.

SIM will help teachers grow their skills around standards-aligned instruction through the promotion of weekly teacher workgroup sessions that emphasize job-alike thinking, deliberation, and implementation options. Three half-day trainings in Year 1 and on site specialists who provide job-embedded support will provide DHS teachers with the ability to evaluate the research base of current programs as they collaboratively create CCSS aligned lessons for students. Their recommendations will direct the SLT in changing instructional resources to better support the increased expectations of CCSS.

Identify a new instructional program or

revise current program

DHS student achievement data indicates the need for instruction and instructional resources that better support the requirements for math. DHS will use OnRamp to Algebra during summer school to help student athletes, who may not have time during the regular school year, prepare for Algebra 1 and also help at risk students during the school year succeed in Algebra 1.

OnRamp to Algebra has

helped many students across the U.S. fill in the gap in their understanding and accelerate learning of concepts and skills that prepares them for success in Algebra 1. We believe it will support DHS students who are more than 2 years below grade level in math.

The program includes a pre- and post- course student Attitude Survey, designed to gauge growing confidence in a student’s mathematical abilities. This attitude shift can transform the culture. When students feel incompetent, they often act out, come late to class, or have attendance issues. OnRamp to Algebra is a highly engaging intervention which fosters a student-centered learning environment using blended instruction. Strong teacher support will help move DHS teachers from the traditional teacher-centered instructional model to that of facilitator.

Using a workshop model, onRamp to Algebra includes built-in coaching supports within the Teacher Edition, incorporation of online learning aids to support student homework, as well as front of class computer-projected presentation screens that allow for class discourse during the teacher-led opening

discussion. DHS will use OnRamp during summer school, the school day and/or Increased Learning Time.

High-quality assessments facilitate the planning and delivery of differentiated teaching. Teachers are supported to be data users as they monitor progress and design instruction with the following tools:

Pre-Course Assessment. Provides a baseline of students’ prior knowledge of content covered in the course; results will also help determine student “eligibility” for the program

Formative Assessments. Support teachers in monitoring student progress towards mastery

Unit Quizzes. Review the concepts from previous lessons and usually contain short-answer items

End-of-Unit Assessments. Six assessments cover essential concepts from each unit

Post-Course Assessment. Questions from all 6 units; content and difficulty of items matched to the Pre-Course Assessment, enabling comparisons

of test results

Daily Homework. Online homework includes interactive learning aids to provide scaffolded support and instant feedback, provides valuable information to help teachers monitor progress and determine next steps for instruction

Math Attitude Survey. Students identify their feelings and the processes they use to do math; pre- and post-surveys comparison measure student’s enhanced math confidence

Observation Assessments. Help teachers document student progress

Similarly, current student performance in English Language Arts (35% of 9th graders & 26% of 10th graders demonstrated proficiency on 2013 CSA) indicates a need for reformed instruction and tools to support DHS students.

iLit: Inspire Literacy for Struggling Students (grades 6-10) is a comprehensive literacy solution (Tier III) designed to produce two or more years of reading growth in a single year. Based on a proven instructional model that has produced successful results for students in districts across

the country for more than a decade, iLit is aligned to the CCSS. Individual, small group, and whole-class instruction is personalized based on a constant stream of data from a wide range of embedded assessments, including text-based performance tasks. iLit will engage DHS struggling students through its vast library of high-interest nonfiction, instant support, engaging activities, and built-in reward systems that motivate students and track their progress. Instruction is delivered on an iPad.

The Student TabLit houses a 200-title high-interest library for self-selected reading, a student journal and notebook, and a Personalized Study Plan for every student in a game-like interface providing constant motivation through feedback and coaching. All teacher planning, instruction, student management, progress reporting and resources reside on the teacher iPad, known as the Teacher TabLit.

Daily 90-minute teaching blocks provide opportunities for high-interest reading practice as well as systematic skill development. Student reading levels are measured and

automatically adjusted through ongoing assessments. DHS will use iLit during the school day and/or Increased Learning Time.

GradPoint will allow DHS to offer core courses to support students who require course recovery as well as an opportunity for advanced students to take Advanced Placement®, honors, and elective courses digitally. Both student-centric and teacher-facilitated courses are available to support all DHS learners during Increased Learning Time.

GradPoint combines the following components:

Award-winning, student-centric credit recovery and accrual curriculum from NovaNET Courseware and NovaNET Bridge that is aligned to California curriculum standards and recommended standards by national associations, such as NCTM and NCTE

Teacher-facilitated curriculum, including electives, STEM courses, World Languages, and Advanced Placement courses, from Pearson Virtual Learning powered by Florida Virtual School

BrainHoney learning platform, which allows CUSD students and

educators to access credit recovery and credit accrual courses from a single login on a user-friendly interface

In addition, DHS will provide live, on-demand, online, professional tutoring to address individual student learning needs using Smarthinking. This supplementary academic resource will provide students with fast academic assistance from anywhere/anytime.

Smarthinking will connect students to expert educators anytime, from any Internet connection. DHS will have more than 2,500 professional educators who serve as tutors.

Smarthinking provides a wide range of tutoring services covering reading, writing, mathematics, statistics, biology, chemistry, physics, Spanish, and more. Smarthinking will provide on demand support for students. The goal of Smarthinking tutoring is not to become a permanent crutch, but rather model critical thinking and problem-solving skills during tutoring time so students adopt these skills. This leads to greater academic independence.

The heaviest time of

usage is typically after 5 p.m. when students are completing homework. Students are able to connect with tutors for live interactions in less than a minute, so that DHS can leverage their "learning moment.”

Smarthinking tutoring includes the following features:

DHS has full and complete control over the tutoring subjects it offers to the student population, and can control which students are allowed to access the online tutoring service.

Smarthinking’s implementation services team will assist our campus with start-up planning, provide orientation for faculty and other stakeholders, and provide ongoing support in meeting goals.

Administrative reports are available through the Smarthinking platform, showing copies of each tutoring session and reporting which students used tutoring, which subjects were accessed, and how much tutoring time was used (in the aggregate and per student).

Smarthinking can currently be accessed

through Macs, PCs, Windows tablets, and iPads, as well as Chromebooks.

Implement new or revised

instructional program

The SLT will be the decision makers when considering adding new programs or revising current programs. With Teacher Workgroup Facilitators sitting on this Team, instructional issues from the Teacher Workgroups will be ensured a voice as they analyze data from current and newly added programs, research other products and services, and consider the specific needs of the students they serve.

II-SIG 17: Promote the continuous use of student data to inform and differentiate instruction in order to meet the academic needs of individual students.

A number of personalized tools will be added to our instructional program that support differentiated instruction. One of the reasons DHS chose to implement Smarthinking, iLit, and GradPoint described in the previous section, was the embedded assessment component with on-demand reports.

These reports will allow our teachers to flexible group students for additional instruction so that they can master key concepts inhibiting their progress or accelerate and expand their learning. This blended learning model will

08/14-forward Principal

ILT Supervisor

Teacher

Embedded Reports

ILT Enrollment & Attendance Report

encourage all learners to accelerate progress, whether struggling, advanced, with special needs, or learning a new language.

Web-based devices do not replace the teacher. Rather they equip the teacher to more effectively differentiate instruction using tools providing immediate, individualized feedback and motivating today’s digital learner.

II-SIG 18: Establish schedules and implement strategies that provide increased learning time. Increase by Day We

ek Year

Core

1 hour

5 hours

5 days X 5 hours X 4 weeks = 100 hours 08/14-06/17

ILT Supervisor

Enrichment 1

hour

5 hours

100 hours 08/14-06/17

ILT Supervisor

Collaboration

45 min during common planning time

5 Days during Summer (5days X 7 hours = 35 hours

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Principal

Summer Attendance/Evaluation FormsTW Meeting Summary Reports

Total Unduplicated Time

180 hours

100 hours

30 hours

The school day will be lengthened by an hour to provide increased time for learning for all students. Students will also receive 20 hours of virtual tutoring that they may access anytime/anywhere. A 6 week summer program will support transition of students from grade 8 to 9. All students will be invited to participate as either a transitioning student or a Junior trainer. This results in a total of 300 hours of increased learning for our students. Teachers will participate in collaborative Teacher Workgroups during common planningTime. Expanded collaboration will take place in the summer when they work together for continued instructional improvement resulting in an additional 35 hours of collaboration Outside the school day/year TOTAL ILT = 335 HOURS

II-SIG 19: Provide ongoing mechanisms for family and community engagement.

1. The DHS Advisory Council will be formed to provide input from all stakeholders. Representatives such as parents, students, community members, and staff will be identified and trained to understand the vision, monitor progress, and celebrate success.

2. This council will meet quarterly to review data reports on progress, analyze successes, identify barriers to success, and champion goals.

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Principal

Advisory Council Membership List

Advisory Council Minutes

II-SIG 20: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO). Based on the DHS

needs analysis, teacher attendance, morale and responsibility for student achievement is poor. Teachers often take 3 day weekends to avoid

working in the classroom, and it is difficult to replace these subpar educators. The Mass Insight report notes that persistently struggling schools need an external partner to guide them through a comprehensive school change process (Calkins et al., 2007). In response, DHS has elected to implement Pearson’s Schoolwide Improvement Model (SIM) to support the Transformation process.

This flexible model considers DHS strengths and weaknesses, needs and wants, and allows Transformation to be guided through a distributed leadership process. The DHS Site Council will be expanded to include Teacher Facilitators for Teacher Workgroups. This new School Leadership Team will receive ongoing leadership training and a framework for operation that equips them to use data to consider the many instructional

decisions necessary for DHS’s success.

A beneficial feature of SIM is its flexibility to adapt to a school’s needs. This is most evident in the number of days and types of service that DHS will require from their trained Education Specialists.

Education Specialists engage in the following tasks:

Help staff get implementation practices underway

Monitor practices and procedures

Provide feedback on progress, using quantitative and qualitative data inputs

Provide scaffolding as needed in order to maintain progress

Participate in School Leadership Team (SLT) Meetings

Participate in Teacher Workgroup meetings as needed

Support workgroup facilitators as necessary

Facilitate the Data-Driven Culture Modules for the Leadership Team

Engage in frequent classroom visits

Partner with school leaders during classroom visits to establish systematic practices for data gathering, analysis, and triangulation of sources that inform the current curricular and instructional practices

As DHS leaders and teachers build capacity, the amount of technical assistance diminishes.

Year 1 will find either a Pearson Trainer or Educational Specialist on our campus a total of 180 days. Year 2 will reduce that number to 160 days and Year 3 support will be 120 days.

In addition, CUSD will support DHS

Transformation by appointing a Transformation Officer who will make weekly contact and monthly visits to DHS. Sonia Miller, district administrator for CUSD, will serve in this role, monitoring data, attending quarterly progress monitoring meetings, and serving as a conduit for information exchange between DHS, the district office, and the School Board.

VI-SIG 30: Optional Component The needs

assessment demonstrated that while DHS Senior students report themselves as motivated and college/career ready, they report their peers as unmotivated and teachers judge all students as being unmotivated. In addition, although PBIS training has been provided to principals and teachers have received PBIS handouts with lessons, there is no structured discipline system at DHS. DHS realizes that PBIS is a band aid

for behavior issues without a structured discipline system already in place. Currently teachers are not contacting parents consistently about behavior issues nor or they documenting incidents either. Teachers feel unsupported in their discipline efforts due to a lack of documentation of serious discipline incidents at the school/district level and follow up on these incidents,

Evidence suggests that the best intended efforts to turnaround schools and enhance student learning and achievement will not succeed if school culture is ignored. For students, positive school culture is linked to a strong sense of school membership, which in turn is linked to academic and behavioral outcomes such as fewer incidents of disciplinary referrals and victimization (e.g., DeWitt et al, 2003), and reduced dropout rate (Christle, Jolivette & Nelson, 2007).The Engagement Workgroup leads the effort to focus

attention on these matters of school culture and stakeholder engagement.

This Workgroup consists of our staff members who provide student services, including the principal or an assistant principal, social worker(s), psychologist, counselors.

The Engagement Workgroup participates in professional development on student engagement, including what research indicates about the importance of relationships, connections, and supports in building and sustaining a student’s commitment to school. This includes factors in secondary schools that can lead to breakdowns in commitment to school once students reach adolescence.

The Engagement Workgroup shares its progress and findings with the SLT on a regular basis. The SLT also provides the setting

for drawing connections between the Teacher Workgroup efforts to support students’ classroom engagement and the Engagement Workgroup’s focus on students’ commitment to school overall.

The group meets at least 12 times during the year to consider matters that include: School policies

and practices that hinder or help learning

Community relationships / partnerships that support students and families

Messaging around self-efficacy for high levels of performance

Parental engagement

Classroom student engagement strategies and techniques

Student connections with teachers, peers, and other adults

A key component of the secondary SIM model is its attention to dropout behaviors or risk

factors. Because we know that disengaged students are more likely to leave school before graduation, we recognize the importance of supporting potential dropout behaviors very early in life, and intervening in a manner that initiates a turnaround process. To this end our SIM model incorporates a Graduation Risk Insight (GRI) system connected to supports for students’ social and emotional development.

The Graduation Risk Insight (GRI) web-based system monitors students’ progress in relation to motivation, engagement, and capacity to manage themselves as learners, aggregating the most relevant and predictive data points from our school’s student information system to identify the students most likely to drop out. By pulling together readily available data contained on the school’s student information system (grade point

average, discipline history, attendance, and grade level, etc.), the program provides a Graduation Risk Value for teachers and counselors that helps them determine where to spend their time most effectively to prevent students from leaving school without a diploma.

Reports generated by the GRI are an important source of information for the Engagement Workgroup, since the system’s data points link directly to factors impacting student engagement.

Coupled with the GRI is a process to guide the school in the establishment of an effective system of interventions for students at risk. This includes a process for identifying supplementary social and emotional supports for students who need them. Strategies include the assignment of mentors and a planning process for providing the assistance students need to address issues they struggle

with and their barriers to engagement in school. The intervention protocol also focuses attention on addressing the needs of students with multiple risk factors for dropping out of school. Ensuring these students have the intensive support they need to get back on track often involves coordinating community agencies as well as school and district resources.

The intervention protocol serves as a guide for the school’s audit of existing supports and identification of supplementary supports required to meet students’ needs. It also focuses attention on building a systematic approach to provision of social and emotional supports, one that limits the risk of overlooking some students, seeks to provide support in a timely way, and can survive changes in key personnel and funding programs.

As implementation

proceeds and a systemic approach is established, the GRI reports provide measures of the system’s effectiveness as well as identifying individual students at risk for dropping out of school.

Concern for the social emotional growth of our students and the need for an orderly and safe environment in our school will further be supported through the implementation of Review360, a web-based professional development program that systematically aligns classroom management techniques and school-wide behavioral plans. The professional development provides modules in two distinct components that serve as the foundation for improving behavior at a campus.

Review360 works with schools and districts to meet their behavioral intervention and management needs within the framework of an innovative positive behavioral support model. The Review360 Complete RtI/PBIS Implementation Package focuses on Tier 1 interventions that can be used

with all students at all grade levels. It provides staff development modules to address and improve classroom and school-wide behavioral outcomes.

Both new and veteran teachers have expressed the need for training to address student behavior both in and out of the classroom. Perhaps the most important transformation is to transform classrooms and DHS into a place of order with a focus on maximizing learning.

Appendix H: Davis Middle School Form 10 Implementation ChartsTransformation Model

LEA: Compton Unified School District Date: March 11, 2014

School: Davis Middle School Required Compone

nts Strategies

Start & End Dates (MM/YYYY) Oversight Description of

Evidence

II-SIG 10: Replace the principal who led the school prior to the commencement of the transformation model. Principal

Replacement*

Mr. Cesar Flores, current principal of General Benjamin O Davis Jr. Middle School (or Davis Middle School) has been in his new role for five months. Hired July 1, 2014 Flores was selected by the district for his unique skills in student behavioral reform (successfully led prior PBIS efforts in other schools), his administrative efforts with establishing and running unique learning environment (Early Colleges), and his attention to student academic responsibility, as evidenced by improved policies and procedures around student credit initiatives. Additionally, Flores came to Compton with more than 15 years in public education, 10 of which have been spent in school administration.

Flores’ appointment was part of a large Compton Unified School District effort to carefully analyze school data for the purposes of deepening support around secondary academic performance, including student, staff, and leadership performance. The CUSD effort to examine each school’s progress in recent years was solidified by the current superintendent and new district level appointees.

Critical to the success of Davis Middle School was the appointment of Dr. Dewayne Davis (no relationship to school name) to the position of Senior Director for Curriculum and Instruction. Davis led the charge to properly evaluate each school’s leadership

July 1, 2013 – Principal replaced – Flores appointed as new principal

Dr. Davis, Senior

Director -

Curriculum &

Instruction

Human Resource files

and school board minutes showing formal approval

of new appointment

potential and needs, starting a structured principal replacement process for very low performing secondary schools. Flores’ appointment to Davis Middle occurred as a result of Director Davis’ data-driven school analysis process.

Principal name

Cesar Flores

July 1,

2013



Principal and

teacher involvemen

t

Our current system for Evaluation requires assessment by reflection, observation, documentation, and conference.

Teachers are rated on 5 Standards: 1. Engaging and Supporting all Students in Learning2. Creating and Maintaining Effective Environments for Student Learning3. Understanding and Organizing Subject Matter for Student Learning4. Planning Instruction and Designing Learning Experience for All Students5. Assessing Student Learning6. Developing as a professional educator.

Teachers are then rated as “Meeting Standard, Meeting Standards with Growth Recommended, or Does Not Meet Standard.”

Principals are evaluated by site-based visits from district level supervisors.

Present-Adoption of New Evaluation Plan

PrincipalDirector of Secondar

y Education




Currently, there is no provision for using data on student growth to inform teacher evaluation. That is one reason why we will have a system for Teacher Incentive built into our plan. We feel these are important data that inspire teacher and leaders to excellence. July 1, 2014 – June 30, 2017

District office

supervisors and local

principal – Cesar Flores

Copy of Teacher Incentive plan & payroll records reflecting payments

Multiple Teachers are evaluated through

observation-based

assessments

a minimum of one formal observations. SIM will have our principals and education specialist taking weekly walkthroughs so that teachers will become comfortable with an observer and recognize their responsibility to implement professional development in their classrooms.

July 1, 2014 – June 30, 2017 Davis Middle Leadership Team

Copy of teacher evaluations

Ongoing collection

s of professio

nal practice

Weekly walkthroughs will provide valuable feedback to teachers. Both the principal and the Education Specialist (together at first and then separately) will conduct these important observations that will provide valuable feedback to the teacher. Strengths that were observed will be noted and the teacher’s ability to implement new practices and procedures will be reinforced.

Weaknesses will be identified and the teacher will be directed to professional development to support observed weaknesses.

Formal observations will occur as directed in our Evaluation System described above

August 2014-June 2017

Principal


Observation Reports

Field Service Reports from Education Specialist

II-SIG 12: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates; and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Identify and

reward

Davis Middle School, home of the Generals, is charging into the school reform process with a data-driven approach to success. We respectfully submit the SIG application with recommendations to complete the following:

Adopt a research-based model for school reform from an external vendor, Pearson. Our adopted model is called “SIM” or School Improvement Model.”

Provide a capacity-building reform model in which staff skill and knowledge is built through job-embedded professional development support. SIM will do this for us! See more about SIM details in question #18.

Provide teacher and leader professional development around standards-aligned curriculum, instruction, assessments, and data-driven practices

Provide our struggling students with greater academic, behavioral, and mental health supports, including

The incentives planIs an ongoing effort forEach of the three yearsCovered by the SIG grant

July 2014-June 2015

July 2015-June 2016

July 2016-July 2017

Mini-Grants Program extends from September 1-March 30th of each year of the grants (2014-2017)

Incentive Program and

the Mini-Grants program are overseen by the School Principal &

District HR and Payroll Departments

District & School payroll records, teacher mini-grants applications, and receipts from items purchased with grant funds.

academic support resources and smaller class sizes

Improve family and community engagement

Deepen our school vision and collaborative spirit

Promote success with academic proficiency, behavior, and college and career ready skills.

One of the more significant issues at Davis Middle is a lack of collaborative efforts and personal accountability for school and student outcomes. At times it seems far too easy for teachers and leaders to point fingers at root causes for school concerns, without a personal, self-reflective examination of the manner in which instructional or leadership activities also promote disorder or the status quo. Consequently, the leadership team at Davis Middle believes that it is important to successfully reward those staff members who understand that they play a critical role in student outcomes, and remain engaged in personal and professional reflection.

Formal, Financial Incentive Plan We have developed a staff financial incentive plan for leaders, teachers, and other staff who meet or exceed predetermined student growth targets. A collaborative process will be used to inform and implement a reward system for our SIG schools as follows:8. A collaborative Teacher & Leader Reward

Committee (TLRC) will be formed with teacher and principal representatives from each SIG school, Teacher and Principal Union officials, and district administrator.

9. The TLRC will examine the components of the current CUSE Evaluation System and determine benchmarks for reward.





14. Reward component will be in force.

Informal Incentives: Outside of the formal district-approved staff financial incentive framework we will also

practice informal incentives at Davis Middle School, including: Leadership team acknowledgement of both personal (birthdays, special occasions) and professional accomplishments, to include classroom completion of an interesting unit of study, student performance in artistic expression (art, music, etc), and performance on college entrance exams, etc.

Mini-Grants Program: As part of our effort to encourage teachers to think outside the box, we will provide an annual mini-grants program with SIG funding. This program will provide classroom grants of up to $300.00 per recipient for innovative and creative ideas/instructional activities.

opportunities to

improve professio

nal practice

Struggling staff members require multiple opportunities for professional growth, starting with 1 on 1 dialog with the school leadership team and a selection of rigorous, relevant professional development opportunities. These opportunities can take multiple formats, including: (1)Job-embedded coaching/modeling support; (2)Formal day-long workshops with follow-up; (3)Virtual coursework; (4)Peer collaboration in the form of networks or Professional Learning Communities; and (5)Peer Observation.

Through our partnership with Pearson (the external vendor providing us with a research-based school improvement model), we will offer professional development (PD) that fits the popular formats named above. Although additional details about this model are included in a later section, in this response we briefly detail the various types of professional development that will be made available to all teachers and leaders, but particularly to struggling members.

Professional Development Opportunities for Staff:

The Pearson SIM model provides our school with intensive technical support from education specialists who will train teachers and provide classroom based coaching support.

The Personalized Classroom Coaching includes collaborative lesson design, observation, and timely feedback. Coaches will offer struggling teachers highly personalized solutions for change, including the opportunity to work with mentor teachers and periodic workshops, as determined by the school leadership team.

Amount of Job-Embedded Support for

All Professional Development

Activities under the SIM

Umbrella extend from

July 1, 2014-June 30, 2017

The Launch Institute is held In late July or Early August 2014.

Coaching occurs throughout Each school year on a schedule Determined by our school. Davis Middle and Pearson willEstablish this joint scheduleOnce funding is received and aFormal contract is signed.

Job-embedded supports extendFrom Aug 2014-May 30, 2017.

School Principal & Leadership Team

District Level Professional

Development Coordinator

District level secondary curricular experts willSupport Davis Middle PD efforts.

Pearson Consultants are responsible for completing the PD and coaching

Professional Development Records per Teacher/Staff Member

Field based coaching notes/logs that are transferred into aggregate reports for Davis Middle on a quarterly basis.

Teacher evaluation data showing improved practice, particularly around standards-aligned instruction

Davis Middle: Pearson will provide a total of 180 days of technical support in Year 1, 140 days in Year 2, and 120 days in Year 3. The 180 days in year 1 will be utilized for leadership coaching, teacher coaching, and direct consultative support.

Formal Professional Development Workshops for Staff (Curricular & Instructional Foci):

In summer 2014 prior to the implementation of the SIM model, Davis Middle staff will participate in a series of trainings (1 day workshops known as the “Launch Institute”) that teach staff how to implement the model effectively, along with full-day trainings for Math and ELA teachers. The Launch Institute requires staff to understand the rigor and responsibility associated with effective standards-aligned mathematics and literacy instruction, across all disciplines.

The Launch Institute takes efforts one step farther by asking the staff to commit to a shared vision of reform and achievement. These professional Launch Institute Offerings are vital to the overall success of the SIM implementation in Davis Middle, and these early days of formal training set the tone for all that we will accomplish under the three-year SIG program.

Leadership Specific Training: The principal and other supervisors will be trained to conduct weekly focused walkthroughs to ensure transfer of professional learning to the classroom.

Technology Specific Training: To support staff members struggling with technological resources or classroom technology integration, we will periodically offer a series of up to 8 one to two-day workshops around technology integration in the classroom.

SIG grant funds will be utilized to fund substitute teachers for these teachers engaged in technologically focused workshops or other PD opportunities that may require minimal time away from the classroom.

Peer Collaboration/PLCs: Research shows us that collaborative teacher efforts are key to school effectiveness, but

Technology Professional

Technology

and technological innovation.

Sign-in Rosters for all trainings

Vendor reports from completed PD.

Davis Middle school leadership interview data reveal that teachers are not collaborative in nature. Consequently, the SIM model will include a heavy emphasis on “Teacher Workgroups,” which are similar to “Professional Learning Communities [PLCs], but typically on a slightly deeper level of effort.

All Davis Middle teachers will participate in Teacher Workgroups (TW) to collaboratively plan lessons aligned to the CCSS. The purpose of the collaborative work is to support student engagement and implement research-based instruction.

The workgroups will be the focal point and catalyst for both distributed leadership and instructional reform. Teachers who collaborate to identify student needs and exchange ideas are better equipped to transfer this learning directly to the classroom.

Professional Development Workshops willBe held at a rate of 3 per year. Exact dates TBD upon signingContract with external vendor.2014-2015 (3 offerings)2015-2016 (3 offerings)2016-2017 (2 offerings)

SIG funds utilized for Substitute teachers extendsAcross the three-year period(2014-2017)

Teacher PLCs will meet 2x perMonth, for a total of 16x perMonth.

2014-2015: 16 PLC sessions2015-2016 – 16 PLC sessions2016-2017 – 16 PLC sessions

Identify and

remove

The identification and removal of staff members who fail to improve their self-reflective practice, promote rigorous student achievement, or move students closer to graduation skills requires a close partnership with our district Human Resources Department. We understand and accept that staff removal can only be initiated after a thorough data-driven review process. Please note the following details of our removal process:

Teachers unwilling to comply with the increased expectations for professional development and unable

April or May 2014, 2015, & 2016

Identification andremoval of staff is a jointeffort between the principal and the district’s Director of Human Resources, along with the teacher in question.

Personnel forms, including transfer and release or resignation forms

Teacher/Leader evaluation data from the local school evidences

to support increased student achievement will be encouraged and supported to transfer to open positions in other schools before the start of the school year.

Teachers receiving a rating of “Ineffective” because they are unable to improve their practice despite the opportunity for whole school, department level, and personalized professional development and coaching will be notified that their contract for teaching at Davis Middle School will not be renewed. Efforts will be made to place them in other district positions where they may be effective.

current level of performance


Recruitment

Many candidates new to teaching find teaching at our schools desirable in order to reduce student loans by teaching in schools with high poverty and minority rates. CUSD HR division seldom sees a lack of qualified candidates.

But similar to schools around the nation, identifying strong teachers for specialized subjects, including math, science, or special education, is challenging. Our district and school currently recruit specialized subject area teachers through……

Our most significant recruiting efforts need to remain focused on this high-need, specialized areas across grades 6, 7, and 8. We will work with our district HR Department to identify strong feeder universities with teacher training programs focused on innovative work in urban schools.

District level HR Dept and school

Leadership team

July 1, 2014-June 30,2017

(ongoing need)

Evidence of recruitment fairs/interviews & contracts for Newly recruited and hired teachers

Placement

The principal, Flores, will have autonomy to place teachers and staff in a manner that he and the School Leadership Team (SLT) determine is most advantageous for meeting the school’s goals.


Leadership team

July 1, 2014-June 30,2017

(ongoing need)

HR Department records about teacher assignments per school

Retention Retention of strong and effective teachers is easy when teachers enjoy their efforts within the local teaching environment. Additionally, teachers who feel strongly supported by school and district leadership, and who possess the necessary resources required to promote rigorous classroom instruction are going to stay in their schools/classrooms for longer periods of time. It therefore becomes the task of school leadership to establish and sustain a welcoming, effective, supportive teaching and learning environment. We


Leadership team

July 1, 2014-June 30,2017

(ongoing need)

Teacher renewal contracts

believe that all of our SIG efforts, including attention to academics, behavior, leadership, and community engagement, serve to create an atmosphere in which teachers want to stay.

II-SIG 14: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program.

Davis Middle School has selected the external vendor Pearson to serve as its transformation partner. We chose Pearson because of their data-driven, services-based, capacity-building model for schools. This model is known as “SIM” – Schoolwide Improvement Model.

Pearson’s Schoolwide Improvement Model (SIM) is a capacity-building service model for schools looking to promote rigorous student achievement, deepen effective staff practices, and enhance the current school culture. The framework is largely based on a model that was featured as an effective solution for school improvement in the Mass Insight Education and Research Institute report, The Turnaround Challenge (Caukins, 2007).

The five SIM foci include:

Standards-Aligned Curriculum, Instruction, and Assessment

High-Performance Leadership and Management

High Achievement and Engagement

Data-Driven Culture Sustainability for

Continuous Improvement

Pearson data reveal that schools that adopt these five core components of effective, productive schools and blend them with a school-wide commitment to changed outcomes, gain the potential to significantly improve student achievement, staff practice, and stakeholder support. Davis

**NOTE: The SIM framework detailedIn the far left column for question #14

Is a continuous model. This means that the frameworkapplies for the entire 3-yr

SIG program.

July 1, 2014 – June 30, 2017

Teacher Workgroups or PLCs will Meet 2x per month

The Engagement workgroup meets12x per year

The Leadership Team meets at Least 1x per month

Coaching & Technical AssistanceIn the form of consultative workOccurs on an “as needed basis” andOn a schedule that meets schoolNeed.

Surveys for staff or stakeholdersOccur on an as needed basis.

Formal workshops – as needed.

School Leadership in partnershipWith Pearson and the district leader-Ship will monitor the entire 3-yearImplementation of SIM

July 2014-June 2017

****All detailed professionalDevelopment, including job-embeddedSupport occurs on a continuous cycle.

School Leadership,

teachers, and

support staff

(SIM is a

school wide effort)

Note that the district level staff will

oversee the

leadership

work of Davis Middle administrators while the

Davis Middle leaders

hip team

will see PD

efforts of

teachers

and/or support

staff.

Quantitative & qualitative data from the Pearson Consultants, including field notes and aggregate reports around school progress.

We will also utilize teacher evaluation data, student achievement data, and surveys to measure progress over the three-year period.

Middle School needs that intense level of change!

As previously explained, the SIM model is a professional development, capacity-building model. Pearson does not come into a school for the purposes of taking over, but instead provides the school with veteran education specialists who come alongside the school leadership team and staff to identify and grow areas of need. At the heart of the model is technical support, which takes the form of both “consulting” and “coaching” support. Under the umbrella of technical support Pearson utilizes a variety of research-based methodologies with staff. An overview of the technical support and methodologies follows:

SIM Technical Support SystemThe core methodology of the SIM model is technical support for the Davis Middle staff. Pearson Education Specialists will work with local staff to provide job-embedded and formal professional development services partnered with a data-collection framework that creates a continuous loop of information/data to inform the change process. Throughout the three-year SIM cycle, Pearson Education Specialists will engage in the following tasks:

Help staff get implementation practices underway

Monitor practices and procedures

Provide feedback on progress, using quantitative and

Exact dates for formal workshopsOr teacher workgroup meetings Will be identified after the formalContract with the external vendorIs signed.

qualitative data inputs


Participate in and provide support during Leadership Team Meetings

Participate in and provide support for Workgroup meetings as needed


Facilitate Data-Driven Culture Modules for the Leadership Team

Engage in frequent classroom visits that include shoulder-to-shoulder support


Within the technical assistance/coaching services Pearson utilizes a variety of research-based methodologies with staff to promote improved knowledge and skill.

The Methodologies of SIMThe SIM model provides both the “what” (5 core components) and “how” (methodologies) of school reform. The current narrative provides greater detail about the “what,” but first we need to consider how we initiate and promote the SIM change cycle. This starts with the introduction of research-based methodologies, including:

Methodology Purpose

Teacher Work Groups

To promote collaborative staff practice and rigorous dialogue around curricular, instructional, and assessment concerns

Engagement Work Group

To promote a collaborative and focused school effort around improved stakeholder engagement and supports for student social-emotional concerns/behaviors

Leadership Team

To promote collaborative leadership processes that include a distributed leadership model broadening staff engagement

Formal Professional Development Workshops

To introduce the SIM model, establish comfort with the school reform approach, and to provide an initial solid base of understanding around math and ELA

standards-aligned instruction

Coaching, Modeling, and Co-Planning

To grow teacher instructional capacity, transformational and instructional leadership capacity, and to model evidence-based classroom practices that promote improved achievement

Technical Support (1:1 Consultative Work)

To provide direct consultative services to school leaders or other selected staff, and to provide a forum for deepened dialogue throughout the change process

Survey Instruments (students, parents, and staff)

To obtain perceptual data about school engagement and school culture, including matters of school safety

Classroom Observations with Pearson instructional practice and leadership rubrics

To obtain quantitative data around the fidelity to introduced instructional practices(*Note: Informal observations conducted by

Pearson Consultants do not replace or interfere with the formal classroom observation process or the district’s evaluation system.)

As noted in the prior methodologies chart, the SIM professional development approach is a multi-tiered, differentiated approach to training. Instead of providing only formal workshops or only web-based or virtual learning experiences, the SIM model uses a variety of training approaches to promote job-embedded training and to tap into the various learning styles represented among Davis Middle Staff.

But if we had to summarize the professional development opportunities under the SIM model, they would include:

Types of Professional Development Under SIM:

Formal Workshops: The initial “Launch Institute” which includes half or whole-day workshops around the SIM model, ELA and Math instructional emphases. All Launch Institute Workshops occur at the beginning of the 2014-2015 school year, and are included with the SIM model. The daily workshops included as part of the Launch Institute are as

follows:

1. Leadership Team Institute

2. Workgroup Facilitators Training (For select lead teachers who will facilitate workgroups)

3. Overview and Visioning Session (For entire faculty)

4. Instructional Focus Institute (For entire faculty)

5. English Department/ELA Institute (Note that the ELA Institute includes strategies for literacy across all curricula)

6. Math Department/Math Institute (For select staff)

Additionally, formal workshops will be provided to support staff growth with technologically based learning environments. Multiple workshops are available through Pearson. They are listed later in the current grant narrative.

Year-long job-embedded coaching support for teachers and leaders – provided by Pearson Consultants who are veteran educators and experienced reform leaders.

Teacher Workgroups (TW)- Teachers will participate in Teacher

Workgroups (also known as Professional Learning Communities) to collaboratively plan lessons and assessments aligned to the CCSS. The teacher workgroups will meet multiple school needs, with workgroup facilitators assigned various tasks for moving their teams forward. A quick snapshot of the responsibilities of these collaborative, job-embedded professional development groups follows:

Teacher Workgroup Responsibilities

Grow collaborative dialog around CCSS aligned instructional practicesExtend the lessons learned through formal professional development trainings into the everyday classroom settingDialogue for the purpose of planning and discussing ways to incorporate instructional strategies that build more rigorous learning among studentsPromote consistent use of the “Practices” detailed in the CCSS for ELA and MathPromote and grow “job-alike thinking” among colleaguesShare student work for the purpose of reflecting on instructional effectiveness and gaining colleague input for changeConsider other instructional artifacts and reflect on their effectiveness in the local classroomEstablish and maintain school-wide learning

routines and rituals that support rigorous learningUtilize students’ work and other data sets to analyze the impact of changing classroom practicesMeet monthly (minimum) throughout the school year

Professional Development (PD) Topics: Literacy, Math, and Leadership

As highlighted in the prior narrative, the SIM framework offers Davis Middle staff various modalities for professional development. The topics identified for professional development also vary, as based on local school and classroom need. In the introductory Launch Institute the emphasis is leadership PD, ELA and Math instruction, promoting a data-driven culture, and a shared school vision.

After the initial launch topics adopted for one on one coaching PD or other job-embedded formats will focus significantly on standards-aligned instruction and assessments. An overview of the literacy and math emphases of year-long professional development under the SIM model follows:

Literacy Priorities within SIM PD

Strengthening the academic reading and writing skills of students

Utilizing CCSS aligned literacy curriculum and instructional practices

Focus on academic vocabulary and sophisticated syntax to elevate students’ written language.

Building proficiency with close reading strategies

Providing complex text comprehension strategies, particularly with informational and literary texts

Critical genre identification

Organizing patterns (chronology, comparison, and cause and effect) in written text

Explicit instruction in the tools of effective writing (cohesion, style, and grammar)

Literacy Practices

Use of “Foundation Units” that model strong alignment of curriculum and instruction with the CCSS. These units embed instructional strategies designed to facilitate student academic language skills and necessary College and Career Readiness Competencies.

Year long and vertical curriculum planning to achieve effective alignment of curriculum and instruction with the CCSS and its related assessments.

Use of a workshop approach that blends instruction in both reading and writing.

Classroom balance of

whole group, small group, and individual instruction

Scaffolded instruction that develops the students’ academic behaviors to allow them to act as independent and responsible learners

Analysis of examples of critical genres such as expository, essay, and argument so that students can in turn research, organize, and draft their own versions of each genre.

Enhancing classroom discussions to include complex text comprehension

Providing rigorous and regular assessment of student literacy skills (performance tasks)

Implementing effective learning routines and rituals

Additionally, to help teachers grow their ability to improve student comprehension of complex texts (a skill of great significance in the CCSS for ELA), Pearson Education Specialists provide model lessons that show teachers how to support student skills in the following three areas:

Make ideas in different parts of a text cohere

Paraphrase and summarize texts

Use visual representations and graphic organizers to enhance comprehension

Mathematical Priorities

within SIM PD Targeting problem

solving skills Building conceptual

understanding Providing students a

coherent sequence of mathematical study that leads to higher levels of proficiency

Providing a welcoming environment in which students feel comfortable practicing and exhibiting their math skills

Establishing a climate of disciplined inquiry that brings to life the Standards for Mathematical Practice included in the CCSS

Mathematical Practices Implementing a

classroom workshop approach balancing whole-class instruction with small group, individual, and independent work

Employing differentiated instructional strategies

Establishing effective learning rituals and routines

Providing regular instruction in the “Standards for Mathematical Practice” embedded within the CCSS

Leadership Professional Development Within SIM (principal + teacher leaders = success)

The second component of the SIM model is all about

leadership -- leading, organizing, and monitoring the school change cycle through effective, data-driven leaders and leadership teams. The tasks, challenges, and commitments facing school leaders throughout the three-year change process will not be easy, and for that reason Davis Middle embraces SIM’s significant emphasis on leadership training and support!

The Role of the PrincipalThe school principal is the lead change agent (Fullan, 1999) for the SIM implementation. Faculty, staff, and students will regularly look to the principal to see how he/she embraces, supports, and welcomes change interventions. The principal must under the importance of instructional leadership but in a manner that acknowledges that he/she can’t do it all. Effective research-based leadership coaching can help a principal and his/her team understand how to become the instructional beacon in the school, while simultaneously empowering their own people to be instructional leaders.

Under the SIM umbrella, Davis Middle is requesting that the external vendor, Pearson provide the principal with 10 days of leadership coaching/support. This will solidify the leader’s ability to more effectively impact change.

But expert leadership extends beyond the principal and assistant principal to the staff. Leadership is also about “distributed leadership” in the form of a leadership team.

The Purpose of the Leadership Team

A leadership team under the SIM framework consists of the principal, assistant principal, grade level representatives/workgroup facilitators, and staff responsible for student services concerns, who engage in collaborative decision-making processes around the curricular, instructional, assessment, and disciplinary concerns. Fortunately, Davis Middle already has an Instructional leadership team in place, and we can grow their skills through the SIM framework, particularly if we merge our current Instructional Leadership Team with the proposed SIM Leadership team.

The Leadership Team will be assigned these key roles:

Establish and maintain the vision of improvement for the school

Drive and manage the implementation process

Provide the organization needed to support SIM implementation

Monitor the progress and quality of implementation, and redirect the work of school improvement as needed to maintain progress toward improved student achievement

Develop and nurture collaboration by using a systems approach to change that actively engages the entire school in shared responsibility and

shared learning

Each of these roles is developed through professional development and systematic technical support provided by Pearson Education Specialists throughout the SIM implementation on a systematic basis. This support is an integral part of the SIM Technical Support System, which is designed to guide implementation and build the school’s capacity to sustain its process of improvement. With its crucial role as driver of implementation, the Leadership Team is a primary focus for the SIM Technical Support System.

Leadership Team Role and Responsibilities

The Leadership Team is expected to meet on matters relating to implementation for approximately one hour at least three times each month and for an extended period of two hours, four times during the year (with intervals of approximately three months). These extended meetings are for the purpose of progress monitoring (Progress Monitoring Meetings).

Leadership Team meetings incorporate three important activities: (1) Leadership and Data Professional development; (2) Progress Monitoring; (3) SIM Implementation.

Professional Development. Led by an Education Specialist, the team participates in a study of data knowledge and use to build the foundation

necessary to establish a data-driven culture. Content includes the language of assessment and data, investigating data, analyzing student work, and triangulating data to reframe performance problems into instructional issues.

Progress Monitoring. The process of progress monitoring begins prior to the start of school with data gathered during the early engagement conversations between school leadership and Pearson. This data becomes crucial to the Leadership Team as they develop an initial action plan for implementation prior to the beginning of school.

Progress Monitoring Meetings led by the Education Specialist are conducted quarterly to allow the team to track and analyze implementation of SIM across the whole school using various tools, as well as data gathered from Workgroup meetings and classroom visits conducted by the principal and assistant principal(s).

SIM Implementation. Led by the principal, team members engage in decision making about the status of SIM implementation and problem solve issues where needed. During these meetings, the principal and assistant principal share findings from classroom visits where they looked for evidence of the Workgroup learning and practices in which staff members are engaged.

Workgroup Facilitators, in turn, report on implementation progress and challenges from their Workgroup meetings. The Leadership Team applies knowledge from Data-Driven Culture modules as team members analyze student work, address issues relating to the creation of a data collection system and/or engage in periodic Focus Walks to monitor implementation school wide.

Leadership Team & School-wide Professional Development on Data-Driven Practices:

During job-embedded professional development activities with the Leadership Team, the Pearson Consultants will introduce modules that include the content, information, techniques, and protocols for effectively using data. The data-driven culture modules introduced to the team include:

The Language of Assessment and Data

Investigating Data

Analyzing Student Work:

Triangulating and Reframing

Describing Current Practice

Identifying Strategies to Address Problems of Practice

Measuring and Improving

Each of these knowledge-building modules is followed by guided practice and application by the Leadership Team. These

cycles of knowledge-building, guided practice and application become a recursive cycle that lays the foundation of a school wide data culture.

As implementation deepens, the focus on building a Data-Driven Culture widens to include teachers and their classrooms and people with responsibility for functions beyond the classroom, including student services. From these settings, the process of connecting performance and instruction progressively becomes embedded in the daily functioning of the school.

The Benefits of Distributed Leadership Practices: Why Davis Middle is embracing Distributed Leadership PracticesResearch strongly supports the concept of distributed leadership as a critical support for school improvement. Schools in which the principal distributes roles and responsibilities for making decisions and accomplishing tasks are more successful at transforming themselves. The practice of distributed leadership is characterized by interconnectedness. In other words, the results of decisions and practices made in the context of distributed leadership impact everyone involved in those decisions and practices. Because distributed leadership involves more people in the process of change, resistance decreases and buy-in increases (Borman et al., 2003; Datnow & Stringfield, 2000).

Principals benefit from

distributing responsibilities, because it leaves them with more time to focus on instructional leadership. An additional benefit of the strategy is that it builds capacity across the school as a whole and contributes to the preparation of future school leaders. Finally, distributed leadership practices promote improved school dialog around matters of teaching and learning.

Technology Professional Development: Due to the fact that our staff struggle with appropriate technology integration, we will utilize SIG funding to provide a series of 8 technology workshops provided by Pearson. These professional development opportunities are in addition to the foundational SIM work, and will just serve to further enhance our growth in skills. The 1 or 2-day workshops include:

*Project-Based Learning in Digital Classrooms*Creating Technology-Rich Lessons*Differentiated Instruction with Technology*21st Century Skills and the Digital Classroom*Classroom Technology: Coaching and Modeling*Managing a Personalized Learning classroom*Classroom Technology: Leadership Support*Leveraging Web 2.0 in Instruction

Additional Professional Development: To further improve Davis Middle School leadership skills, we want our

principals and assistant principals to annually participate in at least one national level leadership conference, as we see great value in the networking potential and innovative ideas that emerge from such conferences. We are still in the process of determining which national conferences are best, but options include the NASSP & the National Juvenile Justice Conference, as we want to network around issues of both school safety and leadership vision. Our budget requests for conference travel anticipate potential travel to the Washington, DC area, as many school leadership conferences are held on the east coast.

II-SIG 15: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates. As previously highlighted,

differentiated leadership is a key part of the SIM framework, as we recognize that the local school staff need a significant say in the reform process. As part of that our school has worked closely with the district leadership to identify areas of autonomy. To support Davis Middle reform efforts, CUSD agrees that we will have autonomy over our master schedule, site-based decision making as budget is considered, and priority when it comes to staffing. The district is prepared to accept requests for changes to current calendars and schedules, expenditures, and staffing as determined by the new distributed leadership structure.

CUSD will grant the following autonomies to Davis Middle:

Staffing The principal will

July 2014-June 2017 (ongoing needs) School Principal and Leadership Team

Human Resources records and teacher contracts, along with school staffing assignments (reports obtained from district office)

have final decision making on staffing taking an active role in interviewing, recruiting, and retaining teachers while effectively facilitating our School Leadership Team (SLT) as they determine how allotted staff will be distributed. This autonomy is unique for our Priority School as staffing is traditionally determined by the district.

One of our initial steps toward reform will be the hiring of six additional classroom teachers, for the purpose of alleviating class size and providing teachers with more time to provide direction support/assistance to students. We can continue the employment of these six teachers after the grant ends through local funds.

School Leadership Team (SLT) will determine distribution of allotted staff. This autonomy is unique for Davis Middle as recipient of SIG funding.

School‐Based Budgeting The principal and SLT will collaboratively plan, how to most effectively use funding from SIG to meet our goals. This autonomy is unique for Davis Middle as a Priority School and recipient of SIG funding.

Use Of Time During And After School The principal and SLT will determine how time is used both during school hours, Saturdays, summers, holidays and for the afterschool program. The master schedule will be realigned to permit common planning times for teacher workgroups to collaborative plan instruction and assessments that support the CCSS.

Summer programs, afterschool interventions, holiday programs and Saturday Academies will be initiated or expanded by the principal and SLT, based on student academic and social-emotional needs. This autonomy is unique as these

Summer programs to occur: June/July 2015, 2016, 2017

School has tentatively identifiedIts external partner – Pearson. But

This is contingent on funding.Final decision July 2014 upon

Signed contract.

Academic support coaches will be hired August 2014 and work through May of school each year.

Aug 2014 - May 2015 Aug 2015 – May 2016 Aug 2016 – May 2017

Technology specialist will be hiredAugust 2014 and work through May

Of each school year Aug 2014-May 2015 Aug 2015-May 2016 Aug 2016-May 2017

Plus summer enrichment program Hours if funds allow.

School leadership team and ILT coordinator

School and District Leadership

Principal

Summer enrichment program student rosters

Contract with vendor

decisions currently rest with the Superintendent and Board of Education.

Program Selection A number of programs have been selected for Year 1 of this grant, but continuation rests on future outcomes/successes. The principal and SLT will apply data driven decision making as they decide to renew, expand, replace or eliminate any programs. Their decisions will be informed by the oversight of the newly formed Advisory Council and may be subject to approval by the Board of Education. This autonomy is unique for Davis Middle School as a recipient of SIG funding.

Educational Partner Selection While Pearson has been selected as External Partner, their continuation beyond Year 1 is dependent on initial success. The SLT and Advisory Council will determine renewal or replacement based on data and subject to the approval of the Board of Education. This autonomy is unique for Davis Middle as a recipient of SIG funding.Additional Personnel: Our Flexible Approach- We will utilize SIG funding to hire Academic Support Coaches for every grade level. These coaches will identify, support, and monitor tier three students.

**Additional Personnel: Our Flexible Approach - We will utilize SIG funding to hire an after-school technology specialist and three academic coaches. The technology specialist will run the computer lab for students and their families during the after-school hours, while the coaches will serve our current classroom teachers, providing additional daily curricular and instructional support.

Hiring Contract

II-SIG 16: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with California's adopted academic standards.Devel

op screen

ing criteria

In order to select for the current SIG program and future school needs instructional programs that are research-based, vertically aligned, and aligned to California’s adopted academic standards, a strong knowledge of instructional research and state standards was/is required. Additionally, we required a local school team that to lead our efforts to identify or adopt new or revised programs. To that end the Davis Middle leadership team and the Instructional Leadership Team have worked together to walk us successfully through this process (note that this team may be merged with our SIM leadership team for a coherent vision and completion of tasks).

The initial (and future) list of screening criteria for any considered instructional program included(s):

Vendor reputation Valid and reliable data

behind the instructional program creation

Implementation data to show that the program worked in similar settings

Alignment of instructional program to California standards

Alignment of instructional program to research-based instructional “best practices”

Our selected external vendor, Pearson, met our screening criteria, as they have multiple references and examples of prior success with the SIM model and separate instructional programs. Much of Pearson’s success is detailed in their publication entitled “Simply Results.” It is found on the following website: http://www.banguitrending.com/wp-content/uploads/2012/08/Simply_Results.pdf [Note: the preceding Web address is no longer valid.]

Current day (March 2014) School leaders

hip team

Signed contract will indicate that criteria were successful in identifying the proper vendor.

We will continue using these criteria as we select interventions for the 2014-2017 three-year school cycle.

Evaluate

research

base and

alignment of

current

program

The Pearson Schoolwide Improvement Model (SIM) is an innovative and customizable standards-basedsystem of comprehensive school improvement. As part of a collaboration with more than 1,000 schools, SIM represents the culmination of two decades of verifiable third-partyresearch, experience, and results.

Additionally, the Pearson SIM framework for school reform, along with additional school support materials, resources, and services, is aligned to the California Common Core State Standards. This means that any instructional support we receive from the vendor is firmly aligned to our relatively new math and ELA standards.

Pearson is home to many of the thought leaders behind the national standards, meaning the spirit and intent of those standards is strongly embedded in both formal and informal PD.

Current Day (March 2014)

School Leader

ship Team and

Instructional

Leadership

team

Signed contract with vendor will identify efforts of search

Identify a

new instruc

tional progra

m or revise curren

t progra

m

Because our students struggle significantly with academic performance, we recognize a need for: (1) Academic support programs and (2) Technological Resources to support the learning process.

We will utilize SIG funding for the following technological resources (hardware, software, or other) to support instruction:

Visual tutor Tablets, desktop

computers, instructional computer (web-based) programs and Edmentum.

Academic support programs that we plan to purchase and utilize for students in grades 6-8 include:

Tech resources and academic support programs purchased on an “as needed basis” August 2014-June 2017.

Academic Support programs toBe used during school, in the Extended learning time, or during Summer enrichment.

School leadership and stakeholders

Purchase orders and reports showing student usage and/or progress within academic support programs

Math Navigator OnRamp to Algebra Literacy Navigator GradPoint Smarthinking

All programs represent web-based, research-based direct student interventions for the core areas of math and ELA, while Smarthinking provides 24-7 tutoring in multiple subjects.

More Details about these Programs:

Based on a decade-long research and development, Math Navigator © 2012 Common Core Edition is aligned to Common Core State Standards, and is based on current research into mathematics learning. The Shell Centre in England has done extensive research and development in the area of diagnostic teaching and focusing on misconceptions as a way to address students’ gaps in understanding.

Math Navigator was crafted over a 10-year period in a rigorous development process. It has been extensively field-tested, critiqued by curriculum development experts at the Freudenthal Institute in the Netherlands, and shown to be effective in helping schools attain AYP across the US.

It is widely known that algebra is considered the “gateway” to higher learning. Nationally, 25 percent of students fail algebra, with much higher rates found in large, urban districts. A recent study released by the Brooking Institution found that more students were taking algebra in 8th grade, but not necessarily

learning more. James Miligram, a Stanford University mathematician, explained that it takes six to eight years of solid math to prepare students to be ready to take algebra. If students do not have this support, they collapse at a certain point. We will use Math Navigator during [Increased Learning Time.]

OnRamp to Algebra has helped many students across the U.S. fill in the gap in their understanding and accelerate learning of concepts and skills that prepares them for success in Algebra 1. We believe it will support our students who are more than 2 years below grade level in math.

The program includes a pre- and post- course student Attitude Survey, designed to gauge growing confidence in a student’s mathematical abilities. This attitude shift can transform the culture. When students feel incompetent, they often act out, come late to class, or have attendance issues. OnRamp to Algebra is a highly engaging intervention which fosters a student-centered learning environment using blended instruction. Strong teacher support will help move our teachers from the traditional teacher-centered instructional model to that of facilitator.

Using a workshop model, onRamp to Algebra includes built-in coaching supports within the Teacher Edition, incorporation of online learning aids to support student homework, as well as front of class computer-projected

presentation screens that allow for class discourse during the teacher-led opening discussion. We will use OnRamp during [the school day.]

High-quality assessments facilitate the planning and delivery of differentiated teaching. Teachers are supported to be data uses as they monitor progress and design instruction with the following tools:





Post-Course Assessment. Questions from all 6 units; content and difficulty of items matched to the Pre-Course Assessment, enabling comparisons of test results

Daily Homework. Online homework includes interactive learning aids to provide scaffolded support and instant feedback, provides valuable information to help teachers monitor progress and

determine next steps for instruction



Similarly, current student performance in English Language Arts indicates a need for reformed instruction and tools to support our students.

Literacy Navigator©2012 Common Core Edition, will be newly implemented to give students the strategies they need to build a strong foundation in reading text they may encounter in social studies and science courses. The program ensures that students develop comprehension strategies for dealing with complex informational text—a goal aligned with the expectations set by the CCSS.

The Literacy Navigator program will supplement our current English language arts program for students who struggle with reading non-fiction and need additional time and focused instruction to strengthen their performance in regular course work. Literacy Navigator: Uses instructional strategies

based on cognitive science and reading research

Explicitly teaches the commonly used structures found in informational texts, such as cause and effect,

sequence, and claim and evidence

Builds recognition and understanding of elements critical to comprehending content-rich, dense passages: connecting words, pronoun reference, substitute words and phrases

Builds knowledge of and fluency with academic language and common Tier 2 and 3 vocabulary

Assists students with understanding and demonstrating relationships among ideas through the creation of varied graphic organizers and focused writing tasks

Scaffolds student application of comprehension strategies through focused reading of increasingly complex text

Uses embedded assessments (pre- and post-tests) to identify additional instructional needs and monitor student progress

By implementing Literacy Navigator, our teachers will be able to give students the strategies they need to build a strong foundation in reading text they encounter in social studies and science. We will use Literacy Navigator during the school day.

Teacher-facilitated curriculum, including electives, STEM courses, World Languages, and Advanced Placement courses, from Pearson Virtual Learning powered by

Florida Virtual School

BrainHoney learning platform, which allows CUSD students and educators to access credit recovery and credit accrual courses from a single login on a user-friendly interface

SMARTHINKING: UP TO 500 HOURS PER YEARIn addition, Smarthinking will provide live, on-demand, online, professional tutoring to address individual student learning needs. This supplementary academic resource will provide our students with fast academic assistance from anywhere/anytime. We will contract with an external vendor for up to 500 hours annually, concentrated primarily in the areas of Math and ELA tutoring.

Smarthinking will connect our students to expert educators anytime, from any Internet connection. Students at Davis Middle will have more than 2,500 professional educators who serve as tutors.

Smarthinking provides a wide range of tutoring services covering reading, writing, mathematics, statistics, biology, chemistry, physics, Spanish, and more. Smarthinking will provide support for students based upon demand. The goal of Smarthinking tutoring is not to become a permanent crutch, but rather model critical thinking and problem-solving skills during the tutoring time so students adopt these skills. This leads to greater academic independence.

The heaviest time of usage is typically after 5 p.m. when students are doing their homework. Students are able to connect with tutors for live interactions in less than a minute, so that we can leverage their "learning moment.”


Davis Middle has full and complete control over the tutoring subjects it offers to our student population, and can control which students are allowed to access the online tutoring service.

Smarthinking’s implementation services team will assist our campus with start-up planning, provide orientation for faculty and other stakeholders, and provide ongoing support to assist us in meeting our goals.


Smarthinking can currently be accessed through Macs, PCs, Windows tablets, and iPads, as well as Chromebooks

Implement

new or revise

d instruc

As part of our SIG effort over the next three years, we want to increase our school day by 30 min per day, for intervention and enrichment for all of our students, which means some

Extended learning time starts August 2014 upon the advent of school and continues annually for 3 years.

School Leader

ship Team,

Instructional

School schedule

Studen

tional progra

m

students school day will run from 8am to 3:20.This allows each 6th-8th grade student at Davis Middle to receive an additional 30 minutes of instructional support for each of the next three years. Many of our requested academic intervention programs, including the Navigator and Smarthinking programs, can be used during this expanded time to provide more one-on-one technologically based support for students. SIG funding will cover the expanded work hours for teachers, with the cost for the additional instructional time coming in at around at 9% of their base salaries.

We will also add a summer enrichment/intervention program, but for up to 300 select struggling students. While all criteria have not yet been established for program admission, we aim to provide innovative programs that teach core academic constructs in highly unique ways as well as intensive intervention to help students remediate learning deficiencies (example…a robotics course to teach mathematical concepts). We will utilize SIG funding for:

One Principal for the Summer Program

One office worker for the summer program

14 Teachers for the Summer Support Program

Summer enrichment program is offered: June/July 2015 June/July 2016 June/July 2017

Leadership

Team, and

community

partners as

needed

t enrollment in summer enrichment and in academic support programs.

Payroll records

II-SIG 17: Promote the continuous use of student data to inform and differentiate instruction in order to meet the academic needs of individual students. To transform our school,

Davis Middle students and staff must become data-driven individuals. This

Current day (Spring 2014) and ongoing (2014-2017)

School Leadership & Instructional

leadership Team – all teachers are

Workgroup rosters and meeting agendas

starts at the top, with effective data-driven practices modeled by our principal, assistant principals, the instructional leadership team, and lead teachers.

Fortunately, our school district recently contracted with an outside vendor to provide our school with formative assessments and associated data reports. The purpose of this new partnership is to provide our classroom teachers with instruments that provide a clear insight to student progress throughout an entire year. The data reports produced by the student assessments can be utilized for lesson planning purposes, or within our teacher workgroups under the SIM model. We will continue to expand our school knowledge of the new assessment program so that we are effectively using student assessment data to shape instruction.

We’re fortunate that the district initiative around assessments and data merge seamlessly with our soon to be adopted SIM model. As previously detailed, the SIM framework contains a very specific emphasis on data-driven activities. A quick overview of the SIM data emphases follows:

The Engagement Workgroup considers

also involved in the process of

implementing the GRI and PBIS

structures/supports, as data is required to

identify at-risk youth.

School-based counseling staff and district level student services

staff will help oversee the

mental health or social-emotional

expanded supports

throughout the 3-year period.

Purchase orders & copies of student assessments utilized in needs analysis and continuous assessment

Pearson field notes/aggregate reports from coaching

GRI quantitative reports identifying at-risk students

community data related to identifying barriers to effective school-community relations

Pearson Consultants engage in one-on-one coaching with teachers and Teacher Workgroups to help review and discuss the implications of student data, assessment data, and the connections between data and solutions.

During Leadership Team meetings/PD, Pearson Consultants will introduce “data-driven” modules. Those modules include:

1. The Language of Assessment and Data

2. Investigating Data3. Analyzing Student

Work:4. Triangulating and

Reframing5. Describing Current

Practice6. Identifying

Strategies to Address Problems of Practice

7. Measuring and Improving

Once the Leadership Team gains data competency, these skills are transferred to the school staff on a deeper

and broader basis.

But SIM also includes very specific, data-driven components that help teachers and school staff carefully evaluate a variety of student data sources that provide a comprehensive picture of student need and courses of improvement. One of these data inputs is the GRI system (Graduation Risk Insight).

School Engagement and Dropout Prevention: The data-driven GRI System

A key component of the SIM model is its attention to dropout behaviors or risk factors. Because we know that disengaged students are more likely to leave school before graduation, we recognize the importance of catching potential dropout behaviors very early in life, and intervening in a manner that initiates a turnaround process. To this end the SIM model incorporates a Graduation Risk Insight (GRI) system connected to supports for students’ social and emotional development.

i. SIM’s GRI in Detail The Graduation Risk Insight (GRI) web-based system monitors students’ progress in relation to motivation, engagement, and capacity to manage themselves as learners, aggregating the most

relevant and predictive data points from your school’s student information system to identify the students mostly likely to drop out. By pulling together readily available data contained on the school’s student information system (including, but not limited to, a student's grade point average, discipline history, attendance, and grade level), the program provides a Graduation Risk Value (GRV) for teachers and counselors that helps them determine where to spend their time most effectively to prevent students from leaving the CUSD without a diploma.


Using the GRI Data for Social-Emotional Supports

Coupled with the GRI is a process to guide the school in the establishment of an effective system of interventions for students at risk. This includes a process for identifying supplementary social and emotional supports for students who need them.

Strategies include the

Referrals of students to counselors and mental health support workers

School discipline records

assignment of mentors and a planning process for providing the assistance students need to address issues they struggle with and their barriers to engagement in school. The intervention protocol also focuses attention on addressing the needs of students with multiple risk factors for dropping out of school. Ensuring these students have the intensive support they need to get back on track often involves coordinating community agencies as well as school and district resources.


As implementation proceeds and a systemic approach is established, the GRI reports provide measures of the system’s effectiveness as well as identifying individual students at risk for dropping out of school.

Additional

Behavioral/Social-Emotional Data Supports

Davis Middle knows that it has a significant issue with student social-emotional concerns. Namely, we have a major problem with defiance and anger. Our minority students stem from a gang-infested community, including heavy concentrations of the Bloods, the Crips, and the Surenos. Community violence and lack of respect simply tumbles over into the school, and when our students feel confronted or corrected, they very easily resort to fights or other aggressive acts, including acts against the staff. The student behaviors have unfortunately established a school climate of fear, intimidation, violence, and disrespect.

In 2012 our school adopted a PBIS (Positive Behavioral Intervention and Supports) model to address disciplinary concerns. But the implementation to date has struggled. We need help implementing this framework well. To that end, we have selected a Pearson solution known as Review360. It is a data-driven program providing PBIS schools with extensive input and recommended behavioral interventions. More about Review360 follows.

REVIEW360

Review360, endorsed by the Council of Administrators of Special Education, is a research-based intervention to help schools reduce suspensions, implement anti-bullying initiatives, implement new or support

and grow current PBIS/RTI approaches for behavior, and generally improve the school climate. The Review360 multi-tiered software system will help you improve student behavior in general and/or special education populations by providing staff with:

PBIS-aligned professional development

Best practices approaches for common behavioral issues

Teacher-friendly program implementation support

Ability to track and monitor inclusion rates

Progress monitoring to assess student improvement and program effectiveness

To be more specific, Review360® assists teachers in addressing more serious student behavioral issues (aggression, defiance, or hyperactivity) by facilitating the process of identifying these disruptive behaviors, helping teachers promote positive replacement behaviors, and supplying function driven evidence-based interventions and strategies through a delivery method that provides web-based instructional support and professional development in order to implement and sustain best practices. These strategies represent four classes of interventions:

Academic Modifications- These strategies function through the modification of

instructional practice in order to better address the behavioral needs of the students.

Modifications of the Classroom Environment- The way that a classroom is organized has a functional impact on student behavior and learning. These strategies help teachers provide the individual student with the optimal learning environment and promote positive behavior.

Strategies for improving Social Interactions- These evidence-based interventions are used to improve the social skills of individual students by replacing disruptive social behaviors with positive ones and supporting the development of these new behaviors in the student.

Contingency-based Behavioral Systems- This class of interventions represent methodologies that are based on the use of positive reinforcement which is tied to students’ ability to exhibit specific positive behaviors.

Additional Personnel & Deeper Supports for Violence/Aggression: To additionally help

remedy this issue of violence and social-emotional concerns, we will use SIG funding to hire a full-time school psychologist who can assist with building staff knowledge around student mental health concerns, and help us establish a more sustainable social-emotional support effort. This position will be FTE for each of three years.

We will additionally initiate a deeper dialog with community wrap-around service providers to look at our school concerns through the lens of community need. This may necessitate a review of threat and risk management procedures, and may additionally require additional mental health staff. Davis Middle School recognizes that behavioral frameworks alone cannot address the depth of trauma and real-world exposure to hardship, violence, and crime experienced by our student body, and for that reason we are willing to expand our view and connect with community support groups on a whole new level. While the newly hired psychologist and an improved threat and risk assessment process can help us identify the most at-risk students (from a behavioral view point) we recognize that many of these students may also require external mental health counseling. Consequently, we are going to utilize a sub-set of SIG funds for contractual mental health supports for students, to include on-on-one counseling.

II-SIG 18: Establish schedules and implement strategies that provide increased learning time.

Increase by

Increase by Increase by Year

Day Week

Core

30 min2.5

hours

2.5 hours per week x 4 weeks in a

month = 10 hours monthly

------------- 10 hrs monthly x 7 months (Sept-May)

= 70 hours total

Aug 2014-June 2017 School leadership team

Copy of school schedule and annual school reports to district

Enrichment/

Intervention

5 hours

per day in

summer

5 hrs per

day x 4 days

per week

in summer = 20

hours

20 hours per week x 6 weeks of

summer enrichment = 120

hours

July 2015, 2016, 2017

School leadership team & instructional leadership team

Copy of summer enrichment program student rosters, schedules, etc.

Collaboration N/A

30 minutes per week minimum

30 min per week x 4 weeks per month = 120 minutes per month or 2 hrs per month.2 Hrs per month x 9 months = 18 hours extra throughout the school year

August

2014-June 2017 Principal and APs

Copy of PLC rosters and teacher evaluation data

Total Unduplicate

d Time

90 hours extra per

year + 120

hours per

summer

program = 260

hours N/A N/A

Between the added 1/2 period per day for all and the summer enrichment for up to 1000 students, we are increasing our learning time by 260 hours. We will additionally add up to 40 hours of Smarthinking tutoring in the core areas of math and ELA to evidence extra hours of extended learning time for Davis Middle Students annually. We are actually allowing up to 500 hours of tutoring time with Smarthinking, meaning many students may far exceed the average expand hours of instruction.

II-SIG 19: Provide ongoing mechanisms for family and community engagement. Davis Middle needs better

engagements with families and other stakeholders, starting with effective language pathways. Because many of our families are Spanish speaking, school staff struggle to communicate well.

The newly adopted SIM framework includes a particular focus on stakeholder engagement.

August 2014-June 2017 (annual/on-going)

Engagement Workgroup

members / school based mental

health staff

Principal

District level Title 1 and Student

Services support staff

Engagement workgroup meeting rosters and agendas.

Parent sign-in rosters for parent events

Evidence of brochures/flyers sent home to families

Efforts to expand and improve school-family communications and activities are driven by a school appointed group known as the “Engagement Workgroup.” This group could also be the same as the leadership group that oversees the SIM implementation, although it must include mental health staff, including counselors and social workers.

The Engagement Workgroup meets up to 12x per year, with a particular emphasis on strategies for promoting stakeholder engagement. An overview of this group’s tasks follows:

Engagement Workgroup Responsibilities

Consider stakeholder engagement in the teaching and learning processReview engagement survey data and recommend interventions for changeConsider student social-emotional concerns that may impact the teaching and learning processInvestigate and recommend/revise school policies and practices that relate to cultivating strong connections between home and school, including revisions to practices that may hinder strong community engagementHelp build active parent partnerships to support childhood reading and the Principal’s “Book of the Month” initiativeBuild partnerships with community agencies that can provide supports for student needs/growthMeet approximately 12x annually

*NOTE: Because we believe that it is critical for the entire staff to understand and support the efforts of the Davis Middle Engagement Workgroup, we will engage staff in either a one-day engagement overview during the Launch Institute period or introduce concepts during several teacher workgroup mini-sessions throughout the year.

II-SIG 20: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO). As previously detailed, the July 2014-June 2017 Principal SIM

SIM framework adopted by Davis Middle will provide extensive technical assistance and classroom support, as it is a capacity-building model in which the external vendor helps our staff grow knowledge and skills.

Pearson will provide a total of 180 days of technical support in Year 1, 140 days in Year 2, and 120 days in Year 3. The 180 days in year 1 will be utilized for leadership coaching, teacher coaching, and direct consultative support.

In the prior professional development section we detailed the type of job-embedded supports provided by the SIM framework, including coaching, modeling, and teacher workgroup support. Please see prior section for those details.

Leadership Team

Pearson

implementation records, copies of all teacher meeting rosters/agendas, etc.

Formal Contract with vendor

VI-SIG 30: Optional Component

Appendix H: Whaley Middle School Form 10 Implementation ChartsTransformation Model

LEA: Compton Unified School District Date: March 12,2014

School: Whaley Middle School


Start & End Dates (MM/YYYY)

Oversight Description of Evidence


Replacement*Dr. Candace Waters, the current principal, was hired last year as part of the CUSD reform effort. Dr. Waters’ resume is included (see Attachment).

A new district organizational structure was implemented with special attention for improved academics through the creation of the Senior Director for Curriculum and Instruction position. Under his direction, principals were evaluated and a new principal was hired to lead the reform at Whaley.

An extensive search for a new principal resulted in the selection of Dr. Waters as Principal. CUSD was impressed by Candice’s organization and analytical skills and her ability to create a learning environment that supports student achievement. Dr. Davis is pleased with Dr. Waters’ leadership and expectations for staff and student performance. For example, Dr. Waters was awarded two grants – Project Lead the Way and Project Read – to support student learning. This reform is building Whatever It Takes thinking among the Whaley staff. We believe that this is but one small reform that is impacting school culture and is evidence of her ability to lead this transformation.

Whaley Middle School students and staff deserve a leader that will set, champion and implement a transformation model that will guarantee 100% graduation rate. Waters leads this charge, instilling a Whatever It Takes passion in faculty.

The additional technical support provided by Pearson, as part of their Schoolwide Improvement Model (SIM) will not only expand Dr. Waters’ effectiveness but also help Whaley Middle School implement a distributed leadership structure that empowers all staff members to recognize, employ, and grow leadership skills. Bringing administrators and teachers together around a shared goal of improving instruction

07/2013 Dr. Davis, Senior Director - Curriculum & Instruction


through collaborative learning has the potential to improve instruction and promote distributed leadership.

Dr. Candice Waters

07/2013




involvement


Teachers are rated on 6 Standards: 1. Engaging and Supporting all Students in Learning2. Creating and Maintaining Effective Environments for Student Learning3. Understanding and Organizing Subject Matter for Student Learning4. Planning Instruction and Designing Learning Experience for All Students5. Assessing Student Learning6. Developing as a Professional Educator

Teachers are then ratedas Meeting Standard, Meeting Standards with Growth Recommended, or Does Not Meet Standard.

Principals are evaluated by Dr. Davis, Senior Director of Curriculum and Instruction.

Present-Adoption of New Evaluation Plan

PrincipalDirector of Secondary Education




Currently, there is no provision for using data on student growth to inform teacher evaluation. That is one reason why we will have a system for Teacher Incentive built into our plan. We feel these are important data that inspire teacher and leaders to excellence.

Our current teacher contract is coming to an end and new contract talks will center on how best to integrate student growth data to inform teacher and principal evaluations.


based assessments

Teachers are evaluated through a minimum of 2 formal observations. SIM will have our principals and education specialist taking weekly walkthroughs so that teachers will become comfortable with an observer, discover the importance of timely feedback and personal professional development opportunities, and recognize their responsibility to implement professional development in their classrooms.


practice


08/14-06/17

Principal


Observation Reports





Identify and

reward

Teachers at Whaley Middle School indicated a lack of empowerment and little celebration of staff efforts. We believe both extrinsic and intrinsic incentives will identify and reward staff members who demonstrate effectiveness, employing their exceptional skills in ways that advance student learning.

Financial incentives will be awarded leaders, teachers, and other staff who meet or exceed predetermined student growth targets. A collaborative process will be used to inform and implement a reward system for our SIG schools as follows:15. A collaborative Teacher & Leader Reward


16. The TLRC will examine the components of the current CUSD Evaluation System and determine benchmarks for reward.





21. Reward component will be in force.22. Annual incentive payments awarded

More intrinsic rewards will include celebratory events to honor staff members who “go the extra mile” that include:23. Congratulations to specific teachers for classes that

show exceptional student growth on local assessments in print and media sources

24. Creation of a Teacher Grant program that provides funding for well designed teacher-generated projects

Finally, Whaley students, teachers, and staff members will be celebrated at the following:

Award Ceremonies Attendance Recognition Ceremonies Daily Announcements Teacher of the year award Classified Staff of the year award

1. Upon notification of funding (NOF)2. 30 days after NOF3. 40 days after NOF4. 50 days after NOF5. 80 days after NOF6. 80 days after NOF7. 90 days after NOF8. June 2015, 2016, 20179. Ongoing starting Sept 2014

21






opportunities to

improve professional practice

Our needs assessment revealed that instruction tends to be teacher-centered and professional development (PD) often fails to transfer to the classroom. These root causes will be supported by Pearson Education Specialists to come alongside our teachers as they strive to become highly effective teachers.

“The Turnaround Challenge” report (Calkins et al., 2007) emphasizes deeply embedded assistance from a turnaround partner as one of four non-negotiables for serving schools in need of turnaround. We see no reason to believe this is less true for our Transformation. Regular presence helps to build a trusted relationship while providing leadership critical to helping the partnering school site become an effective school (Bliss, Firestone, & Richards, 1991).

7. Professional development and onsite coaching are hallmarks of SIM. We have selected Pearson SIM with intensive technical support from education specialists who will train teachers and provide personalized coaching that includes collaborative lesson design, observation, and timely feedback supported by personalized professional development (both virtual and face-to-face). Pearson will provide a total of 180 days of technical support Year 1, 140 days in Year 2, and 120 days in Year 3. We need intensive support because our past practice shows that teachers have trouble applying what they learn in professional development to their own classrooms.

8. Our principal and assistant principal will be trained to conduct weekly focused walkthroughs to ensure transfer of professional learning to the classroom. Pearson Specialists will co facilitate the School Leadership Team (SLT) and assist the principal in creating agenda and providing PD for the SLT members that will trickle down to each Teacher Workgroup.

9. Training will be provided to teachers responsible for implementing new intervention tools and technology so that they are aware of best practice use and can employ them effectively. Whaley will utilize iLit for students in grade 6.

10. A Launch Institute will kick off the year to support a shared vision for the school. All staff will participate in sessions linked to a shared visions and the implementation of routines and rituals that will be implemented schoolwide.


12.Teachers will participate in Teacher Workgroups to collaboratively plan lessons aligned to CCSS in a

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15,08/15,01/16, 08/16, 01/17

12. 09-14-06/17

13. 08/14


Principal



Observation Forms

manner that supports student engagement and implements research-based instruction. The Teacher Workgroups will be the focal point and catalyst for both distributed leadership and instructional reform. Teachers who are identifying student needs together and exchanging ideas in a collaborative setting are better equipped to transfer this learning directly to the classroom. When teachers begin to see how their actions lead to changes in the way their students absorb information, learn new concepts, and perform on assessments, they become more committed to improving and refining their instruction (McDougall, et al., 2007; Gallimore, et al., 2009). This in turn influences attitudes and beliefs about their teaching and reinforces the very efforts that contributed to student achievement gains in the first place.

Identify and

remove


4. Teachers unwilling or unable to improve their practice despite the opportunity for whole school, department level, and personalized professional development and coaching that receive a rating of Not Meeting Standards will be notified that their contract for teaching at Whaley Middle School will not be renewed. Efforts will be made to place them in other district positions where they may be effective.

3. 07/14-08/14

4. 04/15; 04/16; 04/17

Director of Human Resources

Principal and Director of Human Resources


Transfer Documents


Recruitment

Many candidates new to teaching find teaching at our schools desirable in order to reduce student loans by teaching in schools with high poverty and minority rates. CUSD HR division seldom sees a lack of qualified candidates. Teachers for specialized subjects, particularly in math, science, or special education, are currently recruited through EdJoin and local universities.

We expect to expand our recruitment efforts in Year 2, once our reform efforts are in place, by encouraging teachers to be cooperating teachers for CSUDH, CSULB, UCLA and USC teacher education students. This will give us opportunity to identify and recruit candidates as they exit teacher education programs that we have observed to have exceptional content and pedagogy skills and effectively share their love for learning.

Placement

The principal will have autonomy to place teachers and staff in a manner that she and the School Leadership Team (SLT) determine is most advantageous for meeting the school’s goals.

Retention Teachers will be encouraged to remain at Whaley Middle School because of the increased professional and financial benefit and growing Esprit d’ Corps.

Expanded professional development and distributed leadership opportunities to become Teacher Leaders through Teacher Workgroup Facilitator Training will create a pipeline for emerging leaders.

II-SIG 14: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program. Research is abundant and clear that teacher

effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and classroom heterogeneity (Darling-Hammond, 1999; Nye et al., 2004; Sanders & Rivers, 1996).

Student centered learning and increased time on task require instruction that fosters student engagement. Classroom observation data confirmed that this is an area where Whaley needs improvement

SIM and interventions have been chosen to provide instruction that is engaged, timely, and relevant. A variety of training events that will involve the whole school in some cases, departments in other, and oftentimes personalized and supported with virtual delivery so that our staff and leaders can access them when they are most useful and relevant at a time that fits their schedule.

The Launch Institute will model a workshop delivery system with high participant engagement. This 4 day training event will kick off Whatever It Takes implementation with all staff attending 1 day, ELA and Math teachers attending separate workshops, and School Leadership Team (SLT) members receiving training for facilitating the Teacher Workgroups. These events and other training include:6. Math and ELA teachers will receive a

Foundational Unit at the Launch Institute that is devised to support the implementation of research based strategies in a manner that promotes high engagement. ELA and math teachers will be expected to implement this unit as the school year begins. Follow up training will be provided at mid-year.

7. SLT members will be trained to facilitate Teacher Workgroups during the Launch Institute with follow up training at midyear

8. Educational Specialists will be on site to conduct walkthroughs to oversee implementing new practices effectively, providing personalized support for teachers who struggle with PD transfer to classroom application.

9. Teacher Workgroups will be established to support the collaborative development of CCSS aligned lessons that use strategies that promote high engagement. TW meet weekly during common planning periods for

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01/15; 08/15, 08/16


Principal

Pearson Trainers


Observation Reports


this work.

Discussions with staff during needs assessment indicated many of the newer staff experiencing classroom management issues. They expressed a need to receive timely help on specific incidents to provide a more effective response to student’s misbehavior. Gangs have a powerful presence in our community and teachers need effective strategies for providing a safe environment for learning.

10. Classroom and student management issues will be supported by Review360, a web-based professional development (PD) program, which provides embedded instructional support material that teachers and leaders can download to assist in the implementation of these practices. Strategy steps and videos provide personalized PD that teacher can access individually or in groups. Templates are provided that support positive student behavior (Behavior Contract, Achievement Certificates, etc.).


It is important that teachers implement instruction that is relevant to our 21st Century learners. To that end, we will be adding to the 4 interactive white boards currently at Whaley so that more of our classrooms are supported by this technology. We hope to add 8 of these systems each year of the program and we want to ensure that teachers know how to use them effectively. 11. Technology PD will include the following

technology workshops Year 1: 21st Century Skills and the Digital Classroom, Managing a Personalized Learning classroom, and these will be followed up with 2 days of Classroom Technology: Coaching and Modeling. More Technology workshops will undoubtedly be needed Year 2 and 3.

A more extensive description of training events that are part of SIM implementation is included in the Attachment Section.

II-SIG 15: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates. School reform initiatives have a greater chance of being

enacted and sustained when the community is actively engaged as an “empowered change agent” (Arriaza, 2004).

08/14-06/17

Principal

SLT

SLT Minutes


As a SIG school, CUSD agrees that we will have autonomy over our master schedule, site-based decision making as budget is considered, and priority when it comes to staffing. The district is prepared to accept requests for changes to current calendars and schedules, expenditures, and staffing as determined by the new distributed leadership structure.

CUSD will grant the following autonomies to Whaley Middle School:

Staffing The principal will have final decision making on staffing taking an active role in interviewing, recruiting, and retaining teachers while effectively facilitating our SLT as they determine how allotted staff will be distributed. This autonomy is unique for our Priority School as staffing is traditionally determined by the district.

School Leadership Team (SLT) will determine distribution of allotted staff. This autonomy is unique for Whaley Middle School as recipient of SIG funding.

School‐Based Budgeting The principal and SLT will collaboratively plan how to most effectively use funding from SIG to meet our goals. This autonomy is unique for Whaley Middle School as a Priority School and recipient of SIG funding.

Use Of Time During And After School The principal and SLT will determine how time is used both during school hours, Saturdays, summers, holidays and for the expanded school day program that includes the master schedule. For example, the master schedule may be realigned to permit common planning times for teacher workgroups to collaborative plan instruction and that support the CCSS and analyze date to examine effectiveness and direct next steps.

Summer programs, afterschool interventions, holiday programs and Saturday Academies will be initiated or expanded by the principal and SLT, based on student academic and social-emotional needs. This autonomy is unique as these decisions currently rest with the Superintendent and Board of Education.

Program Selection A number of programs have been selected for Year 1 of this grant, but continuation rests on future outcomes/successes. The principal and SLT will apply data driven decision making as they decide to renew, expand, replace or eliminate any programs. Their decisions will be informed by the oversight of the newly formed Advisory Council and may be subject to approval by the Board of Education. This autonomy is unique for Whaley Middle School as a recipient of SIG funding.

Educational Partner Selection While Pearson has been selected as External Partner, their continuation beyond Year 1 is dependent on initial success. The SLT and Advisory Council will determine renewal or replacement based on data and subject to the approval

of the Board of Education. This autonomy is unique for Whaley Middle School as a recipient of SIG funding.


Develop screening

criteria The five core components of SIM are: Standards-Aligned Curriculum, Instruction, and

Assessment High-Performance Leadership and Management Strengthened Engagement Data-Driven Culture Sustainable Framework

Pearson Education Specialists will work with our staff to provide job-embedded and formal professional development services partnered with a data-collection framework that creates a continuous loop of information/data to inform the change process.


Professional Development. Led by the Education Specialist, the team participates in a study of data knowledge and use to build the foundation necessary to establish a data-driven culture. Content includes the language of assessment and data, investigating data, analyzing student work, and triangulating data to reframe performance problems into instructional issues.

Progress Monitoring. Progress Monitoring Meetings led by the Education Specialist are conducted quarterly to allow the team to track and analyze implementation of SIM across the whole school using various tools, as well as data gathered from Workgroup meetings and classroom visits conducted by the principal and assistant principal.

SIM Implementation. Led by the principal, team members engage in decision making about the status of SIM implementation and problem solve issues where needed. During these meetings, the principal and assistant principal share findings from classroom visits where they looked for evidence of the Workgroup learning and practices in which staff members are engaged. Workgroup Facilitators, in turn, report on implementation progress and challenges from their Workgroup meetings. The Leadership Team applies knowledge from Data-Driven Culture modules as team members analyze student work, address issues relating to the creation of a data collection system and/or engage in

08/14-06/17

Educational SpecialistsPrincipal

Teachers



Walkthroughs to monitor implementation school wide.

The SLT is composed of the principals and Teacher Facilitator for each our Teacher Workgroups. This is a decision making body who will regularly use data to monitor and improve the instructional program at Whaley Middle School.

Student academic performance on state assessment is one filter of our screening process. Based on these data, new programs have been selected to permit maximum effect of implementation with documented success by the end of Year 1. These programs will be monitored and evaluated by the SLT who will determine whether their use is effective and to be continued in Year 2, Year 3 and beyond SIG funding. Clearly, students failing to demonstrate proficiency on state tests form a group that deserves intense attention.

Since state assessments are not an option for measuring success, embedded assessments in these programs (pre and post tests, in particular) and other local assessments will determine their continuance.

Of primary concern is math achievement at Whaley Middle School. With less than one-fifth of our students testing proficient, we know we have series issues in math instruction. To that end, math teachers will receive training to effectively implement an intervention that hones in a student’s misconception, provides instruction that supports understanding, and then checks and monitors mastery. All students will take a screening test to more precisely identify misconceptions that need to be addressed before they can have firm foundational understanding of key math concepts.

Evaluate research base and alignment of current program

Research provides substantial evidence of the importance of an effective data-driven culture as a necessary driver of a high-performing school (Center on Education Policy, 2009). Having a data-driven culture means that systematic use of data is embedded into the daily functioning of the school. Data use stops being a separate, isolated activity and is, instead, incorporated into meetings, curriculum planning, professional development, and, most importantly, into daily teaching and learning as a matter of course.

Research indicates an aligned and balanced curriculum increases student achievement; test scores have shown a dramatic increase in subjects where the curricula is

deeply aligned (English & Steffy, 2001). Best practices in curriculum alignment involve continual review and revision of curriculum documents to verify that students are being taught that which is most valuable to learn and understand (Armstrong, Henson, & Savage, 2005).

Whaley’s Needs Assessment resulted in the following statements:A. Our school site is in dire need of a full time, site-

based, psychiatric social worker to meet the significant socio-emotional needs of our student population.

B. Poor ELA scores indicate a need to focus on writing that includes professional development for our teachers, implementation of school-wide strategies that support effective instruction, and cross curricular writing expectations.

C. Poor math performance suggests a lack of foundational concepts and questionable placement of students in math coursework. Screening students to identify misconceptions and remediation that ensures mastery is needed.

D. The comprehensive needs beg for comprehensive solution. We need on-site experts to help us build the structures and frameworks needed to meet our vision statement and we are willing to do WHATEVER IT TAKES.

In response to B, C, and D, we plan to make Pearson our External Partner and implement their Schoolwide Improvement Model (SIM). As part of SIM, our staff will focus on the expectations and practices within the ELA and Math CCSS and Educational Specialists will support ways for staff to transfer these practices to other disciplines. Because the CCSS in ELA include attention to literacy skills across other content fields, this will provide us with a cross-curricular literacy emphasis. During advisory, students in grades 6th through 8th respond to a universal writing prompt. In addition, to English Language Arts, students are encouraged to write objective summaries in all content areas.

Because the CCSS emphasize differentiated instructional practices, along with skills that enable learners to become independent learners, SIM will promote two core instructional practices: Building Academic Language - Academic

Language is the formal discourse, both written and oral, that is used in schools, colleges, and work settings. It is the vehicle used to convey and analyze complex information, express ideas, present arguments, propose solutions, and defend points of view. It differs from conversational language in terms of informational density, grammatical complexity, and use of technical and abstract vocabulary.

Academic Language does not come naturally, particularly for our roughly 100 ELs. It must be

learned. Many of our students enter middle school with a limited foundation of literacy struggle with Academic Language and require consistent and explicit instructional supports if they are to gain access. ELs require carefully scaffolded instructional support.

SIM provides supports for teachers to introduce and develop the Academic Language skills of students across all grades and content areas.

Establishing College & Career Readiness Competencies - We need to grow each student’s ability to work independently and to exercise the higher order thinking skills required of post-secondary college and career success.

Development of critical thinking skills will allow our students to be self-managing and tackle complex tasks, alone or in collaboration with others, without the need for constant direction.

SIM will help teachers grow their skills around standards-aligned instruction through the promotion of weekly Teacher Workgroup sessions that emphasize job-alike thinking, deliberation, and implementation options. Three half-day trainings in Year 1 and on site specialists who provide job-embedded support will provide our teachers with the ability to evaluate the research base of our current program as they collaboratively create CCSS aligned lessons for their students. Their recommendations will direct our SLT when it comes to changing instructional resources to better support the increased expectations of CCSS.

Additionally, research-base and effectiveness data influenced the selection of our external partner and intervention tools/programs.

Identify a new

instructional program or

revise current

program

As noted in C of our Needs Summary, our student perfornace on CST indicates the need for instruction and instructional resources that better support the requirements for math.

It is widely known that algebra is considered the “gateway” to higher learning. Nationally, 25 percent of students fail algebra, with much higher rates found in large, urban districts. A recent study released by the Brooking Institution found that more students were taking algebra in 8th grade, but not necessarily learning more. James Miligram, a Stanford University mathematician, explained that it takes six to eight years of solid math to prepare students to be ready to take

algebra. If students do not have this support, they collapse at a certain point.










As noted as B in our summary needs statement, current student performance in English Language Arts (28% or less, dependent upon grade level, demonstrated proficiency on 2013 CSA) indicates a need for reformed instruction and tools to support our students.

iLit: Inspire Literacy for Struggling Students is a comprehensive literacy solution (Tier III) designed to produce two or more years of reading growth in a single year. Based on a proven instructional model that has produced successful results for students in districts across the country for more than a decade, iLit is aligned to the CCSS. Individual, small group, and whole-class instruction is personalized based on a constant stream of data from a wide range of embedded assessments,

including text-based performance tasks. iLit will engage our struggling students through its vast library of high-interest nonfiction, instant support, engaging activities, and built-in reward systems that motivate students and track their progress. Instruction is delivered on an iPad. This will require the purchase of additional iPads (along with insurance and maintenance costs) so that each student in this program has this handy tool to support learning in all of their classes.


Daily 90-minute teaching blocks provide opportunities for high-interest reading practice as well as systematic skill development. Student reading levels are measured and automatically adjusted through ongoing assessments. We will use iLit during the school day and/or Increased Learning Time.

In addition, live, on-demand, online, professional tutoring to address individual student learning needs will be provided using Smarthinking. This supplementary academic resource will provide our students with fast academic assistance from anywhere/anytime.

Smarthinking will connect our students to expert educators anytime, from any Internet connection. Whaley students will have more than 2,500 professional educators who serve as tutors.

Smarthinking provides a wide range of tutoring services covering reading, writing, mathematics, statistics, biology, chemistry, physics, Spanish, and more. Smarthinking will provide support for students based upon demand. The goal of Smarthinking tutoring is not to become a permanent crutch, but rather model critical thinking and problem-solving skills during the tutoring time so students adopt these skills. This leads to greater academic independence.

The heaviest time of usage is typically after 5 p.m. when students are doing their homework. Students are able to connect with tutors for live interactions in less than a

minute, leveraging their "learning moment.”


Whaley Middle School has full and complete control over the tutoring subjects it offers to our student population, and can control which students are allowed to access the online tutoring service.



Smarthinking can currently be accessed through Macs, PCs, Windows tablets, and iPads, as well as Chromebooks.

ELA CST proficiency percentages have hovered in the mid-20s with a slight jump in 2011-2012, and then back down last year. Still falling well below 89.2% target. Math CST proficiency percentages have been rising slightly over the last five years, but still remain in the 26% range—well below 89.5% target. Smarthinking will provide the anytime/anywhere learning our students need to maximize their teachable moments.

Implement

new or revised


The SLT will be the decision makers as we consider adding new programs or revising current programs. With Teacher Workgroup Facilitators sitting on this Team, instructional issues from the Teacher Workgroups will be ensured a voice as they analyze data from current and newly added programs, research other products and services, and consider the specific needs of the students

they serve.


A number of personalized tools will be added to our instructional program that support differentiated instruction. One of the reasons we chose to implement SIM and iLit, described in the previous section, and Review360, described in Section VI SIG 3 below, was the embedded assessment component with on-demand reports.

These reports will allow our teachers to flexible group students for additional instruction so that they can master key concepts inhibiting their progress or accelerate and expand their learning. A blended learning model will encourage all of our learners to accelerate their learning, whether struggling, advanced, with special needs, or learning a new language.

Web-based devices do not replace the teacher. Rather they equip the teacher to more effectively differentiate instruction using tools that provide immediate, individualized feedback and motivate today’s digital learner.

Teacher Workgroups will analyze data from these programs to monitor success, inform instruction, and make programmatic decisions about continued use.

08/14-forward

Principal

ILT Supervisor

Teacher

Embedded Reports


II-SIG 18: Establish schedules and implement strategies that provide increased learning time.

Increase by Day

Increase by Week

Increase by Year

Core

1 hour5

hours

5 days X 5

hours X 4

weeks = 100 hours 08/14-06/17 ILT Supervisor

Enrichment 1 hour

5 hours

100 hours 08/14-06/17 ILT Supervisor

Collaboration


5 Days during Summer (5days X 7 hours = 35 hours 08/14-06/17


Principal


Total Unduplicate

d Time

180 hours

100 hrs30

hours

The school day will be lengthened by an hour to provide increased time for learning for all Learners. Every students will also receive 20 hours of virtual tutoring that they may access anytime/anywhere from Smarthinking. A 5 week summer program will support transition of students from grade 5 to 6 and grade 8 to 9. All students will be invited to participate as either a transitioning student or a junior trainer. This results in a total of 300 hours of increased learning for our students. Teachers will participate in collaborative Teacher Workgroups during common planning time. Expanded collaboration will take place in the summer when they will work together for continued instructional improvement resulting in

an additional 35 hours of collaboration outside the school day/year TOTAL ILT = 335 HOURS

II-SIG 19: Provide ongoing mechanisms for family and community engagement.

Whaley strives to provide a warm and welcoming environment for students, staff, families, and the community.

Additionally, the Whaley Whatever It Takes Advisory Council will be formed to provide input from all of our stakeholders. 1. Representatives of parents, students,

community members, and staff will be identified and trained to understand our vision, monitor our progress, and celebrate our success.

2. This council will meet quarterly to review data reports on our progress, analyze successes, identify barriers to success, and champion our goals.

It is expected that our parent and community representatives will provide rich input into ways to surmount barriers to implementation as we move forward.

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Principal



II-SIG 20: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO). The Mass Insight report notes that persistently

struggling schools need an external partner to guide them through a comprehensive school change process (Calkins et al., 2007). In response, we have elected to implement Pearson’s Schoolwide Improvement Model (SIM) to support our Transformation.

This flexible model considers our strengths and weaknesses, needs and wants, and allows our Transformation to be guided through a distributed leadership process. Our Site Council will be expanded to include Teacher Facilitators for Teacher Workgroups. This new School Leadership Team (SLT) will receive ongoing leadership training and a framework for operation that equips them to use date to consider the many instructional decisions necessary for our school’s success.

A beneficial feature of SIM is its flexibility to adapt to Whaley’s needs. This is most evident as we decide how many days and types of service that we will require from their trained Education Specialists.

Education Specialists engage in the following

Ongoing 07/14-06/17

Dr. Davis

Transformation Officer

District School Improvement Coordinator

Pearson

Quarterly Reports

OneView data

tasks:

Help our staff get implementation practices underway through the Launch Institute

Monitor practices and procedures to reflect our changing needs

Provide feedback on progress, using multiple quantitative and qualitative data inputs


Participate in School SLT Meetings





Provide personalized support to individual teachers


As our leaders and teachers build capacity, the amount of technical assistance diminishes.


In addition, our district will support our Transformation by naming a Transformational Officer who will make weekly contact and monthly visits to our school. Ms. Miller will serve in this role, monitoring our data, attending quarterly progress monitoring meetings, and serving as a conduit for information exchange between our school, the district office, and the Board of Education.

A district level School Improvement Coordinator will assist in the filing of mandated reports, acquisition of products and services, development of schedules and calendars, and ensuring clear communication channels between Whaley and the CUSD district office.

Throughout the school year, information and data on progress towards achievement of SIM goals are accumulated in OneView, the SIM Progress Monitoring System. Pearson Education Specialists use a number of tools to collect a variety of data to inform progress toward goals and fine-tune implementation, continuously sharing a current and accurate picture of implementation so our school and district leaders can quickly address needs and move toward achieving program goals.

Baseline data are collected on a series of variables including leadership practices, data culture, teacher collaboration, quality of instruction, and student engagement. Post-data on these variables are collected at the end of each year.

In order to maximize transparency and accountability, school leadership have 24/7 direct access to this data in OneView, our SIM portal.

VI-SIG 30: Optional Component The very first concern listed by our School

Improvement Team concerned the mental health of our students who have been traumatized by removal from family, losing a parent to death or incarceration, multiple placements in foster homes, and living arrangements that fail to support a child’s needs for consistency and structure in a loving environment. Too often we see children acting out or withdrawing when the world gets to be just a little too much for them. 1. To meet the needs of these students who

have mental health issues we will hire a Psychiatric Social Worker.

2. The PSW will hold regular meetings with individuals and small groups of children that need support as determined by their IEP.

While this hire will provide support for the intensely troubled, other students tend to slip through the cracks.

For students, positive school culture is linked to a strong sense of school membership, which in turn is linked to academic and behavioral outcomes such as fewer incidents of disciplinary referrals and victimization (e.g., DeWitt et al,

1. 08/142. Weekly

beginning 09-16-06/17

3. Ongoing 08/14-06/17

Principal Contractual agreement with Psychiatric Social Worker

2003), and reduced dropout rate (Christle, Jolivette & Nelson, 2007).

An Engagement Workgroup will lead Whaley’s effort to focus attention on these matters of school culture and stakeholder engagement.

This Workgroup consists of our staff members who provide student services, including our principal or an assistant principal, psychiatric social worker, psychologist, and counselors.

The Engagement Workgroup participates in professional development on student engagement, including what research indicates about the importance of relationships, connections, and supports in building and sustaining a student’s commitment to school. This includes factors in middle school that can lead to breakdowns in commitment to school once students reach adolescence.

The Engagement Workgroup shares its progress and findings with the SLT on a regular basis. The SLT also provides the setting for drawing connections between the Teacher Workgroup efforts to support students’ classroom engagement and the Engagement Workgroup’s focus on students’ commitment to school overall.

3. The group meets at least 12 times during the year to consider matters that include:

School policies and practices that hinder or help learning

Community relationships / partnerships that support students and families

Messaging around self-efficacy for high levels of performance

Parental engagement Classroom student engagement strategies

and techniques Student connections with teachers, peers,

and other adults

A key component of SIM is its attention to dropout behaviors or risk factors. Because we know that disengaged students are more likely to leave school before graduation, we recognize the importance of supporting potential dropout behaviors very early in life, and intervening in a manner that initiates a turnaround process.

SIM incorporates a Graduation Risk Insight (GRI) system connected to supports for students’ social and emotional development.

The Graduation Risk Insight (GRI) web-based system monitors students’ progress in relation to motivation, engagement, and capacity to manage themselves as learners, aggregating the most relevant and predictive data points from our school’s student information system to identify the students mostly likely to drop out. By pulling together readily available data contained on the school’s student information system (grade point average, discipline history, attendance, and grade level, etc), the program provides a Graduation Risk Value for teachers and counselors that helps them determine where to spend their time most effectively to prevent students from leaving school without a diploma.


Coupled with the GRI is a process to guide the school in the establishment of an effective system of interventions for students at risk. This includes a process for identifying supplementary social and emotional supports for students who need them. Strategies include the assignment of mentors and a planning process for providing the assistance students need to address issues they struggle with and their barriers to engagement in school. The intervention protocol also focuses attention on addressing the needs of students with multiple risk factors for dropping out of school. Ensuring these students have the intensive support they need to get back on track often involves coordinating community agencies as well as school and district resources.

The intervention protocol serves as a guide for the school’s audit of existing supports and identification of supplementary supports required to meet students’ needs. It also focuses attention on building a systematic approach to provision of social and emotional supports, one that limits the risk of overlooking some students, seeks to

provide support in a timely way, and can survive changes in key personnel and funding programs.


Additionally, both new and veteran teachers have expressed the need for training to address student behavior both in and out of the classroom. Perhaps the most important transformation we can make is to transform our classrooms and campus into a place of order with a focus on maximizing learning. Concern for the social emotional growth of our students and the need for an orderly and safe environment in our school will further be supported through the implementation of Review360, a web-based professional development program that systematically aligns classroom management techniques and school-wide behavioral plans. The professional development provides modules in two distinct components that serve as the foundation for improving behavior at a campus.

The Review360 Complete RtI/PBIS Implementation Package focuses on Tier 1 interventions that can be used with all students at all grade levels. It provides staff development modules to address and improve classroom and school-wide behavioral outcomes.

Review360 has effectively reduced the need for suspensions and expulsions and its implementation has resulted in improved achievement.

Appendix H: Willowbrook Middle School Form 10 Implementation ChartsTransformation Model

LEA: Compton Unified School District Date: March 12,2014

School: Willowbrook Middle School


Start & End Dates (MM/YYYY)

Oversight Description of Evidence


Replacement*Dennis Perry, the current principal, was newly hired for the 2013/2014 school year as part of the CUSD reform effort. Mr. Perry’s resume is included (see Attachment pages 1-3).

We knew that without effective leadership, our schools and our district is less likely to address school and teacher practices that impact student achievement in a coherent and meaningful way (Marzano, Waters, and McNulty, 2005).

A new district organizational structure was implemented with special attention for improved academics through the creation of the Senior Director for Curriculum and Instruction position. Under his direction, principals were evaluated and a new principal was hired to lead the reform at Willowbrook.

An extensive search for a new principal resulted in the selection of Dennis Perry as Principal. CUSD was impressed by Perry’s strong interpersonal skills and his ability to build caring relationships with both adults and students while demonstrating mutual respect. Dr. Davis is pleased with Mr. Perry’s leadership and expectations for staff and student performance. A stroll around Willowbrook with Mr. Perry generally results in hearing students responding “Academics, Attitude, Attendance,” when asked what Willowbrook scholars need. This reform is building Triple A confidence in students as learners who will be ready for the challenges of college and careers. We believe that this is but one small reform that is impacting school climate and is evidence of his ability to lead this transformation.

Willowbrook Middle School students and staff deserve a leader that will set, champion and implement a transformation model that will guarantee 100% graduation rate. Perry leads this charge, instilling a passion for preparedness using “Academics, Attitude and Attendance” as foundation for success.

July 1, 2013 - present



The additional technical support provided by Pearson, as part of their Schoolwide Improvement Model (SIM) will not only expand Mr. Perry’s effectiveness but also help Willowbrook Middle School implement a distributed leadership structure that empowers all staff members to recognize, employ, and grow leadership skills. Bringing administrators and teachers together around a shared goal of improving instruction through collaborative learning has the potential to improve instruction and promote distributed leadership.

Dennis Perry July 1,

2013




involvement


Teachers are rated on 6 Standards: 1. Engaging and Supporting all Students in Learning2. Creating and Maintaining Effective Environments for Student Learning3. Understanding and Organizing Subject Matter for Student Learning4. Planning Instruction and Designing Learning Experience for All Students5. Assessing Student Learning6. Developing as a Professional Educator

Teachers are then ratedas Meeting Standard, Meeting Standards with Growth Recommended, or Does Not Meet Standard.

Principals are evaluated by Senior Director of Secondary Curriculum and Instruction

Present-Adoption of

New Evaluation

Plan

PrincipalDirector of Secondary Education




Currently, there is no provision for using data on student growth to inform teacher evaluation. That is one reason why we will have a system for Teacher Incentive built into our plan. We feel these are important data that inspire teacher and leaders to excellence.


based assessments

Teachers are evaluated through a minimum of 1-2E formal observations. SIM will have our principals and education specialist taking weekly walkthroughs so that teachers will become comfortable with an observer and recognize their responsibility to implement professional development in their classrooms.


practice




08/14-06/17 Principal


Observation Reports



Identify and

reward

Teachers at Willowbrook Middle School indicated a lack of empowerment and little celebration of staff efforts. We believe implementing financial and intrinsic incentives will identify and reward staff members who demonstrate effectiveness, employing their exceptional skills in ways that advance student learning.

Financial incentives will be awarded leaders, teachers, and other staff who meet or exceed predetermined student growth targets. A collaborative process will be used to inform and implement a reward system for our SIG schools as follows:25. A collaborative Teacher & Leader Reward


26. The TLRC will examine the components of the current CUSE Evaluation System and determine benchmarks for reward.





31. Reward component will be in force.32. Annual incentive payments awarded

More intrinsic rewards will include celebratory events to honor staff members who “go the extra mile” that include:33. Congratulations to specific teachers for classes that

show exceptional student growth on local assessments in print and media sources

34. Creation of a Teacher Grant program that provides funding for well designed teacher-generated projects

07ss/1407/14-08/14

1. Upon notification of funding (NOF)2. 30 days after NOF3. 40 days after NOF4. 50 days after NOF5. 80 days after NOF6. 80 days after NOF7. 90 days after NOF8. June 2015, 2016, 20179. Ongoing starting Sept 201410. Ongoing starting Sept 2014






Finally, we will go the extra mile to make Willowbrook the school that teachers want to work at and students want to attend by developing Esprit d’ Corps through the following: Quarterly assemblies that recognize student

achievement and success for having a 3.0 and above with no N’s or U’s in citizenship, excellent attendance

Most improved. Students will be rewarded with certificates, gift cards, autographed memorabilia, and front of the line passes.

Monthly Staff Social events outside of campus at various venues

Breakfast provided by the principal on administrative professional day, week of classified staff member, and on day of the teacher

Classroom competitions for best attendance, dress up days, school spirit, door decorations

Department nights with exhibits and interactive displays showcasing student talent and the learning

Annual nomination for Willowbrook Teacher of the Year

National Junior Honor Society Open House and Back to school night Quarterly School dances Active sports program to include:Softball, Volleyball,

Basketball, Soccer, Track

opportunities to

improve professional practice

Our needs assessment revealed that instruction tends to be teacher-centered and professional development often fails to transfer to the classroom. These root causes will be supported by Pearson Education Specialists to come alongside our teachers as they strive to become highly effective teachers.

“The Turnaround Challenge” report (Calkins et al., 2007) emphasizes deeply embedded assistance from a turnaround partner as one of four non-negotiables for serving schools in need of turnaround. We see no reason to believe this is less true for our Transformation. Regular presence helps to build a trusted relationship while providing leadership critical to helping the partnering school site become an effective school (Bliss, Firestone, & Richards, 1991).

13. Professional development and onsite coaching are hallmarks of SIM. We have selected Pearson SIM with intensive technical support from education specialists who will train teachers and provide personalized coaching that includes collaborative lesson design, observation, and timely feedback supported by personalized professional development (both virtual and face-to-face). Pearson will provide a total of 180 days of technical support Year 1, 140 days in Year 2, and 120 days in Year 3. We need intensive support because our past practice shows that teachers have trouble applying what they learn in professional development to their own classrooms.

14. Our principal and assistant principal will be trained to conduct weekly focused walkthroughs to ensure

14. 07/14-06/1715. 08/14-06/1716. 08/1417. 08/1418. 08/14,01/15,08/

15,01/16, 08/16, 01/17

19. 09-14-06/1720. 08/14


Principal



Observation Forms

transfer of professional learning to the classroom. Pearson Specialists will co facilitate the School Leadership Team (SLT) and assist the principal in creating agenda and providing PD for the SLT members that will trickle down to each Teacher Workgroup.

15. Training will be provided to teachers responsible for implementing new intervention tools and technology so that they are aware of best practice use and can employ them effectively. They include Literacy Navigator, Math Navigator, OnRamp for Algebra, and iLit

16. A Launch Institute will kick off the year to support a shared vision for the school. All staff will participate in sessions linked to a shared visions and the implementation of routines and rituals that will be implemented schoolwide.


18.Teachers will participate in Teacher Workgroups (TW) to collaboratively plan lessons aligned to CCSS in a manner that supports student engagement and implements research-based instruction. The TW will be the focal point and catalyst for both distributed leadership and instructional reform. Teachers who are identifying student needs together and exchanging ideas in a collaborative setting are better equipped to transfer this learning directly to the classroom. When teachers begin to see how their actions lead to changes in the way their students absorb information, learn new concepts, and perform on assessments, they become more committed to improving and refining their instruction (McDougall, et al., 2007; Gallimore, et al., 2009). This in turn influences attitudes and beliefs about their teaching and reinforces the very efforts that contributed to student achievement gains in the first place.

Identify and

remove


6. Teachers unwilling or unable to improve their practice despite the opportunity for whole school, department level, and personalized professional development and coaching that receive a rating of Not Meeting Standards will be notified that their contract for teaching at Willowbrook Middle School will not be renewed. Efforts will be made to place them in other district positions where they may be effective.

5. 07/14-08/14

6. 04/15; 04/16; 04/17

Director of Human Resources

Principal and Director of Human Resources


Transfer Documents


Recruitment

Many candidates new to teaching find teaching at our schools desirable in order to reduce student loans by teaching in schools with high poverty and minority rates. CUSD HR division seldom sees a lack of qualified candidates. Teachers for specialized subjects, particularly in math, science, or special education, are currently recruited through University Hiring fairs.

We expect to expand our recruitment efforts in Year 2, once our reform efforts are in place, by encouraging teachers to be cooperating teachers for CSUDH, CSULB, UCLA and USC teacher education students. This will give us opportunity to identify and recruit candidates as they exit teacher education programs that we have observed to have exceptional content and pedagogy skills and effectively share their love for learning.

Placement

The principal will have autonomy to place teachers and staff in a manner that he and the School Leadership Team (SLT) determine is most advantageous for meeting the school’s goals.

Retention

Teachers will be encouraged to remain at Willowbrook Middle School because of the increased professional and financial benefit and growing Esprit d’ Corps.

Expanded professional development and distributed leadership opportunities to become Teacher Leaders through Teacher Workgroup Facilitator Training will create a pipeline for emerging leaders.

Appendix H: Willowbrook Middle School Form 10 Implementation ChartsTransformation Model

II-SIG 14: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program. Research is abundant and clear that teacher

effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and classroom heterogeneity (Darling-Hammond, 1999; Nye et al., 2004; Sanders & Rivers, 1996).

Discussions with staff during needs assessment indicated many of the newer staff experiencing classroom management issues. They expressed a need to receive timely help on specific incidents to provide a more effective response to student’s misbehavior. Gangs have a powerful presence in our community and teachers need effective strategies for providing a safe environment for learning.

Additionally, students are quick to generalize classrooms as “boring,” and note that teachers are generally the ones doing the talking while they just sit there.

SIM and the interventions we have chosen will be introduced and supported through a variety of training events that will involve the whole school in some cases, but often be personalized and supported with virtual delivery so that our staff and leaders can access them when they are most useful and relevant.

The Launch Institute will model a workshop delivery system with high participant engagement. This 4 day training event will kick off Triple A implementation with all staff attending 1 day, ELA and Math teachers attending separate workshops, and School Leadership Team (SLT) members receiving training for facilitating the Teacher Workgroups. These events and other training include:12. Math and ELA teachers will receive a

Foundational Unit at the Launch Institute that is devised to support the implementation of research based strategies in a manner that promotes high engagement. ELA and math teachers will be expected to implement this unit as the school year begins. Follow up training will be provided at mid-year.

13. SLT members will be trained to facilitate Teacher Workgroups during the Launch Institute with follow up training at midyear

14. Educational Specialists will be on site to conduct walkthroughs to oversee implementing new practices effectively, providing personalized support for teachers who struggle with PD transfer to classroom application.

12. 08/14, 1/1513. 08/14, 1/1514. 08/14-06/1715. 09/14-06/1716. 09/14-06/17


Principal


Observation Reports


15. Teacher Workgroups will be established to support the collaborative development of CCSS aligned lessons that use strategies that promote high engagement. TW meet weekly during common planning periods for this work.

16. Classroom and student management issues will be supported by Review360, a web-based professional development (PD) program, which provides embedded instructional support material that teachers and leaders can download to assist in the implementation of these practices. Strategy steps and videos provide personalized PD that teacher can access individually or in groups. Templates are provided that support positive student behavior (Behavior Contract, Achievement Certificates, etc.).


A more extensive description of training events that are part of SIM implementation are included in the Attachment Section.

II-SIG 15: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates. School reform initiatives have a greater chance of being

enacted and sustained when the community is actively engaged as an “empowered change agent” (Arriaza, 2004).

As a SIG school, CUSD agrees that we will have autonomy over our master schedule, site-based decision making as budget is considered, and priority when it comes to staffing. The district is prepared to accept requests for changes to current calendars and schedules, expenditures, and staffing as determined by the new distributed leadership structure.

CUSD will grant the following autonomies to Willowbrook Middle School:

Staffing The principal will have final decision making on staffing taking an active role in interviewing, recruiting, and retaining teachers while effectively facilitating our SLT as they determine how allotted staff will be distributed. This autonomy is unique for our Priority School as staffing is traditionally determined by the district.

School Leadership Team (SLT) will determine distribution of allotted staff. This autonomy is unique for Willowbrook Middle School as recipient of SIG funding.

08/14-06/17

Principal

SLT

SLT Minutes


School‐Based Budgeting The principal and SLT will collaboratively plan how to most effectively use funding from SIG to meet our goals. This autonomy is unique for Willowbrook Middle School as a Priority School and recipient of SIG funding.

Use Of Time During And After School The principal and SLT will determine how time is used both during school hours, Saturdays, summers, holidays and for the expanded school day program that includes the master schedule. For example, the master schedule may be realigned to permit common planning times for teacher workgroups to collaborative plan instruction and that support the CCSS and analyze date to examine effectiveness and direct next steps.

Summer programs, afterschool interventions, holiday programs and Saturday Academies will be initiated or expanded by the principal and SLT, based on student academic and social-emotional needs. This autonomy is unique as these decisions currently rest with the Superintendent and Board of Education.

Program Selection A number of programs have been selected for Year 1 of this grant, but continuation rests on future outcomes/successes. The principal and SLT will apply data driven decision making as they decide to renew, expand, replace or eliminate any programs. Their decisions will be informed by the oversight of the newly formed Advisory Council and may be subject to approval by the Board of Education. This autonomy is unique for Willowbrook Middle School as a recipient of SIG funding.

Educational Partner Selection While Pearson has been selected as External Partner, their continuation beyond Year 1 is dependent on initial success. The SLT and Advisory Council will determine renewal or replacement based on data and subject to the approval of the Board of Education. This autonomy is unique for Willowbrook Middle School as a recipient of SIG funding.


Develop screening

criteria The five core components of SIM are: Standards-Aligned Curriculum, Instruction, and

Assessment High-Performance Leadership and Management Strengthened Engagement Data-Driven Culture Sustainable Framework

Pearson Education Specialists will work with our staff to provide job-embedded and formal professional development services partnered with a data-collection framework that creates a continuous loop of

08/14-06/17

Educational SpecialistsPrincipal

Teachers



information/data to inform the change process.


Professional Development. Led by the Education Specialist, the team participates in a study of data knowledge and use to build the foundation necessary to establish a data-driven culture. Content includes the language of assessment and data, investigating data, analyzing student work, and triangulating data to reframe performance problems into instructional issues.

Progress Monitoring. Progress Monitoring Meetings led by the Education Specialist are conducted quarterly to allow the team to track and analyze implementation of SIM across the whole school using various tools, as well as data gathered from Workgroup meetings and classroom visits conducted by the principal and assistant principal.

SIM Implementation. Led by the principal, team members engage in decision making about the status of SIM implementation and problem solve issues where needed. During these meetings, the principal and assistant principal share findings from classroom visits where they looked for evidence of the Workgroup learning and practices in which staff members are engaged. Workgroup Facilitators, in turn, report on implementation progress and challenges from their Workgroup meetings. The Leadership Team applies knowledge from Data-Driven Culture modules as team members analyze student work, address issues relating to the creation of a data collection system and/or engage in Walkthroughs to monitor implementation school wide.

The SLT is composed of the principals and Teacher Facilitator for each our Teacher Workgroups. This is a decision making body who will regularly use data to monitor and improve the instructional program at Willowbrook Middle School.

Student academic performance on state assessment is one filter of our screening process. Based on these data, new programs have been selected to permit maximum effect of implementation with documented success by the end of Year 1. These programs will be monitored and evaluated by the SLT who will determine whether their use is effective and to be continued in Year 2, Year 3 and beyond SIG funding. Clearly, students failing to demonstrate proficiency on state tests form a group that

deserves intense attention.

Since state assessments are not an option for measuring success, embedded assessments in these programs (pre and post tests, in particular) and other local assessments will determine their continuance.

Of primary concern is math achievement at Willowbrook Middle School. We recognize that 26.7% proficiency points to grave problems in math instruction. To that end, all students will take a screening test to more precisely identify misconceptions that need to be addressed before they can have firm foundational understanding of key math concepts. Supplemental instruction will be provided through Math Navigator, a Tier II intervention.

Math Navigator © 2012 Common Core Edition modules provide highly targeted, intensive instruction that uncovers the sources of students’ misunderstandings and enables students to rebuild their knowledge and skills on a solid conceptual foundation. It helps them successfully advance into new areas of mathematical learning. Math Navigator will help our teachers identify, surface, and revise student misconceptions. It corrects misconceptions that may have originated across multiple years of schooling so students can meet grade-level standards and succeed on assessments.

This screening assessment will also identify students two or more years below grade level. OnRamp to Algebra will be employed to accelerate the progress of these students.

OnRamp to Algebra is designed to ensure that our at-risk students are successful in Algebra 1, a problem identified on our needs assessment. It is a full year, 45-minute class that is delivered in a blended environment. It is an intensive intervention program taken the year prior to Algebra I to build and solidify foundational skills and conceptual understanding necessary to be successful in Algebra 1.

Evaluate research base and alignment of current program

Research provides substantial evidence of the importance of an effective data-driven culture as a necessary driver of a high-performing school (Center on Education Policy, 2009). Having a data-driven culture means that systematic use of data is embedded into the daily functioning of the school. Data use stops being a separate, isolated activity and is, instead, incorporated into meetings, curriculum planning, professional development, and, most importantly, into daily teaching and learning as a matter of course.

Research indicates an aligned and balanced curriculum increases student achievement; test scores have shown a dramatic increase in subjects where the curricula is deeply aligned (English & Steffy, 2001). In addition, because of deep curriculum alignment, teachers have more time to focus on lessons and to provide more meaningful content; therefore, students are more actively engaged. With an increase in student performance and achievement, attendance rate has increased and dropout rates have decreased in numerous schools across the nation (Allen, 2002; Reeves, 2003).

Best practices in curriculum alignment involve continual review and revision of curriculum documents to verify that students are being taught that which is most valuable to learn and understand (Armstrong, Henson, & Savage, 2005).

As part of SIM, we will focus staff attention on the expectations and practices within the ELA and Math CCSS and model ways for staff to transfer these practices to other disciplines. Because the CCSS in ELA include attention to literacy skills across other content fields, this will provide us with a cross-curricular literacy emphasis.

Because the CCSS emphasize differentiated instructional practices, along with skills that enable learners to become independent learners, SIM will promote two core instructional practices:: Building Academic Language - Academic

Language is the formal discourse, both written and oral, that is used in schools, colleges, and work settings. It is the vehicle used to convey and analyze complex information, express ideas, present arguments, propose solutions, and defend points of view. It differs from conversational language in terms of informational density, grammatical complexity, and use of technical and abstract vocabulary.

Academic Language does not come naturally, particularly for our roughly 100 ELs. It must be learned. Many of our students enter middle school with a limited foundation of literacy struggle with Academic Language and require consistent and explicit instructional supports if they are to gain access. ELs require carefully scaffolded instructional support.

SIM provides supports for teachers to introduce and develop the Academic Language skills of students across all grades and content areas.

Establishing College & Career Readiness Competencies - We need to grow each student’s

ability to work independently and to exercise the higher order thinking skills required of post-secondary college and career success.

Development of critical thinking skills will allow our students to be self-managing and tackle complex tasks, alone or in collaboration with others, without the need for constant direction.

SIM will help teachers grow their skills around standards-aligned instruction through the promotion of weekly Teacher Workgroup sessions that emphasize job-alike thinking, deliberation, and implementation options. Three half-day trainings in Year 1 and on site specialists who provide job-embedded support will provide our teachers with the ability to evaluate the research base of our current program as they collaboratively create CCSS aligned lessons for their students. Their recommendations will direct our SLT when it comes to changing instructional resources to better support the increased expectations of CCSS.

Additionally, research-base and effectiveness data influenced the selection of our external partner and intervention tools/programs.

Identify a new

instructional program or

revise current

program

Our student achievement data indicates the need for instruction and instructional resources that better support the requirements for math. To this end, we will be implementing Math Navigator.

Based on a decade-long research and development, Math Navigator © 2012 Common Core Edition is aligned to Common Core State Standards, and is based on current research into mathematics learning. The Shell Centre in England has done extensive research and development in the area of diagnostic teaching and focusing on misconceptions as a way to address students’ gaps in understanding.

Math Navigator was crafted over a 10-year period in a rigorous development process. It has been extensively field-tested, critiqued by curriculum development experts at the Freudenthal Institute in the Netherlands, and shown to be effective in helping schools attain AYP across the US.

It is widely known that algebra is considered the “gateway” to higher learning. Nationally, 25 percent of students fail algebra, with much higher rates found in large, urban districts. A recent study released by the

Brooking Institution found that more students were taking algebra in 8th grade, but not necessarily learning more. James Miligram, a Stanford University mathematician, explained that it takes six to eight years of solid math to prepare students to be ready to take algebra. If students do not have this support, they collapse at a certain point. We will use Math Navigator during [extended learning periods.]

OnRamp to Algebra has helped many students across the U.S. fill in the gap in their understanding and accelerate learning of concepts and skills that prepares them for success in Algebra 1. We believe it will support our students who are more than 2 years below grade level in math.

The program includes a pre- and post- course student Attitude Survey, designed to gauge growing confidence in a student’s mathematical abilities. This attitude shift can transform the culture. When students feel incompetent, they often act out, come late to class, or have attendance issues. OnRamp to Algebra is a highly engaging intervention which fosters a student-centered learning environment using blended instruction. Strong teacher support will help move our teachers from the traditional teacher-centered instructional model to that of facilitator.

Using a workshop model, onRamp to Algebra includes built-in coaching supports within the Teacher Edition, incorporation of online learning aids to support student homework, as well as front of class computer-projected presentation screens that allow for class discourse during the teacher-led opening discussion. We will use OnRamp during extended learning periods.





End-of-Unit Assessments. Six assessments cover

essential concepts from each unit





Similarly, current student performance in English Language Arts (28% or less, dependent upon grade level, demonstrated proficiency on 2013 CSA) indicates a need for reformed instruction and tools to support our students.

Literacy Navigator©2012 Common Core Edition, will be newly implemented to give students the strategies they need to build a strong foundation in reading text they may encounter in social studies and science courses. The program ensures that students develop comprehension strategies for dealing with complex informational text—a goal aligned with the expectations set by the CCSS.

The Literacy Navigator program will supplement our current English language arts program for students who struggle with reading non-fiction and need additional time and focused instruction to strengthen their performance in regular course work. Literacy Navigator: Uses instructional strategies based on cognitive

science and reading research Explicitly teaches the commonly used structures

found in informational texts, such as cause and effect, sequence, and claim and evidence

Builds recognition and understanding of elements critical to comprehending content-rich, dense passages: connecting words, pronoun reference, substitute words and phrases

Builds knowledge of and fluency with academic language and common Tier 2 and 3 vocabulary

Assists students with understanding and demonstrating relationships among ideas through

the creation of varied graphic organizers and focused writing tasks

Scaffolds student application of comprehension strategies through focused reading of increasingly complex text

Uses embedded assessments (pre- and post-tests) to identify additional instructional needs and monitor student progress

By implementing Literacy Navigator, our teachers will be able to give students the strategies they need to build a strong foundation in reading text they encounter in social studies and science. We will use Literacy Navigator during [extended learning periods.]

iLit: Inspire Literacy for Struggling Students is a comprehensive literacy solution (Tier III) designed to produce two or more years of reading growth in a single year. Based on a proven instructional model that has produced successful results for students in districts across the country for more than a decade, iLit is aligned to the CCSS. Individual, small group, and whole-class instruction is personalized based on a constant stream of data from a wide range of embedded assessments, including text-based performance tasks. iLit will engage our struggling students through its vast library of high-interest nonfiction, instant support, engaging activities, and built-in reward systems that motivate students and track their progress. Instruction is delivered on an iPad. This will require the purchase of additional iPads (along with insurance and maintenance costs) so that each student in this program has this handy tool to support learning in all of their classes.


Daily 90-minute teaching blocks provide opportunities for high-interest reading practice as well as systematic skill development. Student reading levels are measured and automatically adjusted through ongoing assessments. We will use iLit during extended learning periods].

We believe personalized digital learning will support our students while motivating them to learn. Currently we

use Study Island but feel the need to add SuccessMaker which offers comprehensive math and reading curricula in the same program. These curricula also offer strong support for the CCSS and will help us achieve our goals.

This digital learning tool will provide differentiated instruction for all of our students and be implemented both within the regular school day and Increased Learning Time.

GradPoint will allow us to offer core courses to support student who require course recovery as well as an opportunity for advanced students to take Advanced Placement®, honors, and elective courses. Both student-centric and teacher-facilitated courses are available to support all of our learners during Increased Learning Time.

GradPoint combines the following components:

Award-winning, student-centric credit recovery and accrual curriculum from NovaNET Courseware and NovaNET Bridge that is aligned to California curriculum standards and recommended standards by national associations, such as NCTM and NCTE

Achieve 3000 for ELA support classes to help students achieve greater reading, writing, and speaking proficiency

Teacher-facilitated curriculum, including electives, STEM courses, World Languages, and Advanced Placement courses, from Pearson Virtual Learning powered by Florida Virtual School

BrainHoney learning platform, which allows CUSD students and educators to access credit recovery and credit accrual courses from a single login on a user-friendly interface

In addition, live, on-demand, online, professional tutoring to address individual student learning needs will be provided using Smarthinking. This supplementary academic resource will provide our students with fast academic assistance from anywhere/anytime.

Smarthinking will connect our students to expert educators anytime, from any Internet connection. Willowbrook students will have more than 2,500 professional educators who serve as tutors.

Smarthinking provides a wide range of tutoring services covering reading, writing, mathematics, statistics, biology, chemistry, physics, Spanish, and more.

Smarthinking will provide support for students based upon demand. The goal of Smarthinking tutoring is not to become a permanent crutch, but rather model critical thinking and problem-solving skills during the tutoring time so students adopt these skills. This leads to greater academic independence.

The heaviest time of usage is typically after 5 p.m. when students are doing their homework. Students are able to connect with tutors for live interactions in less than a minute, leveraging their "learning moment.”


Willowbrook Middle School has full and complete control over the tutoring subjects it offers to our student population, and can control which students are allowed to access the online tutoring service.



Smarthinking can currently be accessed through Macs, PCs, Windows tablets, and iPads, as well as Chromebooks.

ELA CST proficiency percentages have hovered in the mid-20s with a slight jump in 2011-2012, and then back down last year. Still falling well below 89.2% target. Math CST proficiency percentages have been rising slightly over the last five years, but still remain in the 26% range—well below 89.5% target. Smarthinking will provide the anytime/anywhere learning our students need to maximize their teachable moments.

Implement new or revised


The SLT will be the decision makers as we consider adding new programs or revising current programs. With Teacher Workgroup Facilitators sitting on this Team, instructional issues from the Teacher Workgroups will be ensured a voice as they analyze data from current and newly added programs, research other products and services, and consider the specific needs of the students they serve.

Appendix H: Form 10 Implementation ChartsTransformation Model


A number of personalized tools will be added to our instructional program that support differentiated instruction. One of the reasons we chose to implement SIM, Navigator, onRamp, and iLit, Achieve 3000, described in the previous section, and Review360, described in Section VI SIG 3 below, was the embedded assessment component with on-demand reports.

These reports will allow our teachers to flexible group students for additional instruction so that they can master key concepts inhibiting their progress or accelerate and expand their learning. A blended learning model will encourage all of our learners to accelerate their learning, whether struggling, advanced, with special needs, or learning a new language.

Web-based devices do not replace the teacher. Rather they equip the teacher to more effectively differentiate instruction using tools that provide immediate, individualized feedback and motivate today’s digital learner.

Teacher Workgroups will analyze data from these programs to monitor success, inform instruction, and make programmatic decisions about continued use.

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Principal

ILT Supervisor

Teacher

Embedded Reports


II-SIG 18: Establish schedules and implement strategies that provide increased learning time with extended blocks of instruction and before and after school interventions.

Increase by Day

Increase by Week

Increase by Year

Core 1 hour 5 5 days

X 5 08/14-06/17 ILT Supervisor

hours

hours X 4

weeks = 100 hours

Enrichment 1 hour

5 hours

100 hours 08/14-06/17 ILT Supervisor

Collaboration


5 Days during Summer (5days X 7 hours = 35 hours 08/14-06/17


Principal


Total Unduplicate

d Time

180 hours

100 hrs30

hours

The school day will be lengthened by an hour to provide increased time for learning for all Learners. Every students will also receive 20 hours of virtual tutoring that they may access anytime/anywhere from Smarthinking. A 5 week summer program will support transition of students from grade 5 to 6 and grade 8 to 9. All students will be invited to participate as either a transitioning student or a junior trainer. This results in a total of 300 hours of increased learning for our students. Teachers will participate in collaborative Teacher Workgroups during common planning time. Expanded collaboration will take place in the summer when they will work together for continued instructional improvement resulting in an additional 35 hours of collaboration outside the school day/year TOTAL ILT = 335 HOURS

II-SIG 19: Provide ongoing mechanisms for family and community engagement. Willowbrook strives to provide

positive customer service and a school climate that welcomes students, parents, visitors, and community members with a smile, approachable demeanor, efficiency in communication and fulfilling requests.

1. Shared expectations and vision will be clearly communicated to all staff at the Launch Institute2. Common protocol for handling behavior and discipline will be clearly communicated to all students and their parents. 3. Proactive contact with parents will include positive phone calls to the home, frequent and regular communication via newsletter and automatic phone systems.4. Parent representatives will be invited to join staff committees for graduation, social events, student reward and recognition assemblies.5. Monthly SST meetings for students with academic, behavioral, and attendance issues will include parent.6.Partnerships with local churches, city, universities, and businesses that provide

5. 08/14, 08/15, 08/16

6. 08/14, 08/15, 08/16

7. Ongoing 08/14-06/17

8. Ongoing 08/14-06/17

9. Ongoing 08/14-06/17

10. Ongoing 08/14-06/17

11. 07/1412. 08/14, 10/14,

02/15, 06/15; 08/15, 10/15, 02/16, 06/16;08/16, 10/16, 02/17, 06/16


Principal



educational resources, sponsorships, and mentoring will be expanded.

Addionally, the Willowbrook Triple A Advisory Council will be formed to provide input from all of our stakeholders. Representatives of parents, students, community members, and staff will be identified and trained to understand our vision, monitor our progress, and celebrate our success.7. This council will meet quarterly

to review data reports on our progress, analyze successes, identify barriers to success, and champion our goals.

It is expected that our parent and community representatives will provide rich input into ways to surmount barriers to implementation as we move forward.

II-SIG 20: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO). The MassInsight report notes that persistently

struggling schools need an external partner to guide them through a comprehensive school change process (Calkins et al., 2007). In response, we have elected to implement Pearson’s Schoolwide Improvement Model (SIM) to support our Transformation.

This flexible model considers our strengths and weaknesses, needs and wants, and allows our Transformation to be guided through a distributed leadership process. Our Site Council will be expanded to include Teacher Facilitators for Teacher Workgroups. This new School Leadership Team (SLT) will receive ongoing leadership training and a framework for operation that equips them to use date to consider the many instructional decisions necessary for our school’s success.

A beneficial feature of SIM is its flexibility to adapt to Willowbrook’s needs. This is most evident as we decide how many days and types of service that we will require from their trained Education Specialists.

Ongoing 07/14-06/17

Dr. Davis

Transformation Officer

District School Improvement Coordinator

Pearson

Quarterly Reports

OneView data

Education Specialists engage in the following tasks:

Help our staff get implementation practices underway through the Launch Institute

Monitor practices and procedures to reflect our changing needs

Provide feedback on progress, using multiple quantitative and qualitative data inputs


Participate in School SLT Meetings





Provide personalized support to individual teachers


As our leaders and teachers build capacity, the amount of technical assistance diminishes.


In addition, our district will support our Transformation by naming a Transformation Officer who will make weekly contact and monthly visits to our school. Sonia Miller will serve in this role, monitoring our data, attending quarterly progress monitoring meetings, and serving as a conduit for information exchange between our school, the district office, and the Board of Education.

A district level School Improvement Coordinator will assist in the filing of mandated reports, acquisition of products and services, development of schedules and calendars, and

ensuring clear communication channels between Willowbrook and the CUSD district office.

Throughout the school year, information and data on progress towards achievement of SIM goals are accumulated in OneView, the SIM Progress Monitoring System. Pearson Education Specialists use a number of tools to collect a variety of data to inform progress toward goals and fine-tune implementation, continuously sharing a current and accurate picture of implementation so our school and district leaders can quickly address needs and move toward achieving program goals.

Baseline data are collected on a series of variables including leadership practices, data culture, teacher collaboration, quality of instruction, and student engagement. Post-data on these variables are collected at the end of each year.

In order to maximize transparency and accountability, school leadership have 24/7 direct access to this data in OneView, our SIM portal.

VI-SIG 30: Optional Component Evidence suggests that the best intended efforts

to turnaround schools and enhance student learning and achievement will not succeed if school culture is ignored. For students, positive school culture is linked to a strong sense of school membership, which in turn is linked to academic and behavioral outcomes such as fewer incidents of disciplinary referrals and victimization (e.g., DeWitt et al, 2003), and reduced drop out rate (Christle, Jolivette & Nelson, 2007). An Engagement Workgroup will lead Willowbrook’s effort to focus attention on these matters of school culture and stakeholder engagement.

This Workgroup consists of our staff members who provide student services, including our principal or an assistant principal, social worker, psychologist, and counselors.

The Engagement Workgroup participates in professional development on student engagement, including what research indicates

Ongoing 08/14-06/17

about the importance of relationships, connections, and supports in building and sustaining a student’s commitment to school. This includes factors in middle school that can lead to breakdowns in commitment to school once students reach adolescence.

The Engagement Workgroup shares its progress and findings with the SLT on a regular basis. The SLT also provides the setting for drawing connections between the Teacher Workgroup efforts to support students’ classroom engagement and the Engagement Workgroup’s focus on students’ commitment to school overall.

The group meets at least 12 times during the year to consider matters that include: School policies and practices that hinder or

help learning Community relationships / partnerships that

support students and families Messaging around self-efficacy for high

levels of performance Parental engagement Classroom student engagement strategies

and techniques Student connections with teachers, peers,

and other adults

A key component of SIM is its attention to dropout behaviors or risk factors. Because we know that disengaged students are more likely to leave school before graduation, we recognize the importance of supporting potential dropout behaviors very early in life, and intervening in a manner that initiates a turnaround process.

SIM incorporates a Graduation Risk Insight (GRI) system connected to supports for students’ social and emotional development.

The Graduation Risk Insight (GRI) web-based system monitors students’ progress in relation to motivation, engagement, and capacity to manage themselves as learners, aggregating the most relevant and predictive data points from our school’s student information system to identify the students mostly likely to drop out. By pulling together readily available data contained on the school’s student information system (grade point average, discipline history, attendance, and

grade level, etc), the program provides a Graduation Risk Value for teachers and counselors that helps them determine where to spend their time most effectively to prevent students from leaving school without a diploma.


Coupled with the GRI is a process to guide the school in the establishment of an effective system of interventions for students at risk. This includes a process for identifying supplementary social and emotional supports for students who need them. Strategies include the assignment of mentors and a planning process for providing the assistance students need to address issues they struggle with and their barriers to engagement in school. The intervention protocol also focuses attention on addressing the needs of students with multiple risk factors for dropping out of school. Ensuring these students have the intensive support they need to get back on track often involves coordinating community agencies as well as school and district resources.



Additionally, both new and veteran teachers have expressed the need for training to address student behavior both in and out of the classroom. Perhaps the most important transformation we can make is to transform our classrooms and campus into a place of order with a focus on maximizing learning. Concern for

the social emotional growth of our students and the need for an orderly and safe environment in our school will further be supported through the implementation of Review360, a web-based professional development program that systematically aligns classroom management techniques and school-wide behavioral plans. The professional development provides modules in two distinct components that serve as the foundation for improving behavior at a campus.

Review360 works with schools and districts to meet their behavioral intervention and management needs within the framework of an innovative positive behavioral support model. The Review360 Complete RtI/PBIS Implementation Package focuses on Tier 1 interventions that can be used with all students at all grade levels. It provides staff development modules to address and improve classroom and school-wide behavioral outcomes.

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