SIG Cohort 3 Riverside County Office Application - … · Web view2016–17 School Year School-wide...

Riverside County Community School

Division of Student Programs and Services

Alternative Education

School Improvement Grant (SIG)Cohort 3, Fiscal Year 2013

Application for Transformation Model

Submitted to theCalifornia Department of Education

March 14, 2014

March 14, 2014

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

Dear CDE District and School Improvement Division:

Enclosed please find one original and two hard copies of Riverside County Office of Education (RCOE) Community School’s application for the School Improvement Grant (SIG). An electronic copy of this application was submitted to [email protected] on March 14, 2014, prior to 4:00 p.m.

Through a collaborative process involving all stakeholders, the Transformation Model was selected as the intervention model for school improvement, and as the vehicle to create a school based on rigor, relevance and relationships. The proposal was developed with input from the school community, staff, parents and students, via a careful analysis of student and program needs. It is strongly supported by all divisions within our organization, by the Riverside County probation and Mental Health Departments, and al school districts within the county. The SIG would operational the improvement action plan and sustain the momentum need to move students to higher levels of learning.

Students served through RCOE Community School have unique educational needs. Most students have been unsuccessful in a traditional school setting and have been expelled from their home school district, placed by the Department of Probation due to criminal offense, and/or district referred because of credit deficiency, multiple suspensions, and or other difficulty in school. We are confident that through the support and resources offered by the SIG initiative RCOE Community School students will learn, thrive, and succeed.

We hope that you receive our proposal with as much enthusiasm as we did in writing it. Thank you for your consideration of our application. Please contact me if you should need further information. We look forward to hearing from you.

Sincerely,

Teresa HydenChief Business OfficialDivision of Administration and Business ServicesRiverside County Office of Education (951) 826-6790 / [951] 826-6974

TH:cd

mailto:[email protected]

School Improvement GrantCohort 3, Fiscal Year 2013

Table of Contents

Form 1 – Application Cover Sheet.........................................................................1

Form 2 – Schools to be Served Schools...............................................................2

Form 2a – Eligible, but Not Served Schools..........................................................3

Form 3 – District and School Improvement Team.................................................4

Form 3a – School Performance Data and Analysis...............................................6

Form 4a – LEA Budget Summary........................................................................14

Form 4b – LEA Budget Narrative.........................................................................15

Form 5a – School Budget Summary....................................................................16

Form 5b – School Budget Narrative....................................................................17

Form 6 – Demonstration of Capacity...................................................................20

Form 7 – Analysis and Selection of the Intervention Model.................................26

Form 7a – Consultation with Relevant Stakeholders...........................................28

Form 8 – Sustainability of the Reform after the Funding Period Ends.................30

Form D – Modify Local Educational Agencies Practices or Policies....................35

Form E – Align Other Resources with the Selected Invention Models................42

Form F – Annual School Goals for Student Achievement...................................45

Form H – Recruitment, Screening, and Selections of External Providers...........48

Form 10.2 – Transformation Implementation Chart.............................................53

Form 10.2 – Optional Components......................................................................76

AppendicesAppendix A - Public Stakeholders Meetings.......................................................97

Appendix B - External Providers........................................................................101

Appendix C - Administrator Expectations..........................................................108

Appendix D - Professional Development Minimum Day Calendar.....................109

Appendix E - Letters of Support from Districts, Agencies, and Colleges...........110

Appendix F - Common Core Implementation Timeline......................................111

Appendix G - Acronyms and Definitions............................................................114

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: Riverside

County/District Code:3310330-3331055

Local Educational Agency (LEA) NameRiverside County Office of Education

LEA NCES Number:069102610577

LEA Address3939 Thirteenth Street

Total Grant Amount Requested $5,951,010

CityRiverside

Zip Code92502-0868

Name of Primary Grant CoordinatorDr. Charles Fischer

Grant Coordinator TitleExecutive Director, Alternative Education

Telephone Number(951) 826-6464

Fax Number(951) 826-6906

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

Teresa Hyden, Chief Business Official

Telephone Number

(951) 826-6790Superintendent or Designee Signature (Blue Ink) Date

1

Theresa Hyden (original has signature) March 14, 2014

2

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

Riverside County Community School

069102610577

x

1

http://nces.ed.gov/

SIG Form 2a—Eligible, But not Served SchoolsIf the LEA is not applying to serve all Tier I schools within its jurisdiction, the LEA must identify those schools and explain why it lacks the capacity to serve each Tier I school using SIG Form 2a. If the limitation is at the LEA level then the LEA must identify the specific barriers that preclude serving all of its Tier I schools. If the limitation is based on conditions at a specific school or schools, the LEA must describe those conditions. If there are additional limiting factors, the LEA must describe them. The SEA will review the description of the limitation and any supporting evidence provided by the LEA to determine whether the rationale provided supports the LEAs claim of lack of capacity. This section will also serve as the LEAs demonstration of capacity. Identify each Tier I school that is eligible to receive the SIG, but that the LEA is not applying to serve, and give the reason for their exclusion.

School NameNCES Code(Available at

http://nces.ed.gov/) Reason For Not Serving

Not applicable n/a All eligible Tier I and Tier II schools will be served by LEA SIG application.

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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 MembershipName Title/Position Representing

Dr. Diana Walsh-Reuss Associate Superintendent, Student Programs and Services, RCOE

Division of Student Programs and Services, RCOE

Dr. Charles Fischer Executive Director, Alternative Education, RCOE

Alternative Education Department, RCOE

Charles Viramontes Director, Personnel Services, RCOE Personnel Services, RCOE

Mike Barney Director, Technical Assistance Provider, RCOE

Technical Assistance Provider, RCOE

Dennis Large Director, Educational Technology Services, RCOE

Educational Technology Services, RCOE

Cherise Wickham Grant Development Manager, RCOE Grant Development, RCOE

Cheryl Dollar Administrative Assistant, Student Programs and Services, RCOE

Division of Student Programs and Services, RCOE

Bruce Petersen Administrator, Title I Coordination, Alternative Education, RCOE

Title I Coordination, RCOE

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Name Title/Position RepresentingDr. Debra Sacks Administrator, Alternative Education,

RCOEAlternative Education Independent Study, RCOE

Susan Toscano Community Member Community Member

Joan Patrick Financial Manager, Administration and Business Services, RCOE

Administration and Business Services, RCOE

Dr. Susan Smith Administrator, Instructional Services, RCOE

Professional Development, RCOE

Ebon Brown Principal, David L. Long Regional Learning Center

Site Administrators, Community Schools in the south county zone

Laura Fisher Principal, Dr. Milo P. Johnson Center for Learning and Palm Springs Community School

Site Administrators, Community Schools in the east county zone

Joelle Hood Principal, Arlington Regional Learning Center

Site Administrators, Community Schools in the west county zone

Janice Delagrammatikas Principal, Come Back Kids Charter Site Administrators, Community Schools in the mid-county zone

Melanie Bridges Counselor, Moreno Valley Regional Learning Center

Counselors, Community Schools

Dr. Deanna McCarty Teacher on Special Assignment, Indio RLC, Johnson CL and Palm Springs Community School

Special Education, Community Schools

Jaymie Baiza Teacher, Arlington Regional Learning Center

Teachers, Community Schools in the west county zone

Tammy Danover Teacher, Val Verde Regional Learning Center

Teachers, Community Schools in the mid-county zone

Diane Jacoby Teacher, Palm Springs Community School

Teachers, Community Schools in the east-county zone

Joanne Kleveland Teacher, LF Smith Teachers, Community Schools in the east-county zone

Theresa Fowler Data Analyst Educational Partners

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SIG Form 3a—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: Riverside County Office of EducationSchool Name: Riverside County Community CDS: 33103303331055

School Demographics2010–11 2011–12 2012–13

Grade Levels Currently Served (Example K-6) 7-12 7-12 7-12Total Enrollment 1,067 904 930Percentage of Special Education Students - - -Percentage of English Language Learners - 29.6 29.8

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

Spanish – 97.47% (CALPADS Code 01) Other Non-English Languages – 2.17% (CALPADS Code 99) Vietnamese – 0.36% (CALPADS Code 02)

Briefly describe the community served by the school. Riverside is the fourth largest county in California both in land area (7,206 square miles) and in population (2,255,059 in January 2013) (www.onlinecalifornia.us). Since 2000, Riverside’s population has grown by approximately 44%, (687,128 people), the largest increase in the state. It is expected to reach 3.3 million in 2035. The county’s burgeoning population creates a correspondingly escalating number of at-risk students urgently requiring services tailored to their needs. Riverside County’s racial and ethnic composition is diverse, including 46% Latino, 39% White, 6% African American, 6% Asian or Pacific Islander, 2% reporting two or more races, and 1% Native American/Alaska Native (U.S. Census Bureau). Per capita income was $29,927 in 2011, a significant factor that predicts Academic Performance (U.S. Bureau of Economic Analysis, www.bea.gov). “Most of the economic issues facing the Inland Empire [including Riverside County] stem from high shares of its population whose education have not prepared them for today’s workplace” (www.onlinecalifornia.us). In 2012, 65.7% of Hispanics, 35.0% of blacks, 34.2% of whites and 27.3% of Asians were not adequately academically prepared. Riverside County’s proportion of high school graduates is the third lowest among regions compared and falls below state (81%) and national (86%) averages. Additionally, nearly 40% speak a language other than English at home (2007-11), and 14% are living below the poverty level (2007-11). The county unemployment rate was 9.2% as of May 2013 (U.S. Census Bureau). Whereas educational attainment is a critical building block of family

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income security, the importance of providing education services to enable them to earn a livable wage is evident.

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 Riverside County Office of Education (RCOE) Community School (CS) is located in 15 different locations and is comprised of 42 classrooms geographically distributed throughout Riverside County, and serves students with the most intensive academic and behavioral needs. These are students who have been expelled from their home school district or have been referred by their probation officer. Most of its students are significantly credit-deficient, have had multiple suspensions, and are unsuccessful in traditional school settings. The average attendance rate of these students is 72%, with a mobility rate of 39% and an average length of enrollment of 61 days. Nearly all RCOE CS students would be identified by their home school district as being in the “Intensive” subgroup in that student misbehavior and poor attitudes have caused their removal from mainstream K-12 education. Whereas this “intensive” subgroup might make up 5% of the student body in a typical high school, these students are 100% of RCOE CS students.

The Riverside County Superintendent, Riverside County Probation Department, and Riverside County local school districts have worked collaboratively to provide a community-based school program for students since 1972. During 2012-13, RCOE CS served 1240 students. 29.8% were identified as English Learners, and 67.4% received free and reduced lunch. Most students were 10th or 11th graders averaging less than 60 of the 200 credits needed for graduation, and have CAHSEE pass rates hovering below 45%. With the implementation of the Transformation Model in July, 2010, RCOE CS increased the school day from 240 to 360 minutes. Student behavioral needs require security personnel that cost an estimated $1 million annually or 10% of the overall budget.

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

2010 Principals were replaced/moved between sites for effective implementation of transformation model under SIG Cohort 1

x Training and skills not explicit to reform efforts or direction of the site based on needs. Resulted in principals moved numerous times. Recruitment efforts had not been strong/marketing positions to attract viable candidates.

2011 Implementation of teacher evaluation system in order to replace, recruit and retain highly effective teachers

x Recruitment of highly qualified staff had been challenging due to the academic and social-emotional needs specific to the student population served. Transitions of teachers was disjointed and lacked thoughtful discussion or consideration for need or best fit based on individual teacher skill set. Evaluation system was complex and cumbersome to implement.

2011 Implementation of teacher evaluation x Calculation of teacher evaluation measures was not reliable

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system to reward highly effective teachers

indicators of ability. Needed to revise with input from teachers and principals. Evaluation data used was not accurate; structured by homeroom rather than by incorporating teacher movement.

2010 Principals given sufficient operational flexibility in order to ensure implementation of SIG transformation model with fidelity

x SIG was able to provide valuable resources to implement the transformation model and provide opportunities for implementing strategies such as added instructional time and modified staff schedules.

2010-2013 Recruitment of new teachers to serve high-need population

x Part time teachers hired proved to be problematic as there was a great deal of turnover as teachers left for full-time teaching opportunities. New teachers struggled to get appropriate support. BTSA, TOSA, and coaching proved to be extremely beneficial and teacher supports need to be expanded.

2010-2013 Technical Assistance providers and consultants were hired to assist with transformation model implementation

x RCOE ES staff and consultants were instrumental in providing training and coaching in strategies that were effective with student population.

2010-2013 Use of data for instructional improvement

x Plan was implemented in 2010 and staff strongly believe that this has resulted in practices that have drastically improved instructional strategies implemented to improve student achievement, but there is a need to continue, and increase efforts in this area.

2010-2013 Implementation/placement of school counselors and enrichment opportunities for students in arts etc.

x This has resulted in a dramatic improvement in school climate/culture (i.e. art programs, school gardens, CTE offerings, etc.). Associated challenges are the vast geographic distribution of school sites, and the availability/offering of these programs and supports at each of the 15 sites.

2010-2013 Community engagement initiatives implemented and parent involvement strategies deployed

x Implementation of ELAC, DELAC councils and meetings, principal coffee meetings, and parent engagement activities/events have resulted in positive climate and culture changes on campuses. Need to further expand the utilization of online/technology platforms to increase parent engagement (i.e. Facebook, twitter, Aries data websites/portal for parent access, etc.)and to address issues of high absenteeism and truancy.

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SIG Form 3a—School Performance Data and AnalysisStudent Academic Performance Data

Please complete the table below regarding school academic performance data for the school years requested. API Data 2010-11 2011-12 2012-13Growth—School wide -40 - CMet Growth Target— School wide (yes or no) No

For at least one 2012 STAR content area used in API school failed to test

School had significant demographic changes No growth or target info

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

a significant portion of students not exempt from testing in 2012

-

AYP Data 2010-11 2011-12 2012-13Percent of Students at or Above Proficient ELA – 20.5 Math – 7.5 ELA – 9.7 Math – 12.0 ELA – 11.2 Math – 6.0Met AYP Schoolwide Criteria (yes or no) No No No No No NoMet all Participation Rate Criteria (yes or no) Yes No Yes No Yes No

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.

Grade: 6 2010-11 2011-12 2012-13English-language arts 14 * *Mathematics 0 * *Grade: 7 2010-11 2011-12 2012-13English-language arts 8 5 5Mathematics 8 5 5Grade: 8 2010-11 2011-12 2012-13English-language arts 16 10 10Mathematics 9 10 5Grade: 9 2010-11 2011-12 2012-13English-language arts 20 11 23Mathematics 17 10 14Grade: 10 2010-11 2011-12 2012-13English-language arts 10 8 10Mathematics * * *Grade: 11 2010-11 2011-12 2012-13English-language arts 11 7 11Mathematics * 0 0

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CST Data by Subgroup

For 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 CST for English-language arts and mathematics. You will need to provide data for each grade level tested at school.Grade: 7Content Area White, Non-

HispanicBlack or African-American

Hispanic or Latino

Socioeconomically Disadvantaged

English Language Learners

Special Education

English-language arts * * 9 0 * *

Mathematics * * 8 0 * *Grade: 8Content Area White, Non-


Hispanic or Latino



Special Education

English-language arts 18 * 8 11 0 *

Mathematics * * 3 5 * *Grade: 9Content Area White, Non-


Hispanic or Latino



Special Education

English-language arts * 18 22 24 28 *

Mathematics * 0 21 15 20 *Grade: 10Content Area White, Non-


Hispanic or Latino



Special Education

English-language arts 24 15 3 9 7 -

Mathematics * * * * * -Grade: 11Content Area White, Non-


Hispanic or Latino



Special Education

English-language arts 28 5 5 9 6 *

Mathematics * * * 0 * *

Key - * Population too small to report scores in an effort to protect individual student confidentiality.

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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

Black or African-American Hispanic or Latino Socioeconomically

DisadvantagedEnglish Language

Learners Special Education

82.46 87.44 76.82 79.78 78.69 69.06 64.11

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

82,500 73,800 73,800

Student attendance rate (%) 78.92% 80.0% 81.50%Discipline incidents 1,148 1,094 919Truancy rate (%) 9.60% 7.24% 10%High school dropout rate (%) –high schools only 62% 59% 51%High school graduation rate (%) – high schools only 80.0% 82.5% 82.46%Number of students who complete advanced coursework (such as Advanced Placement (AP), International Baccalaureate (IB), or advanced mathematics courses)–high schools only

.004% .005% 5

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

0 0 365*

Teacher attendance rate (%) 89% 95% 95%Distribution of teachers by performance level on the district’s teacher evaluation system

N/A 72@3; 4@21@1

76@3; 5@2;2@1

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SIG Form 3a—School Performance Data and AnalysisNeeds AnalysisAn analysis of the needs of the Alternative Education (AE) program began with collaboration in 2010 between RCOE Educational Services (ES) Division. The collaboration identified a need for Student Programs and Services (SPS) Division to begin the process of school reform by establishing consistent systems, practices and professional development across the large geographic area that RCOE CS serves. The AE Leadership Team was expanded and included the SPS associate superintendent the AE executive director, Special Education (SE) executive director, AE, SE, and ES administrators, principals, teachers, classified staff, parents, community members, and students. The responsibility of this team was to conduct an in-depth needs assessments and make recommendations for program improvement.Process for analyzing the findings included conducting a needs assessment with an in-depth analysis of student performance data, reflection on instructional practices implemented and modification of policies and practices under the Cohort I reform efforts as well as a number of assessment instruments such as the Academic Program Survey (APS) and District Assessment Survey (DAS). Both the DAS and APS were administered to RCOE CS stakeholders in winter of 2010, 2012, and 2014. The 2010 and 2012 results set a baseline to measure progress in the CS. Reports of detailed findings and experienced content area specialists compiled recommended high-leverage actions. Follow-up meetings to present and discuss the APS and DAS results were held to validate these results and to gather further input on school improvement.Assessment instruments used included both the Academic Program Survey (APS) and the District Assistance Survey (DAS).APS and DAS Results: Current results from each component of the DAS were carefully analyzed and compared to the APS outcomes indicating low rankings in the areas of parent involvement, curriculum, instruction and assessments, and data systems and achievement monitoring. Slightly higher ratings were recorded for governance, human resources and fiscal operations. The DAS governance results indicate that the superintendent and cabinet are dedicated to fully developing the RCOE CSs capacity to better serve the academic and behavioral need of students. Implementation of the Essential Program Components (EPS)s and a system of Positive Behavior Support (PBIS) have been identified as high priority areas along with building a school culture focused on increasing levels of student achievement, attendance, and high school graduation rates. These results were validated through Focus Group meetings comprised of students, parents, community partners, staff, and school stakeholders, and are aligned with the 2012 LEA Plan that focuses on the key areas of rigor, relevance, and relationships. In addition, recent meetings for the development of the AE Local Control Accountability Plan (LCAP) confirm parallel priority needs.Summary of Findings:Synthesized results from the APS and DAS confirmed that significant progress has been made since the baseline administration of the assessment tools, but gaps exist in critical areas related to needs in student learning and teaching. Areas to be further developed are:

Restructuring of the current student information system to readily access performance data. Timely availability of student academic achievement and performance data. Consistent use, with fidelity, of standards-based textbooks and materials in all core academic areas. Provision of a computer-based credit recovery system to offer students access and support in a technological format. Consistent use of common assessments and analysis of results across all program site. Immediate access to student records due to the high student transiency rate. Development of consistent systems and procedures focused on overall program effectiveness. Implementation of a Master Schedule model including CTE and intervention components.

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Development and implementation of pacing guides in all core academic areas. Focused and ongoing professional development and coaching for teachers and principals in leadership, adopted instructional

materials, research-based instructional strategies, parent involvement, data analysis, and PBS. Inclusion of multiple student achievement data in the evaluation of teachers and principals.

Additional assessments indicated a need to develop: A positive school culture to increase student achievement, attendance, and graduation rates. A system of positive behavior supports, specific to alternative education.

The SIG would continue to operationalize the school improvement action plan and sustain the momentum needed to move RCOE CS students to higher levels of achievement. During the previous grant cycle, RCOE CS made steady progress and met all the required nine SIG Leading Indicators. In addition to continuing the high leverage actions and activities from the 2010 and revised 2012 action plan, this application addresses implementation of the Common Core State Standards (CCSS), preparation for the Smarter Balance Assessment, and the inclusion of technology-based instruction for the purposes of improving academic achievement of students. When the initial plan was written in 2010, many of these current initiatives were in the developmental stages. Since there are significant gaps in students’ basic reading and math skills, remediation is essential for their advancement to higher levels of operation.

This application also focuses on strengthening Career Technical Education, College Connections, the Response to Intervention (RtI) model, and the AVID program. CS campuses have been transformed into safe learning environments through PBIS and Capturing Kids Hearths, and there is a need to reinforce their implementation with fidelity. Additional social/emotional learning strategies such as Rachel’s Challenge and Character Counts are embedded into staff training, and there is a renewed focus by CS staff to address absenteeism, truancy, and substance abuse. Community activities that support implementation of the Common Core are expanded, and the physical education program is continued. Efforts to increase parental involvement and participation in their child’s educational program are intensified through outreach activities, educational events, greater communication, and a revamped orientation process. The use of classroom walk-throughs and principal coaching, a system of continuous feedback and improvement is expanded. The infusion of SIG funding affords eligible staff rewards to develop a plan for targeted professional development, trainings and workshops, curriculum development, technology, equipment, school materials and supplies, and experiential learning opportunities for students. This proposal is aligned with the priorities and actions identified in the recently developed LEA Plan, CCSS Plan, LCAP, and the refinement of the WASC Action Plan.

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SIG Form 6—Demonstration of Capacity

District Name: Riverside County Office of EducationSchool Name: Riverside County Community School CDS: 3310330-3331055

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.

☐ ☐ ☐

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

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

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.

☐ ☐ ☐

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.

☐ ☐ ☐

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

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.

☐ ☐ ☐

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.

☐ ☐ ☐

Turnaround: Our LEA has the ability to adopt a new governance structure. ☐ ☐ ☐20

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

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

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.

☐ ☐ ☐

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.

☐ ☐ ☐

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.

☐ ☐ ☐

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.

☐ ☐ ☐

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. ☐ ☐ ☐

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

☐ ☐ ☐

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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.

☐ ☐ ☐

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

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

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.

☐ ☐ ☐

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

Process and ImplementationA collaborative process among RCOE Community School (CS) stakeholders was used to select the Transformation Model over the other three school intervention models to most effectively impact student achievement. The Toolkit for Implementing the School Improvement Grant (Perlman, et al., 2011) served as the guide in developing a logical, well-organized process in the selection of a school improvement intervention model. The established ALT was expanded and included the Student Programs and Services (SPS) associate superintendent, the Alternative Education (AE) executive director, SE executive director, alternative and special education and Educational Services (ES) administrators, principals, teachers, classified staff, parents, community members, and students. The team led the process to carefully examine and consider each of the four intervention model options: Turnaround, Restart/Charter, School Closure, and Transformation.

An analysis was conducted using the SIG Demonstration of Capacity Demonstration items to review the Transformation Model to determine the feasibility of implementation by the beginning of the school year. For each item, the District and School Improvement Team “Strongly Agreed” on 11 of the items and “Agreed” on two for the Transformation Model. Barriers as well as advantages of the Transformation Model were discussed in detail. Each required element of the Transformation Model correlates with the findings of needs assessment, current practice, APS and DAS results, student

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needs, and input from stakeholders for immediate school improvement.

RCOE Community School (CS) has already begun to address and implement many elements of this model, and its implementation is supported by the Single Plan for Student Achievement. All divisions within RCOE will provide leadership, expertise, and guidance to support CS improvement goals. The implementation of the Transformation Model by RCOE CS, including a comprehensive Professional Development Plan, restructuring of systems and practices, and the new focus of the LEA PI Addendum should be successful to meet state and federal benchmarks over the next three years. In each section below, the linkage between the needs assessment and the changes required by the Transformation Model will be discussed.

a. Developing and Increasing Teacher & School Leader Effectiveness The Transformation Model brings changes in decision-making processes and opportunities for strategic staff replacement. principals at all CS locations have been replaced within the previous two years as reflected in Form 10 and as required by the Transformation Model. In addition, the executive director of Alternative Education (AE), who is directly responsible for overseeing the CS program, was replaced July 1, 2013. (1) Evaluation Systems. Evaluation is closely linked to incentive and performance-based compensation. AE embraces an improved evaluation system that holds educators accountable for results to support their growth. RCOE will continue to refine the principal and teacher evaluation process and tools to be rigorous, transparent and focused on student achievement. (2) Improving Professional Practice: Reward/Remove. Systems of teacher and principal evaluation and support systems will inform targeted professional development which allows ineffective teachers to improve practices that forge the impetus to measure changes in instructional practice resulting from professional development. Decisions regarding teacher and principal compensation, tenure, and dismissal of ineffective teachers and principals are currently under discussion with the Riverside County Office Teachers Association (RCOTA), and must be determined through collective bargaining. (3) Ongoing, Embedded Professional Development (PD). A comprehensive PD plan was developed that provides weekly trainings that focus on student achievement for teachers and bi-weekly training for instructional assistants. A bi-weekly Principal Academy was initiated to provide directed training for site administrators on those issues directly related to increasing student achievement. Professional Learning Communities (PLCs) for staff is planned to continue through 2017.(4) Recruit, Place and Retain Staff. Stakeholder group meetings were held in three sites across the county to present information regarding the intervention models and the possible incentives and opportunities. Further discussion and negotiations will take place with the RCOTA to address these elements of the SIG. RCOE has embraced the opportunity to promote staff at all levels, with the result that several former teachers are now administrators and former classified staff are now teachers.

b. Comprehensive Instructional Reform Strategies

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Identify and Implement an Instructional Program and Use of Student Data: RCOE CS will use the RCOE RtI² Model of PLCs whereby teachers and administrative staff will base all decisions on how practice relates to or affects student achievement. The AE executive director along with ES coaches will support and monitor principals by participating in site walk-throughs and sharing data in principal summits. Principals will meet weekly in PLCs with teachers and leadership teams to examine instructional and behavioral practices, and collaborate on instructional practices that will increase student success. This model will incorporate the consistent structure, strategies and practices needed to increase the success of all students who need extra time and support, especially students with disabilities and English learners. A system of positive behavior supports and a focus on social/emotional learning at each campus will be developed and supported via on-site coaching and PD that clearly outlines behavioral expectations while modeling and rewarding appropriate pro-social behavior. Principals will involve teachers in both monitoring and holding all staff accountable to maintain the consistent systems needed for effective implementation of an RtI² Model. Students will be targeted and identified for strategic support in the RtI² Model and then assigned a specific staff member as a case manager to insure there is a significant adult at school who connects with each student, at least once a week. The advisory period will be built into the master schedule by site leadership teams.

Academic assessment data including formative, interim, and summative assessments to inform and differentiate instruction will be administered at set points throughout the year with the purpose of assessing student need and growth area in targeted standards. PLCs school site data teams will constantly monitor student achievement data and will make adjustments in the provision of extra time and support that struggling students may need. Those students who continue to struggle after receiving strategic support will be accommodated through an intensive intervention curriculum within the RtI² continuum.

Secondary School Reform Strategies: For secondary school reforms strategies, the RCOE CS program will collaborate with the RCOE Career Technical Education (CTE) to develop and implement a new set of thematic learning academy courses at the Regional Learning Centers (RLCs) that will integrate math with career skills (i.e., Financial, Medical, Construction and Consumer Occupations) leading to a career path that prepares students for college and careers.

c. Increasing Learning Time and Creating Community-Oriented Schools: The RCOE CS had previously operated a self-contained classroom model offering coursework for all students in the same classroom utilizing an independent study format. The new system of instruction will be expanded offering coursework in a direct instruction format to increase learning time through a structured master schedule. (1) Establish Schedules and Strategies to Increase Learning Time: Inconsistent systems and practices across RCOE CS operations create barriers related to the master schedule, the collection and analysis of student attendance, truancy, suspension, and achievement data. Attendance Registration Technicians (ARTs) were hired and trained as site registrars, releasing teachers from this duty and thus retrieving lost and needed instructional time. (2) Family and Community Engagement: Scheduling events during times that are convenient for parents to meet

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(weekends and evenings) and partnership with the 23rd District PTA has been established with the purpose of creating a curriculum for parents based on Epstein’s Six Keys of Family Involvement. The six keys include: (1) Parenting; (2) Communication; (3) Student Learning; (4) Volunteering; (5) Decision Making; and, (6) Partnering with the Community.

d. Providing Operational Flexibility and Sustained Support: Principals will have operational flexibility in analyzing and responding to student achievement data, master schedules, master calendars, and staffing within the mandates of the LEA PI Addendum and the SIG. These mandates focus on positive behavior supports, school climate, curriculum and instruction, needs assessment results, data analysis, CTE and data teams. Operational Flexibility will be a standing item of principal meeting agendas for open discussion. Principals will receive comprehensive training from Business and Educational Services to provide protocols and data needed to maximize operational flexibility in managing the budget to create a positive learning environment that will reflect improvements in graduation rates, AYP, API, and AMAO’s. Local Education Agency Plan Alignment: The lack of consistent implementation of the current LEA Plan has delayed RCOE CS’ improvement. This plan is broad with numerous goals that have not been communicated to all RCOE CS administrators, teachers, and support staff. Because of this lack of communication, there was no clear mission and vision or consistent, directed focus on program goals. Along with the barriers mentioned above, this lack of communication has resulted in reduced success toward meeting the goals of the LEA Plan. Recently, the LEA Plan was amended, approved, and shared with all school stakeholders. The LEA Plan Addendum is based on student needs assessments, APS and DAS survey results, and student performance data, and is closely aligned with the required elements of the Transformation Model. There is a concerted effort to align the goals of all required plans (LCAP, WASC, CCSS, LEA) to maximum resources and focus efforts.

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SIG Form 7—Analysis and Selection of the Intervention Model

District Name: Riverside County Office of EducationSchool Name: Riverside County Community CDS: 3310330-3331055

Model Selected Model Analysis and Rationale Analysis and Rationale for Models Not SelectedTurnaround The Turnaround Model was not selected

because it was not feasible to implement due to timeline and governance constraints.

Legal Timeline Constraints: Requirements to replace the principal and 50% of existing staff, and adherence to the March 15th Ed. Code notification requirements would be problematic. Procedures for reducing certificated and classified staff are guided by specific statute, case law, district policies, collective bargaining agreements, and other factors when considering and conducting certificated and classified layoffs. Time would be limited to negotiate a change in procedures for reducing staff through the collective bargaining process. In cost-benefit analysis of the four intervention models, the Turnaround, School Closure, or Restart/Charter Models are not economically feasible to implement due to projected increases in personnel. RCOE CS operates under the direction of the County Superintendent of Schools, an elected official, per Education Code; it is not possible to adopt a new governance structure.

Transformation Continuity: The selection of the Transformation Model would provide continuity and consistency as the RCOE CS initiated reform efforts in 2010 under the Transformation model and has attained steady progress. There is also the realization that effective change takes five years to implement. The model most closely aligns with the five high-leverage actions identified in the LEA PI Addendum: Culture, Leadership, Assessment, Instruction, and Master Scheduling (CLAIM). The RCOE LEA PI Addendum and LCAP was developed using the results of the APS and DAS needs assessment. The components of the model also align closely with LCAP priority areas. RCOE CS made steady progress on each of the SIG nine leverage indicators under this model. Transformation Model provides the detailed road map necessary

The District and School Improvement Team (SIG Form 3) carefully analyzed all required components for full implementation of the Transformation Model.

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to increase student learning and achievement. Restart The Restart Model is not currently a viable option

due to legal timeline constraints and reduced base funding levels.

Timeline Constraint & Revenue Limit Funding: A conversion charter was deemed unviable during meetings with stakeholders. Notifications for reduction-in-staff, and reopening under school management selected through a rigorous review process is not possible given the existing time constraints to implement by July 1,2014.RCOE CS currently receives Type “C” funding at 40% higher amount per ADA rate than the current charter block grant allocation per student. It is a struggle to provide adequate levels of services and operate the CS without deficit spending under the existing budget. Concurrence with CDE Department of Finance on the current Type “C” funding rate is imperative to maintain program operations and to implement school improvement measures.

Closure School closure is not an available option as a means of school improvement. The 23 school districts and numerous community agency partners have expressed that RCOE CS provides a valuable service to students and their families.

Requirements of Expelled Student Plan: The School Closure Model would place a hardship for viable educational service options for the 435,000 students in Riverside County. As required by AB 922 (Chapter 974, Statutes of 1995; E.C. 48926), the County Superintendent, in conjunction with district superintendents, developed an expelled student plan and is now a required priority for county offices under LCAP. School districts use the Riverside County program as an educational option for expelled students, while others use the program as an additional alternative program to provide students with other options for success.

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SIG Form 7a—Consultation with Relevant Stakeholders Confirmation

District Name: Riverside County Office of EducationSchool Name: Riverside Community School CDS: 33103303331055Meeting Dates: February 26 and 27, 2014 Meeting Locations: Arlington and Betty G. Gibbel RLCs Meeting Purpose: SIG Public Stakeholder Meetings were held at three CS sites to introduce the school improvement opportunity, create an awareness of the four School Intervention Models, review the CLAIM Footprint (Culture, Leadership, Assessment, Instruction, Master Schedule), collect stakeholder feedback, and gain stakeholder support for the SIG application.

Name Title/Position Representing Date

Debra Sacks Administrator/Facilitator Arlington RLC February 26, 2014Norm Diggs Principal/Facilitator Gibbel RLC February 27, 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.)

Public Stakeholder Meetings (Appendix A) were convened at three separate sites to gather detailed input from 67 CS stakeholders regarding school improvement. Parents, students, community partners, school district educators, teachers, support staff, administrators, union members, business partners, and college representatives gathered and gave input that was subsequently incorporated into the grant application. Consultations with relevant stakeholders occurred from January 24 through February 28, 2014, in both formal and informal public meeting venues. Agendas for these meetings included an overview of the four school improvement intervention models, student achievement data, and information about the SIG application followed by a forum facilitated through open-ended questions inviting comments and support. The shareholder meetings generated statements about positive practices for continued implementation and suggestions for improvement. Feedback (Appendix A) was analyzed, categorized into both the CLAIM focus areas and the Rigor, Relevance, and Relationships framework, and incorporated into the Form 10.2 Implementation Plan.

Based on stakeholder responses, the Transformation Model emerged as the most viable paradigm for school improvement. The results were triangulated with the APS and DAS outcomes and annual student survey responses. All were embedded in the SIG application. RCOE CS views ongoing parent and community engagement and feedback as being essential to long-term school success and critical to higher levels of student achievement. Stakeholders firmly articulated their belief that CS students are learning at higher levels and are graduating in greater numbers, and that teaching, supported by staff development and the Professional Learning Community (PLC) model is improving. A condensed version of the feedback results are summarized below under the Rigor, Relevance, and Relationship themes, and overall comments are detailed in Appendix A.

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Rigor Needs: Add targeted trainings for teachers, instructional assistants, and principals; create more ROP/CTE opportunities; continue to build relationships with community, students, and parents; expand after-school programs and elective classes; increase instructional technology; augment AVID program, strengthen differentiated instruction; enhance online coursework; continue the focus on college preparation; extend learning time through after-school and Saturday tutoring and workshops, and offer a-g courses.

Relevance Needs: Add counselors; expand connections to college; enhance Computer/Technology, focus on CTE areas identified as in-demand careers; offer vocational certification for short-cycle classes, increase recognition, and celebration programs; expand community service and internships opportunities; augment field trips and experiential learning experiences; additional elective classes; strengthen sports, PE, and clubs; purchase library books; develop portfolio assessment; more student/parent surveys; add drug counseling, include hands-on projects as part of curriculum; prepare students for jobs; and supplement the number of available social workers.

Relationships Needs: Reinforce PBIS and social/emotional learning; build staff, student, parent, and community relationships; expand group/individual counseling; improve communication with probation; increase student attendance; offer bus passes; provide parent education classes; expand celebration and recognition events; continue emphasis on safety; augment avenues for communication with parents and students, add peer leaders; connect students with community resources, and enhance business partnerships.

The School Improvement Grant planning process has fostered a positive spirit of collaboration among the RCOE CS learning community, strengthened the commitment of school stakeholders, and created a blueprint to increase growth and achievement for all CS students. RCOE is committed to maintaining open lines of communication through regularly scheduled Interdivisional Leadership Team (IDLT) meetings to promote and provide stakeholder feedback. The IDLT meetings will be scheduled monthly and will include school site staff, community partners, probation partners, parents, and students. The team will review data, accomplishments, and obstacles that impact the success of our school improvement goals grounded in Culture, Leadership, Assessment, Instruction/Curriculum, Master Schedule priorities. Stakeholders will be asked to contribute to topics and present findings relevant to ongoing improvement.

Stakeholders firmly believe that strong leadership, increased parent engagement and participation, effective interventions, enrichment opportunities, and a consistent school-wide positive behavior support program will lay a firm foundation for student achievement. RCOE is confident that the school improvement plan can be successfully implemented and sustained. These achievements will be recognized and celebrated with school stakeholders at site and county-level events, through public information releases, and with the alternative education community.

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Form 8-Sustainment of Reforms LEA: Riverside County Office of EducationSchool: Riverside Community Schools The work of transformation has already begun and will continue once the SIG funds are no longer available. To ensure continuation of the Transformation Model reforms, the budget is constructed to reduce the amount of funding for external supports and services over the course of the three years. Form 8, Sustainment of Reforms outlines SIG requirements and shows those activities that will or will not continue after the grant period ends in 2017. Additional factors that will support continued implementation of SIG reforms after 2017 include:

Continuation of current RCOE services from other divisions including direct services from the ES division that were initiated in 2008-2009 to provide guidance and leadership with professional development.

Continuation of the established job embedded professional development program based on the PLC model. Application for additional grants and other financial resources to further school improvement efforts. Partnerships with community services and agencies to support student learning with enrichment and extended day activities. Increase in revenue by capturing the higher funding rate for independent study students. Increased student attendance through more rigorous and relevant curricular programs, increased school safety, and reduction in

suspensions. Savings in personnel costs with thorough efficient use of staff.. Savings in decreased facility repair due to less graffiti and property destruction. Decrease in personnel costs with reduction of the 220 day teacher contracts to 185 days with extended school year (extended

school year can be supplemented through federal grants). Increase in student attendance and ADA revenue through RCOE CTE support for the restructuring of the RCOE CS campuses

which will provide relevance and offer opportunities for strengthening relationships between students and staff.

Although there are 15 separate community school campuses, all are considered to be a single school under one CDS code. In order to increase accountability and allow for operational flexibility based on the site’s student population, each RCOE CS location will be viewed and treated as an individual and autonomous school site. There will be specific requirements for all sites such as standards-based curriculum, common assessments, professional development, and enrollment policies to insure consistency across all schools. However, there will be greater flexibility related to decisions about scheduling, staffing, and budgeting that may facilitate improved student learning. A weighted, per-pupil based budget formula based on student needs will be implemented. Along with this flexibility will be greater accountability for individual student results both in academic performance and other areas of student growth including attendance, discipline, and graduation rates. The option to work with California Department of Education to establish separate CDS codes is being researched and considered.

The SIG funds complement efforts already underway and act as a catalyst for engaging in new levels of classroom instruction, intervention, professional development, monitoring and accountability. Because they are a matter of framework and institutionalization, new systems and practices will be sustainable with ongoing resources. We believe that RCOE CS will become a highly effective and replicable model program that will be sustained as a result of implementing

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the high-leverage actions of the Transformation Model.

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

Developing and increasing teacher and school leader effectivenessMay include, but not limited to: - staff replacement - teacher and principal evaluation - identifying and rewarding staff - ongoing professional development - recruit, place, and retain

Staff Replacement: RCOE will continue to provide support to staff to improve professional practice and will replace staff who have not demonstrated improved student achievement using general budget resources.



Teacher and Principal Evaluation: RCOE will continue to use the evaluation system that will be developed for SIG using general budget funds.



Identify and Reward Staff: RCOE will not be able to fund rewards for staff after SIG.



Ongoing Professional Development: RCOE continue to implement ongoing, job-embedded, research-based staff development using general budget and Title I funds. Professional Learning Community teacher collaboration time will continue every Wednesday and the Summer Institute of Learning and Knowledge will be scheduled every summer for two weeks.



Recruit, Place, and Retain Staff: Personnel Services will continue to implement a comprehensive recruitment strategy. Alternative Education will continue to place staff based on effectiveness and provide support and ongoing professional development to retain staff using general budget and categorical resources.



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Comprehensive instructional reform strategies May include, but not limited to: - modified instructional program - use of student data

Modified Instructional Program: RCOE will continue to develop lessons and units of study and implement differentiated instruction based on student data (e.g., CAHSEE, CELDT/ELPAC, CAASPP, EAP, short-cycle assessments, RenLearn, CAHSEE Diagnostic) using general budget resources.



Use of Student Data: RCOE will continue to implement the Common Core State Standards, short-cycle assessments, and interventions (e.g., double block classes, credit recovery, CAHSEE boot camp, tutoring) to meet student needs based on student achievement data using general budget and categorical resources.



RCOE will continue to provide students with courses (AP, UC a-g, CTE), activities (college study trips, experiential learning), and programs (AVID, STEM) that prepare them for college and the workforce.



Increasing learning time and creating community-oriented schoolsMay include, but not limited to: - schedules and strategies that provide ILT - family and community engagement - social emotional support

Schedules: RCOE will continue to implement the 360-minute instructional day, the 120-minutes of additional weekly instructional time, and the four-week extended school year using general budget resources.



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Family and Community Engagement: RCOE will continue to implement regular and ongoing communication to families and provide parent and community engagement activities, meetings, and events using general budget and Title I and Title III funds



Social and Emotional Support: RCOE will continue to implement counseling, PBIS, WhyTry, Capturing Kids Hearts, Olweuss Bullying Prevention, the 40 Developmental Assets, and Character Counts for students using general budget and categorical resources.



Operational flexibility and sustained support

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

Operational Flexibility: RCOE will provide principals with operational flexibility in order to purchase materials (e.g., resources that are aligned to the Common Core State Standards) and technology (e.g., computers and tablets) and procure additional staffing (e.g., support staff, instructional staff) using general budget and Restricted Lottery funds.



Ongoing, Intensive, Technical Assistance: The CS will continue to receive ongoing, intensive technical assistance and support from all divisions and units within RCOE, including: Educational Services (ES), Administrative and Business Services (ABS), Personnel Services (PS), Children and Family Services (CFS), and Leadership Institute of Riverside County (LIRC).



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

Revised Policies, Protocols and/or Practices

Description of and Process for the Revision

Timeline for Revision

Developing and Increasing Teacher and School Leader EffectivenessEvaluation systems for teachers and principals.Take into account: Data on student growth Multiple observation-based

assessments of performance. Ongoing collections of

professional practice reflective of student achievement and increased high graduation rates. Designed with teacher and

principal involvement.BP 4115 – Evaluation Certificated StaffBP 4315 – Evaluation Management Staff

Existing Board Policy (BP) does not include required activity criteria (referenced) and/or that school improvement is dependent student growth on multiple measures.Negotiations with RCOTA related to teacher evaluation. Formation of a committee to revise principal evaluation system with Transformation Model requirements. Other processes include sharing an overview of the SIG grant application with all staff.

Revised BP to include language addressing teacher and principal evaluation based on student growth using multiple measures and direct observation-based assessments for staff directly involved in the RCOE CS improvement process.

Timeline: December, 2014.

Identify and: Reward school leaders, teachers,

staff who, in implementing model, increased student achievement and grad rates.

Remove those who, after ample opportunities have been provided, have not done so.

BP 4151- Employee CompensationBP 4156.2 - Awards and Recognition

Existing BP does not address the required activity criteria to reward school leaders, teachers, and staff that increase student achievement, and to remove those not increasing student learning (assessed through multiple measures).Salary collective bargaining negotiations with RCOTA for teachers and CSEA for classified staff.

Changes to principal salary must be approved by the Superintendent.

Revised teacher, classified and support staff, and principal salary schedules will include salary incentives based on increasing student achievement levels. Policy and procedures that allow for the removal of staff to include language addressing staff directly involved in the RCOE CS improvement process will be clearly defined.

Timeline: December, 2014.Provide instructional staff ongoing, high quality, job-embedded

The teacher induction program in the existing policy is limited to first and second

With the necessary revisions, BP will be aligned with the SIG grant

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professional development (e.g.-subject–specific pedagogy, coaching, instruction that reflects deeper understanding of the community served by the school, differentiated instruction, and teacher collaboration) that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.BP 4131 - Staff DevelopmentBP 4131.1 - BTSA

year teachers. Most RCOE teachers have more than five years of experience. BP 4131 needs to be revised to include administrators and other support staff as a priority for ongoing professional development. BP 4131.1 needs to be updated to expand the allowable time frame for the teacher induction program.

focus to include all staffing continual professional development and emphasize the need for training in instructional leadership for principals.


Implement strategies such as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff to meet the needs of students in a transformation school.BP 4111 - RecruitmentBP 4113 – Assignment4112 - Appointment and BP Conditions of Employment

Existing BP does not address required activities to provide implemented financial incentives, promotional opportunities, and/or flexible work conditions to recruit, place, and retain staff.Any changes in work conditions and/or compensation must be negotiated with RCOTA and CSEA through the collective bargaining process.

Changes principal and other management staff’s salary must be approved by the Superintendent.

Revised contract language and/or MOUs for teachers, classified, and support staff will reflect the financial incentives, work conditions, and career growth requirements.

Management compensation and work conditions must be approved by the Superintendent.

Timeline: June, 2015

Provide additional compensation to attract/retain staff with the skills necessary to meet the needs of the students in a transformation school.BP 4111 - Recruitment

Existing BP does not address permissible activity criteria referenced in to provide additional compensation to attract and retain staff. The current practice is to place staff on the appropriate salary

An MOU for teachers, classified and support staff will reflect compensation incentives for successful implementation of the Transformation Model.

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BP 4113 – Assignment schedule based on education, experience, and work assignment.

Management compensation is determined by the Superintendent.

Timeline: June, 2015.Ensure school is not required to accept teacher without mutual consent of teacher/principal, regardless of the teacher’s seniority.BP 4113 – Assignment

The current RCOTA and CSEA contracts outline the process for voluntary and involuntary transfers of staff. The existing RCOTA and CSEA contract language related to voluntary and involuntary transfers would need to be renegotiated. Currently, seniority is used as a factor in the transfer process.

Revised teacher and classified MOU language is modified to address voluntary and involuntary transfers based on seniority.

Timeline: June, 2015.

Comprehensive Instructional Reform strategiesUse data to identify and implement instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state adopted academic content standards. This includes ELA and math core and intensive intervention programs that are SBE-adopted in K-8 and standards-aligned core and intervention instructional materials 9-12.BP 6141 – Instruction/Curriculum

Existing BP requires that student achievement data be used in the design and implementation of the curricular program. BP 6141 needs to be strengthened with language that addresses curriculum development through the use of data and current research. Revisions need to address the need of vertical alignment and correlation and with CCSS. BP 6141 needs to be revised to address required comprehensive instructional reform strategies to specifically require curriculum to be based on CCSS and current research. Also include language to address vertical alignment between grade levels and the use of data. Current RCOE CS Course of Study must be revised to reflect CCSS curriculum changes that must be approved by the Board, and textbooks and ancillary materials must be adopted by the Board before they can be

The revised curriculum will be aligned with the CCSS. Curriculum will be vertically aligned between grade levels. Textbooks to implement the revised curriculum will be adopted and purchased along with ancillary and intervention materials to support instruction. Pacing guides will be developed to facilitate consistency across the RCOE CS sites

Timeline: August, 2016.

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purchased. Conducting periodic reviews to ensure that the curriculum is implemented with fidelity, is having the intended impact on student achievement, and is modified if deemed ineffective.BP 6140 – CurriculumBP 6143 – Courses of Study

Existing BP does not address required permissible activity criteria. BP 6140 and BP 6143 does require that a course of instruction be adopted, but does not address the need for periodic reviews. BP 6140 and 6143 needs to be revised to require periodic reviews of the curriculum and that the course of study be aligned with CCSS. A plan for a review cycle and textbook adoption schedule for each curricular area needs to be developed.

Curriculum in all content areas will be regularly reviewed and revised in cycles as delineated in the curricular review plan. Textbooks and ancillary materials will purchased be in alignment with the curricular review plan.


School-wide RtI2 ModelBP 6120 – Response to Instruction and Intervention

Currently BP 6120 does not include permissible activity in relation to school-wideResponse to Intervention. Intervention is essential to school improvement and to high levels of student achievement. BP 6120 needs to be revised to require school-wide Response to Intervention.

A Response-to-Intervention Model will be consistently and effectively implemented at the 15 RCOE CS sites. All staff will be trained in the RtI2 Model. Students will know that this strategy is available to increase their success.

Timeline: September, 2014.Using and integrating technology-based supports and interventions as part of the instructional program.BP 0440 – RCOE Technology PlanBP 6163.4 – Student Use of Technology

Currently BP 0440 and BP 6163 adequately support the integration and use of technology to sustain and enhance the instructional program as permitted in the Transformation Model. RCOE’s Technology Plan needs be updated to successfully implement the Transformation Model. The Technology Plan Committee includes teachers and classified staff, experts from RCOE Technology Department, and principals. Implementation of an online instructional program needs to be expanded and

Implementation of an online credit recovery and instructional intervention program accessible to all RCOE CS students for use at the school sites and in home. Appropriate computer and technological equipment, adequately serviced and maintained is in place. Teachers need training in using technology as a tool to access current student performance data to inform instruction, for SMARTER

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improved. Balance Assessment, and technology-based instruction.


Increase rigor by offering opportunities for student to enroll in advanced course work, early-college HS, dual enrollment programs or thematic learning academies that prepare students for college and careers including by providing appropriate supports designed to ensure that low-achieving students can take advantage of these programs and coursework.BP 6140 – CurriculumBP 6141 – Curriculum Design and DevelopmentBP 6143 – Courses of Study

Current BP allows for opportunities to increase rigor within the existing RCOE CS program. BP 6146.11 permits students to receive credit toward graduation from post-secondary institutions and ROP classes. Expansion of post-secondary institutions to permit dual enrollment in colleges needs occur. Each RCOE CS site needs to use stakeholder input to collaboratively develop thematic instructional programs with a vocational focus.

Students will be dually enrolled in colleges and be earning credits toward graduation. Each RCOE CS site will offer more rigorous coursework and will have designed and implemented thematic vocational programs based on school stakeholder input and the interests and needs of students.

Timeline: July, 2016.

Increasing Learning TimeEstablish schedules and strategies that provide increased learning time.

Instruction in core academic subjects.

Instruction in other subjects and enrichment activities.

Time for teachers to collaborate, plan, and engage in professional development.

BP 4113.20 -Assignment/Work Calendar/DutiesBP 6111 - School Calendars

Existing BP allows for the establishment of schedules and strategies for increased student learning time. RCOTA and CSEA collective bargaining agreements must be renegotiated to address this requirement. Work day/ hours must be negotiated with RCOTA for teachers and CSEA for classified staff through the collective bargaining process. Changes to management work conditions must be approved by the Superintendent.

Each RCOE CS will establish a Master Schedule based on student needs and interests that includes extended learning time.


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Creating Community-Oriented SchoolsExtend or restructure school day to add time for such strategies and advisory periods that build relationships between students, faculty and staff.BP4113.2 - Assignment/ Work Calendar/DutiesBP 5148.2 - Before/After School Programs

Existing BP allows for the schedules and strategies to extend and restructure the school day and hours of operation. Work day and hours must be negotiated with RCOTA for teachers and CSEA for classified staff through the collective bargaining process. Changes to management work conditions must be approved by the Superintendent.

Each RCOE CS will have in place a Master Schedule based on student needs and interests that includes in-creased learning time. Each student will participate in an intensive orientation to the school and be assigned an on-site case manager.


Providing Operational Flexibility and Sustained SupportGive school site sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase graduation rate.BP 4113.2 - Assignment/ Work Calendar/DutiesBP 5148.2 - Before/After School Programs

Existing BP allows for the establishment of schedules and strategies to extend and restructure the school day and hours of operation. Work day and hours must be negotiated with RCOTA for teachers and CSEA for classified staff through the collective bargaining process. Changes to management work conditions must be approved by the Superintendent.

Each RCOE CS will have in place a Master Schedule based on student needs and interests that includes increased learning time. Each student will participate in an intensive orientation and be assigned an on-site case manager.


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Riverside County Office of Education’s (RCOE) Inter-divisional Leadership Team (IDLT) has identified those Board Policies, Administrative Regulations, and practices correlated with each component of the Transformation Model. To ensure that the interventions are fully and effectively implemented, a thorough review of policies and practices has been conducted to determine the need for revisions of current policies and practices that comply with the standards set forth in this model. This chart provides a rationale for the selection of these activities along with the process for revision and the proposed outcome. Revision and development teams will seek input from teachers, principals, classified personnel, parents, school district, and community stakeholders. RCOE’s IDLT will guide RCOE CS through the timelines and processes with support from county office specialists who have appropriate expertise in areas such as budgeting, personnel, and policy development. Timelines outlined in the LEA High-leverage Actions for Improving Student Achievement and SIG Implementation Plan ensure that processes are aligned, take into consideration budgeting and school calendars, and meet reporting requirements. Process for Review of Board Policies and Administrative Regulations:

Current policies and associated regulations which include descriptions of RCOE practices have been reviewed to determine required changes for the successful implementation and sustainability of the Transformation Model.

Board Policies that require revisions will be amended and submitted to the Riverside County Board of Education for adoption at monthly board meetings until all necessary revisions have been made.

Administrative Regulations requiring revision will be forwarded to the Cabinet member who oversees the division responsible for implementing the regulation. All regulations approved by Cabinet will be forwarded to the county superintendent for approval. Requirements of the Transformation Model for which an existing policy or regulation has not been identified will be

addressed through a new policy, regulation, or practice developed specifically to focus on that component.

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 ensuring maximum effectiveness in the use of all resources.

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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 ResourcesThe Alternative Education LCAP outlines the goals and actions that are aligned to the 10 State priorities for funding. The School Improvement Grant is aligned to the Alternative Education LCAP goals and actions.

Available Resourcesthat 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

Needs Analysis (NA) Pages 6-13 Form 3a and Specific Intervention Model

Component (IMC)Alternative Education General Budget

Support operational flexibility. NA: Prior school improvement reform efforts (page 7) IMC: SIG 10: Principal Replacement

Alternative Education General Budget

Support data driven evaluation system. NA: Prior school improvement reform efforts (page 7)IMC: SIG 11: Evaluation System


Provide incentives for staff who have increased student achievement.

NA: Prior school improvement reform efforts (page 8) IMC: SIG 12: Reward School Leaders


Support methods to recruit, place and retain staff.

NA: ELA and math test scores (page 9)IMC: SIG 13: Recruit, Place, Retain Staff

Alternative Education General Budget,Title I, II, and III Budgets

Enhance staff development with additional time, resources, and external providers.

NA: ELA and math test scores (page 10)IMC: SIG 14: Staff Development

Alternative Education General Budget, HSGI, Title I, II, and III Budgets

Provide additional staffing and programs to improve student achievement in ELA and math, increase student attendance, and create positive learning environments.

NA: APS and DAS results (page 12)IMC: SIG 15: Operational Flexibility

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Alignment of Other ResourcesThe Alternative Education LCAP outlines the goals and actions that are aligned to the 10 State priorities for funding. The School Improvement Grant is aligned to the Alternative Education LCAP goals and actions.

Available Resourcesthat 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

Needs Analysis (NA) Pages 6-13 Form 3a and Specific Intervention Model

Component (IMC)Alternative Education General Budget, HSGI, Title I, II, and III Budgets

Provide additional staffing and programs for college and career readiness (CTE courses, advanced math and science courses, and STEM), enrichment, counseling, and student interventions.

NA: ELA and math test scores (page 11)IMC: SIG 16: Data Driven Instructional Program


Enhance staff development with additional time, resources, and external providers. Provide additional TOSAs for in-class support.

NA: ELA and math test scores (page 10)IMC: SIG 17: Use of Data to Differentiate Instruction


Support teacher salaries for the extended school year.

NA: ELA and math test scores (page 9)IMC: SIG 18: Increased Learning Time


Support school counselors, social work interns, and family engagement activities at the schools.

NA: ELA and math test scores (page 9)IMC: SIG 19: Family and Community Engagement


Support the monitoring and evaluation of reform efforts.

NA: APS and DAS results (page 12)IMC: SIG 20: Technical Assistance


Provide additional staffing and programs to improve student achievement, increase student attendance, and create positive learning environments.

NA: ELA and math test scores (page 9)IMC: SIG 30: Optional

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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.

Annual Goals for Mathematics

School-wide, Grade Level or

SubgroupCurrent Proficiency Rate Goal for

2014–15 School YearGoal for


2016–17 School Year

School-wide Based on 2012-2013 data, 17% of students in Community Schools were proficient on the CAHSEE.

By June 2015, 20% of students will score proficient on the CAHSEE in math.

By June 2016, 25% of students will score proficient on the CAHSEE in math.

By June 2017, 30% of students will score proficient on the CAASPP in math.

Local Measure The new SBAC formatted short cycle assessments are in development and have not been administered at this time.

By June 2015, 20% of students, in the aggregate and for each subgroup, will score a minimum of 70% on the Alt. Ed. Short-cycle (SBAC formatted) assessments in math.



Local Measure Based on 2012-2013, the average grade equivalent score on the RenLearn math

By June 2015, the average grade equivalent score on the RenLearn math post-test

By June 2016, the average grade equivalent score on the

By June 2017, the average grade equivalent score on the RenLearn math post-test

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post-test score was 5.8. score will be 6.5. RenLearn math post-test score will be 7.5.

score will be 8.5.

Annual Goals for English-language Arts/Reading

School-wide, Grade Level or

SubgroupCurrent Proficiency Rate Goal for



2016–17 School Year

School-wide Based on 2012-2013 data, 12% of students in Community Schools were proficient on the CAHSEE.

By June 2015, 20% of students will score proficient on the CAHSEE in ELA.

By June 2016, 25% of students will score proficient on the CAHSEE in ELA.

By June 2017, 30% of students will score proficient on the CAASPP in ELA.

Local Measure The new SBAC formatted short cycle assessments are in development and have not been administered at this time.

By June 2015, 20% of students, in the aggregate and for each subgroup, will score a minimum of 70% on the Alt. Ed. Short-cycle (SBAC formatted) assessments in ELA.



Local Measure Based on 2012-2013, the average grade equivalent score on the RenLearn ELA post-test score was 5.3.

By June 2015, the average grade equivalent score on the RenLearn ELA post-test score will be 6.5.



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Annual Goals for Graduation Rate (if applicable)

School-wide or Subgroup Current Graduation Rate Goal for



2016–17 School YearSchool-wide Based on 2012-2013 data,

the 2013 cohort graduation rate (class of 2011-2012) was 82.46%.

By June 2015, 84% of students, in the aggregate and for each subgroup, will meet the graduation targets.



Local Measure Based on 2012-2013 data, 20% of the students earned 30 credits toward high school graduation.

By June 2015, 25% of students who are enrolled in Community Schools for one semester will earn 30 credits toward high school graduation.



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

1. Specific selection criteria used to recruit, screen, and select external providers: RCOE CS will benefit from the instructional support, research-based expertise, and technical assistance offered by external providers. Several prospective support providers were invited to discuss the potential partnership with RCOE CS. Experience in leading school transformation, a successful track record in presenting high quality, research-based training and customized coaching, current curricular and instructional knowledge, and a deep understanding of alternative school programming were critical factors in determining viable external providers. The Educational Services (ES) Division was selected as the primary provider, with three others selected to perform specific supportive functions. ES has established itself as a leader in assisting district and schools in a variety of ways in increasing student achievement and narrowing the achievement gap. These approaches include measuring success according to the EPCs, assessing the tenets of the DAS, improving school climate and culture, revamping new teacher induction and retention, outlining innovate and pragmatic methods of viewing teacher evaluation based on student growth and conceptualizing incentive systems, and creating rigor, relevance, and relationship to high need students through establishment of CTE. ES’s experience, qualifications, and record of effectiveness in providing support for school and district improvement county-wide makes it ideally suited for any SIG eligible school, especially in Riverside County. These factors and the natural proximity of ES to Alternative Education (AE) within RCOE led to the selection of ES to provide technical assistance for AE.

Key Data Systems (KDS), Scholastic Achievement Partners™ (SAP) and The Flippen Group have also been selected to support school improvement efforts. KDS is an expert in utilizing data management and effective student assessment processes to inform instructional practices and guide decision-making. KDS has established itself as a valued leader in assisting districts in southern California, and RCOE has built a strong working relationship with them over the past four years. Flippen’s Capturing Kids Hearts™, a research-based approach in creating a positive school culture and climate relationships between students and their teachers, is a key component in creating a viable learning environment. National studies have shown that schools implementing CKH™ produced significant increase in student acquisition of pro-social skills while simultaneously decreasing negative behaviors. RCOE has had positive experiences in bringing CKH™ training to districts and programs. SAP™ is an expert in building teacher capacity and improving student learning. There work with RCOE CE is essential in establishing foundational knowledge of the teachers, support staff, and principal understanding of CCSS instructional shifts. SAP™ is one of the preeminent leaders in CCSS curriculum and training.

2. LEA actions taken, or will take to recruit, screen, and select external providers:In Cohort 1 of the SIG, RCOE embarked on a rigorous review process to select a highly qualified external provider. After evaluating data from schools and districts in the region, RCOE selected its own ES Division to work with AE as their external provider, based on their experience, qualifications, and record of effectiveness with schools in PI across the county (Appendix B). From 2010-2013, the ES team provided support at the district and school level based on the SIG goals CLAIM (Culture, Learning, Assessment, Instruction, Master schedule).RCOE ES for Cohort 3 supporting rigor, relevance, and relationships. The RCOE ES Division will continue as the external provider for RCOE CS because they have successfully supported SIG goals in Cohort 1 and know how these goals will change in Cohort 3.

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AE is working on developing CCSS units of study and formative assessments and will implement these units in 2014-2015. ES is well prepared to support this implementation, monitor student achievement, and support the use of technology. The other providers were selected based on their extensive experience, impeccable qualifications, and track record of success. RCOE CS has effectively worked with Key Data Systems and The Flippen Group™ on other projects and initiatives. Both are familiar with RCOE CS programs and the unique student population served. Scholastic Achievement Partners™ (SAP) is a recognized national leader in training and supporting effective integration of the CCSS, has accumulated years of research and practical experience in addressing effective instructional practice, and increasing student learning.

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

RCOE Educational Services (ES) Division

ES is prepared to implement proposed strategies and services beginning July 1, 2014:

Implement and revise CCSS units of study.

CCSS training and support for classroom application.

Assist in monitoring and responding to summative and formative data.

Develop and conduct data-driven PLC’s.

Work closely with the AE leadership team, PDLT, IDLT to ensure effective communication.

Conduct classrooms walk-throughs.

Assist principals in addressing walk-through data and teacher feedback.

Coach teachers in the context of the classroom.

Assist in adopting and implementing new instructional technology.

Facilitate implementation of

Continuing*Benefits of the partnership between divisions of RCOE are twofold. Services and training provided during the three years will support AE during SIG Cohort 3 and these services will be sustained after the SIG funds are no longer available. An MOU between ES and AE will memorialize the scope of work and services to be provided.

(Appendix B)Experienced in supporting schools and districts in PI.

Assisted ten schools in successfully exiting SAIT.

Improved student performance by narrowing the achievement gap.

Created Steps to Success, a comprehensive curriculum and assessment system for SE students adopted by several states and districts.

Demonstrated effectiveness in utilizing differentiated instruction with EL students.

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HAIKU and Google Drive. Responding to SBAC data.

Key Data Systems (KDS)

Analyze formative and summative assessment data.

Make recommendations on how the data will inform and differentiate instruction.

Accompany AE Executive Director on classroom Walk-throughs.

Assist with goals for evaluation plan.

Assist with the development and refinement of the teacher and principal evaluation tools.

Technical assistance with the aggregate results for the Academic Performance Survey.

Help with the management of English Language Learner achievement data.

Continuing*The services provided will support AE during the three year term of SIG Cohort 3 and will be sustained after the grant cycle ends. A contract with KDS will formalize the scope of work and services to be provided.

(Appendix B) Provided data and evaluation support to more than 120 districts in California for over 12 years.

Supported state and federally-funded programs evaluation component with timely and comprehensiveness of reports.

Over 45 combined years of research, evaluation, and statistical knowledge.

Proven record of satisfaction and effectiveness.

The Flippen Group, Capturing Kids Hearts™

Capturing Kids’ Hearts™ is a 3-day teacher and administrator training program focused on relational skills, communicative competencies, problem-solving skills, citizenship, and consequential thinking. Participants will learn research-based, repeatable skills that foster:

• Development of safe, trusting, self-managing classrooms.

• Improve classroom attendance by building students' motivation and helping them take

The services provided will support AE to fully implementing the required components of the Transformation model. Assistance will facilitate the planning and development of an effective instructional programduring the three year term of SIG Cohort 3 and will be sustained after the grant cycle ends. A contract with KDS will formalize the scope of work and services to be provided.

(Appendix B) Results from the National Longitudinal Study on Adolescent Health demonstrated that CKH ™reduces negative behaviors in emotional health, violence, substance use, and sexuality.

Research-based process designed to strengthen students’ connectedness to school through enhancing protective.

Documented reduction in suspensions and discipline incidents.

49

responsibility for their actions and performance

• Decrease delinquent behaviors such as disruptive outbursts, violent acts, drug use and other risky behavior

• Utilize the EXCEL Model™ and reinforce the role of emotional intelligence in teaching

• Develop students' empathy for diverse cultures and backgrounds.

Demonstrated increased academic achievement in English, Math, and Social Studies.

Scholastic Achievement Partners™

Scholastic will provide the following CCSS staff development:Build capacity and improve teacher effectiveness and student learning of mathematics. Design trainings based on the individual needs of the teachers.Use a collaborative process of curriculum transformation by building the foundational knowledge CCSS instructional shifts. Develop/design a work plan to redesign math curriculum ensuring alignment to the CCSS Build instructional leadership capacity of principals to support teachers

New ContractThe services provided will support AE in the full implementation of the required components of the Transformation Model.

Assistance will facilitate the planning and development of an effective instructional program during the three year term of SIG

(Appendix B) Over 30 years of experience helping schools and districts improve instruction.

Experience in 20,000 classrooms in 50 states. Use of current research about transforming instruction.

Training aligned with SmarterBalance and CCSS.

Follow up with in-classroom coaching and support.

Partnerships among top educational improvement organizations: Scholastic, Inc., Math Solutions, and the International Center for Leadership in Education.

*Indicates if the contract or service agreement is continuing

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SIG Form 10.2 Transformation Implementation Chart for a Tier I or Tier II School

LEA: Riverside County Office of Education Date: March 14, 2014School: Community School (CS)

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* 1. A job description designed to attract applicants with

instructional leadership experience and skills was developed and has subsequently been refined and clear expectations have been defined.

07/2014 – 12/2014

SPS Associate Superintendent, Chief Personnel Officer, AE Executive Director

CS Principal Job Description, Chart A: Principal Assignments, Program Listing, Principal Expectations

Principal Name Hire Date: Experience

Brown, Ebon 10/27/2013 Hired at David L. Long RLC for his experience (6 years administrative experience in a school district) and expertise in the integration of CTE courses and alternative education programs.

Fisher, Laura 9/4/2013 Hired at Dr. Milo P. Johnson Center for Learning and Palm Springs CS for her experience (20 years administrative experience at the district level) and expertise in differentiated instruction for special education students.

Gasser, Rose Ann 3/29/2013 Hired at Val Verde RLC for her experience (19 years administrative experience in a school district) and expertise in behavior modification techniques.

Diggs, Norm Reassign date 7/1/2013 Reassigned to Betty G. Gibbel RLC for his experience (30 years in alternative education programs) expertise in instructional materials, instructional technology, interventions, and master schedule development.

Worthington, Timothy Reassign date 7/1/2013 Reassigned to Moreno Valley RLC for his experience (13 years administrative experience in a non-public school and alternative education programs) and expertise in behavior modification and program structures for special education students.

TBD 7/1/2014 Seeking an instructional leader with experience in alternative programs and expertise in social/emotional learning.

TBD 7/1/2014 Seeking an instructional leader with a strong background in curriculum, instruction, assessment, and technology particularly in alternative schools.

*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

53



(MM/YYYY)


broader reform effort, and (2) the new principals has the experience and skills needed to implement successfully a turnaround, restart or transformation model. 1. In 2014-15, CS will hire two new replacement principals

with extensive background and experience in instructional leadership.

03/2014– 12/2014

SPS Associate Superintendent, Chief Personnel Officer, AE Executive Director

Job Posting, Program Listing, Job Description

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

1. A comprehensive Teacher Performance Appraisal that incorporates a fair evaluation system based on the California Standards for the Teaching Profession (CSTP) and relevant student performance growth aligned with SIG state and federal requirements (attendance, graduation rates, suspension rates, API, AYP, and CAHSEE achievement) will be negotiated by RCOE personnel, business, and program representatives and ratified by Riverside County Office Teachers Association (RCOTA. A comprehensive evaluation system was developed and implemented in 2010 through an MOU with RCOTA. The MOU expired June 30, 2013. RCOTA has agreed to refine and develop a revised evaluation tool and process. The evaluation process will be comprised of formal observations by the principal. In addition, principals complete weekly walk-throughs of each CS classroom noting student engagement, curricular rigor and relevance, and PBIS implementation.

03/2014- 06/2015

SPS Associate Superintendent, Chief Personnel Officer, AE Executive Director, RCOTA Negotiation Team

RCOTA MOU, RCOTA Agreement, Data Point Reports, Teacher and Principal Evaluation Forms

Principal and teacher involvementData on student growth

2. The principal evaluation process and tools will be reviewed and revised as necessary to include updates of multiple measures of student growth achievement attendance, graduation rates, suspension rates, API, AYP, and CAHSEE results). Evaluation standards will incorporate progress on principal expectations. (Appendix C) The AE Executive Director conducts site visits and learning walks with each principal on a bi-weekly basis. Principals will participate in the committee responsible for updating the evaluation process.

03/2014-01/2015

SPS Associate Superintendent, Chief Personnel Officer, AE Executive Director, Cabinet

Cabinet Minutes, Principal Evaluation Form, Data Point Reports

54



(MM/YYYY)


Principal and teacher involvementOngoing collections of professional practice

3. The Intra-Division Leadership Team (IDLT) was formed to oversee the development of the LEA Program Improvement (PI) Addendum, initial school reform activities to develop, implement, and monitor the SIG Request for Proposal, implementation of the Transformation Model, CCSS plan, and the LCAP. The IDLT includes the following team of professionals from RCOE Student Programs and Services (SPS) and Educational Services (ES) Divisions: SPS Associate Superintendent, Alternative Education (AE) Executive Director, (SE) Executive Director, AE Administrator, SE Administrator, Assessment and Accountability Services (AAS) Administrator, ES Administrator, principals, RCOTA, teachers, classified staff, parents, community partners, and students. IDLT meets monthly to review student achievement data, guide professional practice, and direct implementation of the SIG Transformation Model.

02/2014-06/2017

SPS Associate Superintendent, AE Executive Director, AE Administrator, ES Coach, SE Administrator, AAS Director

IDLT Meeting Agendas, IDLT Handouts, Data Reports

Principal and teacher involvement Data on student growthMultiple observation-based assessments of performance

4. The AE Executive Director and Personnel Director met with RCOTA agreed to negotiate a teacher evaluation system before 7/2015 to meet state and federal SIG requirements for the Transformation Model.

03/2014–06/2014

SPS Associate Superintendent, PS Executive Director, AE Executive Director, RCOTA President

RCOTA MOU, RCOTA Agreement

Principal and teacher involvementData on student growthMultiple observation-based assessments of performance

5. The Principal Performance Appraisal System will be updated to include current research, aligned with SIG state and federal requirements and incorporate the Principal Expectation elements (student growth performance, professional learning community, environmental, instructional, compliance, intervention, and professional expectations). (Appendix C)

03/2014-06/2015

SPS Associate Superintendent, PS Executive Director

Cabinet Handouts, Cabinet Minutes, Principal Evaluation Form, 2013-14 Principal Expectations

55



(MM/YYYY)


Principal and teacher involvementData on student growthMultiple observation-based assessments of performance

6. Key Data Systems (KDS) will assist in revising and updating evaluation tools for Certificated Performance Appraisal and Student Growth measures. Personnel Services will hold monthly meetings between RCOTA and RCOE CS and PS administrators to review, modify, adopt, and implement a revised evaluation tool.

03/2014-06/2015

SPS Associate Superintendent, AE Executive Director, PS Executive Director, RCOTA President

RCOTA MOU, RCOTA Contract, Teacher Evaluation Form, Data Reports, Meeting Agendas and Minutes,

KDS will review and present current research about effective teacher and principal appraisal systems including U.S. Department of Education School Turnaround Office models.

03/2014-06/2015

Principals Research on Evaluation Tools

Data on student growth KDS will refine data point plan for tracking evaluation data linking student achievement data to principal’s and teacher’s performance.

03/2014-06/2015

Principals Data Reports

Multiple observation-based assessments of performance

Personnel Services will review revised evaluation policies and procedures with principals and teachers. Principals will meet individually with each teacher to discuss the evaluation process and to set individual performance goals. The AE Executive Director will meet with each principal to go over the appraisal process, review expectations, and to set individual performance goals.

07/2015-06/2017

PS Executive Director, Principals

Meeting Agendas and Minutes

Data on student growth On a quarterly basis from the beginning of the school year (September), Student Growth Data Reports will be provided to principals and teachers.

08/2014– 06/2017

AE Administrator Student Data Reports

Multiple observation-based assessments of performance

Principal and teacher evaluations will be completed and reviewed by May 15, or thirty (30) days before the end of the school year, which may be accomplished by certified mail.

03/2015– 06/2017

AE Executive Director

Completed Evaluations

The evaluation conference will occur prior to the last day of the school year.

03/2014– 06/2017

Completed Evaluations

Multiple observation- based assessments of performance

7. Principals will visit every CS classroom at least twice per week looking for evidence of: Clear instructional objectives linked to content

09/2014–06/2017

SPS Associate Superintendent, AE Executive Director,

Walk-through Form, 2013-14 Principal Expectations(revised

56



(MM/YYYY)


standards. Student engagement. Implementation of Positive Behavior Intervention

Support (PBIS). Use of effective teaching strategies. Instructional rigor. Checking for understanding (CFU).

ES Coaches, Principals

annually), Principal’s Planned Priorities

Multiple observation- based assessments of performanceOngoing collections of professional practice

8. Principals will provide ongoing feedback to teachers based on walk-throughs.

09/2014–06/2017

AE Executive Director, Principals

Walk-through Form, Principal’s Planned Priorities

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 RCOE Community School Leaders will comply with SIG

requirements to develop comprehensive evaluations for CS teachers and principals using multiple measures of student achievement and incorporating the California Standards for the Teaching Profession.

03/2014-06/2017

Chief Personnel Officer, SPS Associate Superintendent, AE Executive Director

RCOTA MOU

Identify and reward

Identify and remove

Opportunities to improve professional practice

1. RCOE Personnel Services (PS), SPS Associate Superintendent, and AE Executive Director will negotiate rewards with RCOTA representatives for RCOE CS teachers based on the goals of the SIG Transformation Model. It is anticipated that as part of the MOU agreement, each eligible site will receive incentives to support classroom instruction through the procurement of materials, equipment, technological devices, the addition of instructional coaches, and participation in selected professional development, and a stipend for each teacher. RCOTA has indicated full support and commitment to implement all programmatic and fiscal requirements of

03/2014-06/2017

SPS Associate Superintendent, AE Executive Director, RCOTA President

RCOTA MOU, RCOTA Agreement, Presentations

57



(MM/YYYY)


SIG.Identify and reward


2. An agreement will be negotiated with CSEA for incentives for classified support staff to enhance the instructional program and for stipends for eligible staff. For CSEA, the two designated classified groups include: instructional assistants and other support staff comprised of site secretaries, Attendance Registration Technicians (ARTs), Community Liaisons (CLs), campus security, food service workers, and custodians. Instructional program incentives (materials, equipment, technology, and professional development) , and individual stipends. CSEA has pledged full support and commitment to all SIG programmatic and fiscal requirements.

03/2014-06/2017

SPS Associate Superintendent, PS Executive Director, AE Executive Director, and CSEA President

CSEA MOU

Identify and reward 3. RCOE Superintendent and Division Cabinet members will determine options for incentives for principals and school counselors. Principals will provide input to Cabinet on the incentives.

03/2014– 06/2017

RCOE Cabinet, AE Executive Director, Principals

Meeting Agenda, Minutes, Sign-in Sheets, Purchase Requests

Identify and reward 4. The AE Executive Director and PS Director will secure an agreement and commitment of support from RCOTA representatives to negotiate a MOU for the continuation of identifying and rewarding teachers who have increased student achievement and high school graduation rates, through the Transformation Model.

03/2014-06/2017

SPS Associate Superintendent, AE Executive Director, PS Executive Director, RCOTA President

RCOTA MOU, Performance Plans, RCOTA Agreement, Principal Evaluations, Data Reports


Identify and remove

5. CS teachers, school counselors, and/or principals identified as “Unsatisfactory” or “Needs to Improve” on their performance appraisal will receive support, professional development, and opportunities to improve. A Performance Plan is developed in the rated areas identified as deficit. Teachers and principals receiving an “Unsatisfactory” overall evaluation will not advance to the next step increase on the salary schedule. After two consecutive overall insufficient evaluations, within a three

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director, PS Executive Director, Principals, RCOTA President

Teacher Evaluation Forms, Performance Plans, RCOTA Agreement, Principal Evaluations, Data Reports

58



(MM/YYYY)


year period, such teachers will be subject to removal from the CS and involuntary transferred. Principals and/or school counselors will be released of their position at the conclusion of their contract year.

Identify and reward 6. SIG incentive funds will be allocated based on agreements with RCOTA for teachers and CSEA for support staff that meet or exceed standards.

07/2015- 06/2017

SPS Associate Superintendent, AE Executive Director, ABS Director, Principals, RCOTA President, CSEA President

Evaluation Forms, RCOTA Agreement, Meeting Minutes, Data Reports, Purchase Requests

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 1. Personnel Services will employ a comprehensive

recruitment strategy. The process will include developing recruitment plans to assure optimal strategies are implemented when filling vacancies. The process will include a review of the job description and position salary where applicable. There will be a number of selection instruments available to hiring managers including written multiple choice examinations, supplemental examinations, performance examinations and structured interview examinations. During recruitment planning, one or more of these instruments will be selected depending on the type of position being filled. Personnel Services will also utilize a number of advertising strategies to assure a sufficient number of highly qualified applicants are available to interview for the position.

07/2014-06/2017

SPS Associate Supt., Chief Personnel Officer, Personnel Leadership Team, Hiring Managers

Recruitment meeting documents and recruitment plan/strategy documents, Ed-Join (applicantdata)

Placement 2. Personnel Services performs a comprehensive selection (placement) process consistent with all Equal Opportunity Laws and Regulations. Principals and interview panel members are trained on these selection procedures.

Personnel Services ensures all applicants are treated

07/2014-06/2017

SPS Associate Supt., Chief Personnel Officer, Personnel Leadership Team, Hiring Managers

Examination of Records, Application Materials, Selection Training Documents, Confidentiality

59



(MM/YYYY)


in a fair and unbiased manner, utilizing the selection instruments identified during recruitment planning. Personnel Services ensures the integrity of the process by having a representative participate in every aspect of the comprehensive selection (placement) process. Finalist will visit the school site.

Personnel Services ensures that all candidates comply with pre-employment requirements including a criminal background check and tuberculosis examination prior to starting employment. Additionally, applicants under final consideration undergo reference checks. These reference checks are approved by a Personnel Services Manager prior to an offer of employment.

Agreements, Non-Discrimination Documents.

Retention 3. RCOE is committed to retaining high performing employees. Therefore, RCOE offers competitive salaries and comprehensive fringe benefits to attract and retain highly qualified employees. Teachers may receive salary stipends or salary advancement based on continuing education and longevity increases. Teachers assigned to the Alternative Education program are required to be dual certified and receive a 4% stipend for attaining a clear special education credential. Additionally, RCOE offers an initial orientation, extensive professional development, professional learning communities (PLC’s), and conducts annual performance reviews to provide performance feedback to employees. Lastly, RCOE conducts an annual employee recognition event. Alternative Education principals, teachers, and instructional support staff are nominated for local, state, and national awards.

07/2014-06/2017

SPS Associate Supt., Chief Personnel Officer, Personnel Leadership Team, Hiring

Collective Bargaining Agreements, Salary Schedules, Orientation Materials and Videos, Award Applications, Award Materials

II SIG 14: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional

60



(MM/YYYY)


program.Ongoing and High Quality Professional Development

1. The Student Programs and Services (SPS) Division, Professional Development Leadership Team (PDLT) will continue to implement the comprehensive “CLAIM Professional Development Plan” (CLAIM: Culture, Leadership, Assessment, Instruction, and Master Schedule) based on the Essential Program Components (EPC). CLAIM PD Plan will continue to provide ongoing job

embedded professional development for teachers, classroom and site support staff and principals.

CLAIM priorities will continue to be incorporated into Professional Learning Community (PLC) meetings.

The PDLT will continue to oversee the development and implementation of the CLAIM PD Plan through weekly planning meetings led by AE administrator and including: SPS associate superintendent, AE executive director, AE principals and Educational Services (ES) project leads.

PDLT team members: SPS Assoc. Supt., AE Ex. Director, SE administrators, AE instructional specialists, AE principals, Ed. Services administrators/SIG leads.

07/2014-06/2017

AE Executive Director, AE Administrator, ES Director, AAS Director

2013-2014 CLAIM Professional Development Plan and Calendar (revised annually), Meeting Agendas, Handouts, Sign-in Sheets, CCSS Plan, LCAP

Ongoing and High Quality Professional Development

2. The Inter-Division Leadership Team (IDLT) will continue to provide oversight of the SIG. The SPS Associate Superintendent, Alternative Education (AE), Special Education (SE), and Educational Services (ES) executive directors, AE, SE and ES administrators, CS principals, teachers, classified staff, parents, and students. CS teacher representatives (1 per zone) will serve on the IDLT, attend monthly planning meetings, and provide leadership at CLAIM PD trainings as well as for accountability purposes. The IDLT will continue to focus on the implementation of CLAIM within the SIG Transformation Model.

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director

IDLT Agenda, Sign-in Sheets, Meeting Notes, PLC plan, CCSS Plan, LCAP

Ongoing, High Quality, Job 3. The CLAIM Professional Development Plan will continue 07/2014– PDLT PDLT CLAIM

61



(MM/YYYY)


Embedded Professional Development

to provide professional development and follow-up for teachers and staff through embedded minimum day training 12 hours per month (mileage funded): (Appendix D) Teacher PLC Job-Alike Training led by ES Project

Leads 1x per month by area. Teacher PLC Core Area Data Team Meetings led by

principals 1x per month by area. Teacher/staff PBIS Site Team Meetings led by

principals 1x per month at school site. Teacher/staff Site Level Training/Meetings led by

principals and teacher leaders 1x per month at school site.

06/2017 Professional Development Agendas, Handouts, Sign-In Sheets, Training Evaluations, PLC Plan

Ongoing, High Quality, Job Embedded Professional Development

4. CLAIM Principal Leadership Academies will continue to provide professional development, coaching, and follow-up for principals (20 hours per month) resulting in increased capacity and leadership skills, led through the collaboration of three RCOE Divisions - SPS, ES and Leadership Institute of Riverside County (LIRC): Principal PLC Preparation training led by ES Project

Leads 1x per month. Principal Leadership Academies and training with

topics related to curriculum, budgets, and personnel 1x per month.

Principal PLC Data Team Meetings utilizing the Learning-Walk data collection sheet, supported by ES coaches, with a focus on leadership related to teacher feedback.

Principal conference calls to follow-up on training and assignments 1x per month.

Principal coaching and onsite Learning Walk through Educational Services bi-weekly.

07/2014– 06/2017

SPS Associate Superintendent,AE and SE Executive Directors, Principals, LIRC Director, ES Administrators, Guest Presenters

Principal Leadership Academy Agendas, Handouts, Sign-in Sheets, Walk-through Form

Job Embedded 5. Implement intensive Positive Behavior Intervention 07/2014- PDLT PBIS Professional

62



(MM/YYYY)


Professional Development Aligned to Instructional Practices

Support (PBIS) training as part of the CLAIM Training plan for principals, teachers, and support staff. CS students will participate in Synergy Day, a

program to build positive school culture through development of interpersonal relationships, the Sprinkling Project, and other social/emotional learning opportunities.

RCOE Crisis Prevention Intervention (CPI) specialists will provide training to all staff on preventative, deescalating methods in crisis situations. CPI is state licensed and will continue to provide this training.

RCOE principal trainer will provide 40 Developmental Assets Training to all staff August 2014 during SILK week.

6/2017 Development Agendas, Handouts, Sign-In Sheets, Training Evaluations, Photos

Job Embedded Professional Development Aligned to Instructional Practices

6. Integrate social/emotional learning into SILK week 2014-2017.

07/2013-06/2014

SPS Associate Superintendent, AE Executive Director, ES Ex. Director

ES Coach Schedules, Walk-through Data Sheets

Ongoing, High Quality, Job Embedded Professional Development Aligned to Instructional Practices

7. Implement coaching for CS principals twice per month during the 2014-2017 school years and continue classroom walk-through support on an ongoing basis. (.5 days, 2x per mo. for three year, .5 days, 1x mo. for three year).

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director, ES Executive Director

ES Coach Schedules, Walk-through Data SheetsAgendas, Handouts, Sign-In Sheets, Training Materials


8. Provide materials-based training and coaching in RtI2/Multi-Tiered System of Support (MTSS) model and “phase-in” of future adopted materials in ELA and ELD that will support all students including: benchmark, strategic and intensive students, English learners and students with disabilities. One PLC each month on Wednesday will be devoted to data analysis and targeted interventions for students led by principals and teacher leaders.

07/2014– 06/2017

AE Executive Director, AE Administrator, Principals

Workshop agendas, materials, and lessons for classroom implementation

Ongoing, High Quality, Job Embedded Professional

9. Provide professional development on the Common Core State Standards (CCSS) and facilitate the development of

06/2014-08/2017

AE Executive Director, AE

SILK Binder, Sign-in Sheets, Training

63



(MM/YYYY)


Development Aligned to Instructional Practices

CCSS Maps and SBAC-type short-cycle assessments in English language arts and mathematics through Summer Institute for Learning (SILK), Professional Learning Communities (PLCs), after school meetings, and summer work days/professional development: (Appendix F)

SILK will provide two weeks (10-days) of intensive training (June and August for three years) for all staff on the CCSS in English language arts and mathematics instruction and assessment.

Professional development will be devoted to CCSS instructional strategies in reading, writing, and math on two Wednesday each month during PLC time on the following:

Close reading, text-dependent questioning, evidence-based writing, collaborative conversations, strategic thinking and problem solving use real-world applications in math, and skills in modeling data, data analysis and communicating reasoning in math.

07/2014-06/2017

07/2014-06/2017

Administrator, Principals



Evaluations, CCSS Maps in English language arts

CCSS Maps and Short-cycle Assessments in Mathematics

PLC Meeting Agendas, Lesson Plans


10. Implement professional development in designing lessons that integrate academic standards through technology (research, problem solving, writing, speaking and listening, communication, and collaboration).

07/2014-06/2017


PLC Meeting Agendas, Lesson Plans that Reflect Technology Integration


11. Implement professional development for instructional assistants, AVID tutors, and other staff members in differentiated instruction.

07/2014-06/2017


Meeting Agendas

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.Operational Flexibility: Improve Student Outcomes

1. Community Schools will have operational flexibility to meet the individual needs of all students and to fully implement a comprehensive approach to substantially improve student achievement outcomes and increase high school

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director,Principals

Alternative Education Management meeting agendas, minutes, PLC/Teacher

64



(MM/YYYY)


graduation rates. Principals will analyze student data, develop teacher leaders, and design and implement targeted activities and programs to meet student learning needs. Community School principals will participate in

monthly Alternative Education management meetings to analyze student learning outcomes in reading/language arts, mathematics, and college/career readiness indicators along with student data in attendance, chronic absenteeism, credit completion, and behavior trends from multiple assessment measures. Principals and Lead Teachers will facilitate weekly teacher collaboration meetings (PLCs) on Wednesdays to analyze student data to determine effective strategies to address student academic and behavioral needs. Principals will consider teacher, staff, student, and parent input through meetings and surveys in order to implement a comprehensive program to increase student achievement.

07/2014– 06/2017


collaboration meeting agendas, minutes, lesson plans, and student data analysis planning sheets.

Alternative Education Management meeting agendas, minutes

Operational Flexibility: Staffing

2. Community School principals will have the ability to recruit, retain, and replace staff (teachers, counselors, TOSAs, and classified staff) who are not making progress in meeting expected student achievement targets. Principals will recruit and retain lead teachers who will

help facilitate weekly teacher collaboration meetings. Principals will continue to strengthen school culture by

responding to learning-walk data, student behavior information, and specific input shared in surveys and stakeholder meetings.

School counselors will be assigned to schools based on student needs.

Teachers on special assignment (TOSAs) will be assigned to provide in-class support to teachers, with priorities for teachers with the highest need based on

07/2014-06/2017

07/2014-06/201707/2014-06/2017

07/2014-06/201707/2014-06/2017


AE Executive Director, PrincipalsAE Executive Director, Principals

Staff assignments, master schedules, student performance data

Teacher observations and evaluationsLearning walk observation forms

Counseling logs

In-Class support logs

65



(MM/YYYY)


their data. Community Liaison/Dropout Prevention Specialists will

be utilized for student attendance needs. Bilingual instructional assistants and AVID tutors will

be recruited and retained to support student learning needs.

Student attendance rates

Small group and individualized learning plans

Operational Flexibility: Scheduling

3. The Community School principals will develop master schedules that are designed with core classes, enrichment opportunities, English language development, and interventions (including credit recovery) based on the needs of the students (graduation requirements, students interests, and student data). Collaboration time for teachers will be scheduled every

Wednesday afternoon for data analysis, lesson planning, and professional development.

Principals will incorporate collaboration time for teachers during the school day to hold IEP meetings, parent conferences, individual student conferences, peer shadowing/mentoring, learning walks to enhance their own instructional practice, and to provide interventions for students.

School calendars will be aligned with the districts in Riverside County to provide students with seamless transition opportunities.

School start/end times will be scheduled based on the unique needs of students.

Extended learning time will be implemented each week in order to provide all students with opportunities in classes for core academic subjects, enrichment, intervention, and college and career readiness.

Summer school/extended school year will be implemented in order to meet the needs of the students in core academic subjects, enrichment, intervention, and college and career readiness.

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2015-06/2017

AE Executive Director, AE Administrator,Principals






School master schedules

PLC/collaboration schedules and agendas, lesson plans, data analysis sheets

School calendars,

School year schedules

Schedules

66



(MM/YYYY)


Online synchronous and asynchronous core (UC a-g approved courses), CTE, and elective courses will be developed for students to meet requirements for graduation and post-secondary education and careers.

Principals and school counselors will continue to collaborate with CTE staff to provide a list of CTE courses offered after school at the CS site or at nearby sites. Principals and school counselors will make these course recommendations to students to increase learning time as another option.

Students will have the opportunity to participate in a program to work off campus – during and after school hours. Eligibility will be determined based on student attendance and grades.

School counselors will accelerate student learning by supporting student enrollment in concurrent community college courses.

Evening courses for credit-recovery will be offered to support student achievement.

07/2015-06/2017

07/2015-06/2017

07/2015-06/2017

07/2015-06/2017

07/2014-06/2017



AE Administrator, Principals

AE Administrator, School Counselors


Summer school/extended year schedules

Online learning courses, lessons, and student attendance

CTE course attendance

Data on internships, pre-apprenticeships, apprenticeshipsConcurrent enrollment data, Credits earned on Plato

Operational Flexibility: Budgeting for staffing, scheduling, professional development, and programs to connect students to school

4. Community school principals will have resources to recruit and retain staff, implement scheduling priorities, and to integrate technology in order to implement the Common Core State Standards in English and mathematics. Teachers will engage in ongoing, job embedded,

professional development in the Common Core State Standards and PBIS.

Principals will strengthen positive school culture to increase student achievement by responding to specific input shared in surveys and stakeholder meetings related to enrichment courses and activities.

School counselors will implement an orientation program for all students to increase student connection to school. Activities will include building culture and

07/2014-06/2017

AE Executive Director, Administrator

Principals

Principals

School Counselors

Annual budgets, staff assignments, technology inventory, staff development schedules, counselor schedules and student contact logs, peer leadership meetings and activities, improved attendance results, experiential learning activities and results, student participation in extra and co-curricular activities, and student

67



(MM/YYYY)


creating team, spirit activities and course options, assessments and goal setting, personal growth, and classroom structure.

School counselors will build a team of student leaders and mentors for each site. These students will be part of the orientation team and support activities for the Community Room. Members will receive training to become school leaders and mentors.

Community Liaison/Dropout Prevention Specialists will be utilized to improve student attendance and achievement.

Principals will arrange experiential learning activities and guest speakers.

Principals will coordinate an after school intramural athletic program for students in flag football, basketball, and soccer.

School Counselors

Principals

Principals

Principals

survey results on school climate

Student mentors

Student attendance rates

Experiential learning activities Sport schedule, student participation, student attendance

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 1. Administrators, principals, teachers, and support staff

utilized the California Common Core State Standards as the screening criteria for the instructional program. RCOE developed Common Core State Standards guides, units of study, and short cycle assessments in English-language arts during the 2013-2014 school year. The CCSS in ELA were deconstructed, mapped, prioritized, and bundled into units of study.

08/2013-06/2014

AE Executive Director, Administrator, Principals

CCSS maps, units of study, and short cycle assessments in ELA

Evaluate research base and alignment of current program

2. Administrators, teachers, and support staff utilized the research on the Common Core State Standards from the California Department of Education website to align the current instructional program with the Common Core State Standards.

08/2013-06/2014


CCSS maps, units of study, and short-cycle assessments in ELA and math

Identify a new instructional 3. RCOE will begin the implementation of the Common Core 08/2014- AE Executive CCSS maps, units of

68



(MM/YYYY)


program or revise current program

State Standards in 2014-2015. 06/2017 Director, Principals study in ELA and math, and short-cycle assessments

Implement new or revised instructional program

4. Teachers will implement the ELA and math standards in 2014-15 school year and use the formative assessments to adjust the units of study. Common Core State Standards guides, units of study, and short-cycle assessments will be developed in math in the summer of 2014. Principals, teachers and support staff will use data

from multiple sources: RenLearn assessments (pre-/post-assessment given every 90 days), short-cycle assessments, and the SBAC (2014-2015) to identify the needs of all students and determine placement in classes by considering their academic levels. All students have access to Common Core State Standards based units of study, which provide support for students who perform at the benchmark (grade level); strategic (within 1-2 years of grade level); and intensive (2 grade levels below or below grade 6 for HS) Levels. Students learning English also receive language development during these units of study.

Principals and teachers will monitor student learning using observations and student data

Students in grades 9, 10 and those who have not passed both ELA and Math sections of the CAHSEE will take the pre-/post-test OARs/INSPECT CAHSEE Diagnostic. Teachers will assess this data and develop targeted lessons for students who need extra support.

Principals and teachers will receive ongoing training and support from ES Coaches (.5 days training & .5 days coaching for 10 months) to implement the units of study and address the needs of all students. CS school counselors will continue to oversee the

08/2014- 06/2017

08/2014 – 06/2017

08/2014 – 06/201708/2014 – 06/2017

08/2014 – 06/2017



CCSS maps, units of study in ELA and math, and short-cycle assessments

RenLearn data, short-cycle assessment data

Short-cycle test results from OARS, CAHSEE diagnostic, CAHSEE

Training agendas and handouts, sign-in sheets, coach calendars, assessment data, transcripts, class schedule, ILPs

69



(MM/YYYY)


assignment of classes based on RenLearn Assessment Data, student transcript, credits, graduation requirements, grade level and CAHSEE student needs, and achievement/performance information.

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.Continuous use of data to inform instruction

1. Principals, teachers, and support staff will utilize data to inform instruction for all students.

Present state and local assessment data to principals at monthly leadership team meetings to inform instructional planning and walk through observations.

Present student achievement data to teachers and support staff from state tests/CAHSEE and set school-wide instructional and behavioral targets at the first Wednesday PLC of the school year in August.

Analyze formative assessment data including the CAHSEE Diagnostic and short-cycle assessments from OARS/INSPECT on one Wednesday each month during PLCs.

Analyze student data on attendance (and tardiness), suspensions, behavior referrals, and course/credit completion as part of principals’ PLC.

Administer RenLearn and CAHSEE diagnostic pre- and post-tests to determine student needs and placement in specific classes/intervention programs.

Implement Learning-Walks data-gathering tool based on CLAIM for walk-throughs for principal meetings and principal led teacher collaboration meetings.

Analyze pre-/post-walk-through data related to positive behavior intervention and support.

07/2014 – 08/2017

08/2014-06/2017

08/2014-06/2017

08/2014-06/2017

08/2014-06/2017







AE Administrator II

CAHSEE,CELDT/ELPAC, CAASPP, short-cycle assessmentsMeeting agendas, minutes, data reports

Meeting agendas, minutes, data reports

CAHSEE Diagnostic Results, short-cycle assessments

Data from attendance rates, suspensions, referrals, and creditsRenLearn and CAHSEE Diagnostic data

Walkthrough reports from Alt Ed. Classroom form

Learning-walk observations data

Continuous use of data to differentiate instruction

2. Utilize student data to determine evidence-based practices for lessons with differentiated instruction and to target students for interventions.

08/2014 – 06/2017


Meeting agendas, student data reports

70



(MM/YYYY)


3. Teachers and school counselors will develop an ILP with each student and parent to set specific academic, behavioral, and career goals for students. ILP progress will be reviewed with the student at least once per semester.

08/2014 – 06/2017

AE Administrator II, Principals, Counselors

Student ILPs with 90 day follow-up information

4. Principals will implement consistent early warning systems countywide (i.e., site level PLC/PBIS meetings, Education Monitoring Teams (formerly SST), ART Team, and use data as an early warning system to quickly identify students with academic or behavioral difficulties in order to provide ELD, benchmark, strategic, and intensive academic instruction and behavioral interventions based on those needs.

08/2014 – 06/2017

AE/SE Administrators IEPs, Special Education Logs, progress reports, Blackboard reports, SWIS reports

5. Principals will conduct daily walk-throughs and provide feedback to teachers. Feedback will include student progress on credits, grades, and short-cycle assessments in order to modify instruction to meet student needs.

09/2014 – 06/2017


Principal walk-through data

II SIG 18: Establish schedules and implement strategies that provide increased learning time.The School Transformation Model in 2010 increased instructional time significantly to 360 minutes of daily instruction. The 360 minutes of daily instruction was sustained in the 2013-2014 school year after the end of the 2010-2013 SIG funding. The increase allowed additional time for school leaders to design master schedules aimed to promote student centric, rigorous academic programming tailored to the individual needs of students. These increases that were implemented as a result of the previous cohort SIG will remain in-tact and sustainable given an award of the current grant cycle request. The sustained increase in instructional time includes a minimum of 45-135 additional minutes of intervention services that include the following core intervention courses: Algebra and Algebra Readiness Support, English 9, 10, 11 support, and ELD 1, 2, 3 support for students with a grade equivalent of two years or below; CAHSEE preparation course(s) for students who have attempted, but not passed the CAHSEE, and credit recovery for students who are one semester or more behind in credits. Community school counselors assist in the scheduling and monitoring of student academics resulting in increased graduation rates and increased student reintroduction rates into their home school district. Although there is no increase in daily instructional minutes, it should be noted that RCOE community school principals are strategically utilizing the master schedule to ensure that students are receiving and have access to the core curriculum aligned to CCSS. Finally, the required increase of instructional minutes inherent in applying for the SIG will be reflected in the yearly increase section with a proposal to increase the number of school days thereby increasing the number of instructional minutes. RCOE proposes to increase the student instructional calendar to a 195 student attendance school year for community day school students, resulting in three additional weeks of instructional time added to the end of the 2014-15, 2015-16, and 2016-17 school years. RCOE sustained the weekly 120 minutes of teacher collaboration time during the 2013-2014 school year after the conclusion of the 2010-2013 SIG funding. Teachers engage in 72 hours of collaboration time during the school year (weekly professional learning community meetings on Wednesdays for two hours per day) and attend 40 hours of collaboration time during the Summer Institute of Learning and Knowledge (SILK). Teachers will be attending 40 hours (2,400 minutes) of additional collaboration time during the summer to develop the Common Core State Standards maps, units of study, and short-cycle assessments in math.

71



(MM/YYYY)


Increase by Day Increase by Week Increase by Year Start & End Dates


Core 60 minutes2 day per week

60 minutes per week for 36 weeks

2,160 instructional minutes for the weekly additional time and 3,600 instructional minutes for extended school year, 960 Saturday “Boot Camp” tutoring, totaling 6,720 instructional minutes for core courses. (112 hours)

07/2014-06/2017


Weekly Schedules and Attendance Data

Enrichment 60 minutes1 day per week

60 minutes per week for 36 weeks

2,160 instructional minutes for the weekly additional time and 3,600 instructional minutes for extended school year, totaling 5,760 instructional minutes for enrichment. (96 hours)

07/2014-06/2017


Weekly Schedules and Attendance Data

Collaboration N/A 6,960 minutes 2,400 additional minutes for teacher collaboration. (116 hours)

07/2014-06/2017


Agendas, Sign in Sheets, and Lessons

Total Unduplicated Time

N/A 120 minutes 19,440 minutes. (324 hours) 07/2014-06/2017


Schedules, Attendance Data, Agendas, Sign in Sheets, and Lessons

II-SIG 19: Provide ongoing mechanisms for family and community engagement.Family Engagement 1. Schools will increase communication and parent

involvement activities. The following activities will be offered: school open

house events, student recognition events, parenting classes designed to encourage parent involvement, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and District English Learner Advisory Committees (DELAC). A master calendar of these activities will be available to all parents to encourage parents to participate and feel welcomed at all activities.

For parents participating in SSC, ELAC and DELAC, committee meetings will be offered at the community school sites and will meet a minimum of four times a

07/2014– 06/201707/2014– 06/2017

07/2014– 06/2017

AE Administrator,PrincipalsAE Administrator,Principals

AE Administrator,Principals

Parent Sign in Sheets from Attendance at School Activities, Meetings, Events, Parent Survey Results, Meeting Agendas and Minutes

Parent Sign in Sheets from Attendance Meetings

72



(MM/YYYY)


year. At these meetings, parents are provided with an opportunity to provide suggestions and feedback regarding educational practices and budget implementation that affect Title I, Title III and all other English Learner services in the schools. During the recent stakeholder meetings, numerous parents at each site committed to serving on SSC, ELAC, and DELAC.

Parents will receive ongoing communication via telephone calls (staff and automated), meeting, parent breakfasts, and home visits.

Parents will be asked to participate in the development of their child’s Individual Learning Plan (ILP). The ILP allows the student, parent and teacher to set educational goals that will be assessed every 90 days to identify areas of progress and create additional or alternative goals. The ILP will allow both the teacher and the parent to work together by supporting the student in school and the home to continue striving to meet his established goals.

07/2014– 06/2017

07/2014– 06/2017



Parent Survey Results

Parent Input on Student ILPs

Community Liaisons will monitor student absences and truancies and make home visits to increase positive school/home relationships and encourage students to attend school.

07/2014-06/2017


Student Records,Monitoring Logs fromHome Visits

Principals, school counselors, campus supervisors, Attendance Registration Technicians (ARTs), and teachers will continue parent/guardian conferences during non-school hours to review general information about rules, regulations, instructional programs assessments, and parent involvement opportunities.

07/2014-06/2017

AE Administrator, Principals, ARTs, Counselors

Conference Schedules, Parent Nights and Breakfast Orientations

IDLT will continue to facilitate a Teacher Leadership Committee (TLC) to oversee a system for providing bus passes to students with challenges to increase student attendance and support students and families.

07/2014-06/2017


Bus Pass Records

AE administrator and principals will continue to 07/2014- AE Administrator, Announcements

73



(MM/YYYY)


implement and monitor a system of mailing home communications to the parent/guardian on a timely basis, and will ensure these are accessible in both English and the home language. Principals will continue to utilize the school-wide announcement system to notify or invite parents to events and activities.

06/2017 Translation Services Flyers, Translation Records.

A twice yearly survey will be conducted with stakeholders to determine their level of satisfaction with the academic program, school culture, and opportunities for participation, school safety, and school-to- home communication.

09/2014– 06/2017


Stakeholder Surveys

Principals and community liaisons will develop a site parent involvement calendar to be distributed to all families at registration, during school activities, and during parent meetings. These activities will be evaluated and adjusted as needed on a quarterly basis, by analyzing attendance data and parent surveys. They will attend the Family Involvement Network for strategies to build relationships with parents.

07/2014– 06/2017

AE Administrator, Community Liaisons, Principals

Parent Events, Calendar, Family Involvement Network Records

Community Engagement 2. Principals, school counselors, and community liaisons will continue outreach partnerships with adult schools and community colleges including Mt. San Jacinto, Riverside, and College of the Desert, to provide agency as well as ESL and GED classes for students.

07/2014– 06/2017

AE Executive Director, AE Administrator,Principals, Community Liaisons, School Counselors

Meeting Agendas with Community College, Enrollment Records, MOUs

CS will work with local colleges and universities to hire AVID tutors for seven sites in 2014-2015. AVID tutors will provide individualized support in ELA and math.

07/2014– 06/2017

Principals, Personnel Services

Tutor schedules,Payroll records

CS will continue to partner with CSU San Bernardino to provide counseling services to CS students who are struggling academically and/or behaviorally in school. Counseling will be provided by 1st year Master of Social Work (MSW) Interns and 4th year Bachelor of

07/2014– 06/2017

AE Executive Director, AE Administrator, SSU Coordinator

MOUs, Records

74



(MM/YYYY)


Social Work (BASW) for 16 hours over two days per week. Second year MSW Interns will provide 20 hours over three days per week.

CS will continue to collaborate with the Riverside County Council for Youth Development to provide CS students with opportunities to volunteer and access jobs and career opportunities.

04/2014– 06/2017


Master Schedule,Meeting Records

CS will expand partnerships with community organizations and volunteers to participate in the CHOICES Program partnering students with mentors.

09/2014– 06/2017

AE Executive Director, AE Administrator

Flyers, Materials,Sign-in Sheets

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).Ongoing, Intensive Technical Assistance

1. The RCOE CS is supported by the SPS Division, AE Unit. The CS will continue to receive ongoing, intensive technical assistance and support from all divisions and units within the RCOE including: Educational Services (ES), Administrative and Business Services (ABS), Personnel Services (PS), Children and Family Services (CFS), and Leadership Institute of Riverside County (LIRC). RCOE is supported with related technical support from identified community-based agencies and external partner organizations identified throughout the SIG Action Plan. All technical assistance and support is embedded in the Form 10, Implementation Chart.

07/2010– 06/2014

SPS Associate Superintendent, AE and SE Executive Directors, ES Assistant Superintendent and Unit Directors (IS, AA, CTE, TCC, SS)

Agendas, Training Handbooks, IDLT, Planning Agendas, Agency Contracts, MOUs

2. The Accountability and Assessment Services (AAS) Unit director and administrator will provide technical assistance, supervision, and oversight for coordination and implementation of the SIG grant for two (2) hours per month. External evaluators with expertise in county-operated programs will also provide an evaluation, recommendations, and technical assistance on SIG implementation.

07/2010– 06/2014

SPS Associate Superintendent, ES Assistant Superintendent, AE Executive Director, AAS Director

IDLT Agendas, Meeting Notes, School Counselor Network, Agendas, Records

75

SIG Form 10.2 Transformation Implementation Chart for a Tier I or Tier II SchoolOptional Components

LEA: Riverside County Office of EducationSchool: Community School (CS)

Required Components Actions & Activities Start & End Dates

(MM/YYYY)


Optional ComponentThe following section of “Optional Components” are included here to show the progress and continuation of the “Actions and Activities” from the original 2010-11 SIG Application. Although a number of the “Action and Activities” outlined in this section are also part of the “Required Components” section, this section captures important Activities that have contributed to the success of the RCOE SIG.VI SIG 30 A Conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student achievement, and is modified if ineffective.Conduct Periodic Reviews to ensure that the curriculum is being implemented with fidelity and having the intended impact on student achievement.

1. The RCOE CS will continue to conduct periodic reviews of multiple measures of student achievement to ensure the curriculum is being implemented with fidelity.

Teachers, principals, and curriculum experts will work together to develop, review, and refine core curriculum road maps that include standards maps, units of study, and short-cycle assessments.

Principals and teacher PLC teams will analyze student data to determine individual and subgroup student proficiency levels and select the most effective research-based instructional practices.

Principals will review weekly lesson plans, short-cycle assessment results from the CCSS, and monitor adherence to core curriculum.

Teachers and principals will use the assessment results to help determine whether the curriculum is having the intended impact on student achievement.

Principals and the PLC team teachers will use the data from reviews and assessments to evaluate curriculum implementation and recommend revisions. In addition, coaches and principals will facilitate monthly teacher PLC data teams to lead, coach, and oversee team activities required to modify problem areas.

09/2013– 06/2014

09/2014– 06/2017

09/2014– 06/2017

09/2014– 06/2017

09/2014– 06/2017

09/2014– 06/2017

SPS Associate Superintendent, AE Executive DirectorPrincipals, Teachers

Principals, Teachers




Student Data, Walk through DataCCSS Maps, Units of Study, Short Cycle AssessmentsStudent Data

PLC Agendas, Sign-in Sheets

Short Cycle Assessment Results

Short Cycle Assessment Results, CAHSEE

Principals will conduct regular site walkthroughs, classroom observations and monitoring of lesson plans, assessments, and instruction for data collection.

09/2014– 06/2017

AE Executive Director, Principals, IDLT

Student Data, Walk through Data

76



(MM/YYYY)


Principals will collect and use data to prepare reports, develop Cabinet presentations and participate in monthly PLC data team meetings to support implementation with fidelity of core standards-based curriculum.

Sign-In Sheets from PLCs

Train and coach principals to increase effectiveness of observational skills and increase understanding of curriculum and instruction in order to determine if curriculum is being implemented with fidelity.

09/2014– 06/2017


Sign-in Sheets from Trainings, Observation Data

Provide follow-up in-class support to teachers after CCSS workshops to ensure fidelity to the CCSS maps, units of study, and short cycle assessments in ELA and math by the TOSAs.

09/2014– 06/2014

AE Executive Director, Principals,TOSAs

Coaching Accountability Logs, Student Data, Observation Data

VI SIG 30 B Implementing a school-wide “response-to-intervention” modelTraining on school-wide intervention model

1. Provide training and coaching in RtI2/Multi-Tiered System of Support (MTSS) model and “phase-in” of future adopted materials in ELA and ELD that will support all students including: benchmark, strategic and intensive students, English learners and students with disabilities. Train teachers on how to interpret Ren-Learn data and

implement strategies for improvement. Provide in-class support by the TOSAs on the multi-

tiered system of support.

2. The PDLT will continue to implement intensive Positive Behavior Intervention Support (PBIS) training as part of the CLAIM Training plan for principals, teachers, and support staff. CS students will participate in Synergy Day, a

program to build positive school culture through development of interpersonal relationships.

RCOE Crisis Prevention Intervention (CPI) trainers provided training to all staff on preventative,

08/2014-06/2017

08/2014-06/2017



Sign-in Sheets from Trainings, Observation Data, Coaching Accountability Logs, Student Data (RenLearn, CAHSEE, Short Cycle Tests)

Lesson Plans, Student Grades, Credits, Test Scores

77



(MM/YYYY)


Implement classroom-based interventions

Implement counseling interventions

Implement school-wide interventions

deescalating methods in crisis situations. CPI is state licensed and will continue to provide this training.

RCOE principal trainers will provide training to all staff August 2014 during SILK week.

3. Implement data driven instructional planning on one PLC each month (Wednesday) to identify students for in-class support and instructional differentiation. Principals and teachers will monitor student learning

using observations and student data.

4. Implement weekly counseling sessions to monitor student grades, attendance, credit completion, CAHSEE results, EAP scores, CELDT for EL students, progress toward high school graduation, and to develop post-secondary college and career goals. Review and monitor RtI intervention that have been implemented

5. Incorporate collaboration time for teachers during the school day to hold IEP meetings, parent conferences, individual student conferences, peer mentoring, learning walks to enhance their own instructional practice, and to provide interventions for students.

6. Extended learning time will be implemented each week in order to provide all students with opportunities in classes for core academic subjects, enrichment, intervention, and college and career readiness. Principals, teachers and support staff will use data

from multiple sources: RenLearn assessments (pre-/post-assessment given every 90 days), short-cycle assessments, and the SBAC (2014-2015) to identify the needs of all students and determine placement in classes by considering their academic

08/2014-06/2017

08/2014-06/2017

08/2014-06/2017

08/2014-06/2017

School Counselors, Principals

Principals



Student Grades, Credits, Test Scores, Attendance

Student Grades, Credits, Test Scores, Attendance, SST Log Sheet

Master Schedules, Student Attendance, Credits

Master Schedules, Student Attendance, Credits

78



(MM/YYYY)


levels. Students in grades 9, 10 and those who have not

passed both ELA and Math sections of the CAHSEE will take the pre-/post-test OARs/INSPECT CAHSEE Diagnostic. Teachers will assess this data and develop targeted lessons for students who need extra support.

7. Summer school/extended school year will be implemented in order to meet the needs of the students in core academic subjects, enrichment, intervention, and college and career readiness.

08/2014-06/2017


Summer Schedule, Credits, Grades

VI SIG 30 C Providing additional supports and professional development to teachers and principals in order to implement effective strategies to support students with disabilities in the least restrictive environment and to ensure that limited English proficient students acquire language skills to master academic content.Additional Supports and Professional Development to Support Students with Disabilities

1. Principals, teachers, and support staff will engage in professional learning community meetings to utilize data and to plan lessons with differentiated instruction for students with disabilities. Student achievement data from the CAHSEE, CAPA,

and CAASPP will be utilized to set individual, classroom, and school-wide instructional and behavioral targets.

Student data from the RenLearn, CAHSEE diagnostic, and short cycle assessments will be utilized as formative assessments to monitor student learning and identify students for additional support and instructional differentiation.

Teachers will collaborate to develop strategies on how to address accommodations/modifications for individual students with disabilities based on their IEP or 504 Plan.

Principals will select a team of teachers to represent each region and attend the San Diego CEC (Council for Exceptional Children) 2015 annual convention and conference. After attending teams will be required to

08/2014-06/2017

08/2014-06/2017

08/2014-06/2017

09/2014-06/2017

01/2015-06/2017






Sign in Sheets, Agendas, Lesson Plans

Student Data, PLC Meeting Minutes

Student Data, Lesson Plans

SST Meeting Agendas, Minutes

Conference Materials, Lesson Plan

79



(MM/YYYY)


Additional Supports and Professional Development to Support English Learners

present at PLC on information learned/gained from conference.

2. Train teachers on the new ELD standards and implement the new California ELD standards and ELD classes/time at each school.

3. Train teachers on the reclassification process and implement a systematic assessment, reclassification, and progress monitoring process for English learners.

4. Train teachers on scaffolding techniques and implement instructional scaffolding for comprehensibility of content (verbal scaffolding, procedural scaffolds, instructional scaffolds).

08/2014-06/2017

08/2014-06/2017

09/2014-06/2017




Units of Study with Integrated ELD Standards

Reclassified EL Students

Sign in Sheets, Lesson Plans, Walkthrough Observation Forms

VI SIG 30 D Using and integrating technology-based supports and intervention as part of the instructional program.Using and Integrating Technology-Based Supports and Intervention as a part of the Instructional Program

1. RCOE will purchase the technology (hardware and install the infrastructure) needed to implement the Common Core State Standards (CCSS) and the Smarter Balanced assessments (SBAC). Specifically, students and teachers need: upgraded infrastructure, computing devices, digital content, and professional development focused on technology integration.

2. Principals, teachers, and support staff will implement lessons through instructional technology and/or a class that will allow students to achieve the new standards through CCSS-aligned activities such as practicing information literacy skills, conducting online research, creating multimedia projects, and publishing to authentic audiences on the internet. Additionally, the increased access to technology will prepare students for the SBAC computer-adaptive assessments.

07/2014– 06/2017

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director, AE Administrator


Asset Inventory, Bandwidth, Devices

Technology Training Sign in Sheets, Lesson Plans, Authentic Student Projects

80



(MM/YYYY)


3. RCOE community school students will demonstrate competency with information literacy skills, online research, multimedia production, and web publication.

4. RCOE CS teachers will participate in workshops on technology integration, information literacy, online research, multimedia presentations, and publishing to authentic audiences on the web.

5. Teachers will research, identify, and evaluate online/open source materials for the development of the units of study.

6. Teachers will utilize online/open source materials for instruction to supplement textbooks/digital textbooks.

7. Teachers and administrators will visit schools and districts that are utilizing digital textbooks.

8. Teachers and administrators will meet with publishers to review digital textbook options and identify textbooks that can be uploaded to tablets (for a hybrid model of textbooks and digital resources).

9. Students will demonstrate competency with the technical skills associated with the SBAC assessments.

10. Students will access computer based credit recovery program and other software that will support instruction (i.e., word processing, spell check to assist with writing skills). 60 computers for computer labs at two sites.

11. Students will have access to online and computer based CTE courses.

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017

10/2014– 03/2015

04/2015– 06/2015

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017



Principal, Teachers

Principal, Teachers



AE Executive Director, AE AdministratorAE Executive Director, AE Administrator


Lesson Plans, Authentic Student Projects reflecting skills in collaboration, communication, creativity and critical thinking.

Lessons on Research

Lessons on Citations and EvidencePilot Digital Textbooks

Use of Digital Texts

Student Use of Online AssessmentsPlato Credits Completed by Students

CTE Course Enrollment and Credits

81



(MM/YYYY)


12. Teachers and administrators will work with an Educational Technology Teacher on Special Assignment who will plan and implement technology-related professional development.

07/2014– 06/2017


Sign in Sheets and Lesson Plans

VI SIG 30 E- Increasing rigor by offering opportunities for students to enroll in advanced coursework, early-college high schools, dual enrollment programs, or thematic learning academies that prepare students for college and careers including by providing appropriate supports designed to ensure the low-achieving students can take advantage of these programs and coursework.Increased Rigor

Opportunities for CTE Courses

1. Students will be engaged in digitally rich, rigorous, and relevant coursework that provides ample opportunities to develop critical thinking skills, collaborate, create and communicate solutions to real world problems. Students may participate in CTE as well as concurrent college coursework through an agreement with our three local community colleges. CS students will be offered CTE courses where project-based /contextual learning experiences are the focus such as medical, construction, retail, culinary, technology, and/or banking are some options for development. Additional instruction will be offered to students through AVID tutors during and after school.

2. CTE teachers (3 FTE X 3 years) will teach and supervise CTE coursework with the support of a computer-based system and split time between CS sites. CTE Trainer will provide professional development

and coaching for RCOE CS teachers presenting Work Readiness and CTE Applications for Core Subjects.

CTE instructional specialist will purchase textbooks to support coursework in CTE classroom’s at the CS sites.

CTE manager will provide support for CTE teachers to oversee all personnel needs, provide instructional leadership and training. Training includes direct

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

SPS Associate Superintendent, ES Assistant Superintendent, AE Executive Director





Master Schedule, Course Outlines, Program Listing

CTE Course Enrollment, Grades, CreditsCTE Staff Development

CTE Texts

CTE Staff Development

82



(MM/YYYY)


Access to Technology

Increased Rigor in Core Content

Opportunities for AP Classes

Increased Rigor in Upper level Math and Science

professional development for CTE teachers as well as PD for CS teachers to build professional learning communities that will integrate career technical education and academic coursework.

3. RCOE CS students will have access to computers and computer labs at all CS sites with equipment and software for CTE online and distance courses that will be offered with flexible scheduling during the school day, before and after school. Digital tablets will be purchased for classroom use.

4. RCOE CS Work Experience Teacher will provide work-experience/job training options to assist with career development for students (one each assigned to each zone). .5 FTE x 3 for 3 years.

5. All RCOE CS courses will be aligned to California Common Core Standards. Teachers will work in collaborative PLCs to develop pacing guides, thematic units and common assessments which support CCSS. Ongoing professional development will be offered to

teachers at SILK as well as other professional development that will be held throughout the year.

6. All high school students will have access to core curriculum that meets A - G University entrance requirements.

7. All high school students will have access to AP Preparation courses.

8. Experiential Learning Opportunities in STEM (Science, Technology, Engineering, and Mathematics) will be held.

9. Increasing rigor by offering opportunities for students to

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017








Asset Inventory of Computers and Tablets

Work Experience Logs

CCSS Lessons and Units of Study

CCSS Staff Development

A-G Courses

AP Classes

STEM Activities

83



(MM/YYYY)


Opportunities for Concurrent or Dual Enrollment

Support for Students

enroll in advanced science, technology, engineering, and mathematics courses, especially those that incorporate rigorous and relevant project-, inquiry-, or design-based contextual learning opportunities.

10. Students will take grade-level courses in mathematics, English, social studies and science with additional intervention courses if needed according to Ren-Learn, CST, and CAHSEE data.

11. Students may participate in concurrent or dual college coursework through an agreement with our three local community colleges. CS students will be offered CTE courses where project-based /contextual learning experiences are the focus such as medical, construction, retail, culinary, technology, and/or banking are some options for development.

12. After hour computer labs will be offered at Regional Learning Centers so that students will have additional time for credit recovery activities.

13. AVID tutors will work with individual and small groups of students to provide additional instruction during and after regular school hours.

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017






Upper Level Math and Science Course Enrollment and CompletionIntervention Classes

Concurrent and Dual Enrollment Attendance

Tutoring Logs

AVID Tutor Logs

VI SIG 30 F- Improving student transition from middle to high school through summer transition programs or freshmen academies.Student Transition Programs through Summer Academies

1. Implement extended school year (ESY) in the summer months. During ESY, Implement a program for incoming

freshmen called “Fresh START (Safety, Trust, Achievement, Respect, and Transition).

The “Fresh START” program will include a Social-Emotional Learning facet featuring programs such as

07/2014– 06/201707/2014– 06/2017

07/2014– 06/2017

SPS Associate SuperintendentAE Executive Director, AE AdministratorPrincipals, School Counselors

Student Records

Orientation Schedules, ILPs

Social-emotional Learning

84



(MM/YYYY)


“Why Try”, “7 Habits of Highly Effective Teens”, PLUS, Friday Night Live & Olweus Bullying Prevention Program.

Students participate in UCR Team Discovery, which is designed to build relationships, develop teamwork, and promote personal growth by reflecting on challenging experiences, making difficult choices, taking responsibility, and initiating action.

Fresh START will include a facet that focuses on their “Pathway to Graduation” featuring exploration of high school graduation requirements and career exploration through programs such as CHOICES, Making High School Count, and experiential learning activities to visit comprehensive high schools and museums. Improving Academic Achievement will also be a key element.

Implement AVID classes, CAHSEE Prep classes, and STEM and other project based learning activities.

An additional component will include Parent Engagement through events such as Orientation, Parenting Classes, & Training in Building.

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/201707/2014– 06/2017

Principals, School Counselors


Principals, School CounselorsPrincipals, School Counselors

Modules

Team Discovery Modules

Student Grad Plans and Post-secondary Choices

AVID, CAHSEE Prep Classes,Parent Sign in Sheets

VI SIG 30G Increasing graduation rates through, for example, credit recovery programs, re-engagement strategies, smaller learning communities, competency-based instruction and performance-based assessments, and acceleration of basic reading and mathematics skills.Increased Graduation Rates 1. Graduation rates will be increased through a number of

strategies that support, recognize and celebrate students who come to school. Keeping the ten areas of state priority in mind that must be addressed through the Local Control Accountability Plan for county offices, RCOE CS will increase our graduation rates by implementing and introducing the following: Teachers will be supported in their successful

implementation of the CCSS by receiving ongoing professional development throughout the year with two weeks of intensive instructional sessions during the summer. These sessions will provide teachers with

07/2014– 06/2017

07/2014– 06/2017

SPS Associate Superintendent, AE Executive Director


Student Transcripts

Agendas, Sign in Sheets

85



(MM/YYYY)


specific tools on the successful instruction of expelled students, socioeconomically disadvantaged, EL, and foster youth including strategies on tailoring lessons to be relevant to these specific populations and how to capture their attention while maintaining a high level of rigor.

Academic counselors will ensure course access will be provided to all students including EL and students with disabilities by scheduling students based on their individual needs as well as providing the option to take advanced placement, honors, and CTE courses outside of the regular school day.

Principals, school counselors, teachers, and community liaisons will encourage and increase parental involvement by encouraging parents to participate in school site council, ELAC, ELAC, and other stakeholder meetings. Attendance of events will be encouraged to cultivate a partnership between the CS and parents such as Back to School nights, student award ceremonies, parent breakfasts, ice cream socials, and college and career information nights. Individual parent meetings will be held for students with attendance, behavior, and/or academic concerns. Blackboard, our parent communication program, will be utilized by teachers frequently to communicate with parents regarding student absences, behavior, and/or academic concerns. Positive calls home will be made when students are improving in daily attendance rate, academically, and/or behaviorally. School websites and monthly newsletters will be created and maintained by principals to keep parents apprised of upcoming school events, important assessment dates, and other significant information.

Student engagement will be encouraged and

07/2014– 06/2017

07/2014– 06/2017



Master Schedule, Lessons

Parent Sign in Sheets

86



(MM/YYYY)


increased by offering sports, clubs, student leadership teams, courses which provide hands on learning, rewarding students who are being successful, offering experiential learning trips to show the real life application and make connections between the classroom and the real world. Students will be further engaged through the use of collaborative and relevant lesson plans. Students will be empowered to participate in decision making regarding all aspects of their school program.

School climate will be positively impacted by the implementation of social-emotional learning. SEL is the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably.

Student achievement will be measured by the percentage of students that become English proficient, EL reclassification rate, share of students that are college and career ready, share of students successfully completing career technical education sequences, Honors, AP, and A-G approved courses.

To insure the needs are met of our Foster Youth, RCOE CS will contract with our Foster Youth services department to receive the support of Foster Youth Educational Liaisons. Additional contracts will also be established with Riverside City College to insure access to all eligible foster youth programs and assignment of emancipation coaches.

The basic services priority will be addressed by the addition of a teacher on special assignment (TOSA) program. Teachers with expertise in Mathematics and Science will travel around the county to provide in

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017

07/2014– 06/2017



Principals, School Counselors, Teachers

AE Administrator,Foster Youth Coordinator, Principals

Principals, TOSAs

Student Participation, Attendance

Lesson Plans

EL Reclassification Rates

College Connection data

TOSA Logs

87



(MM/YYYY)


classroom supplemental instruction as well as support to teachers in need. Examples might include the purchase and use of mobile biology labs and manipulative as well as other materials needed to fully implement the CCSS.

Other Student Outcomes- Teachers, counselors, and administrators will use student data to make informed decisions about instruction and will therefore provide specific student support.

07/2014– 06/2017

Principals, School Counselors, Teachers

Interventions Connected to Student Data

Re-Engagement Strategies

College and Career Readiness

1. RCOE Community schools will offer various after school activities including sports and clubs to increase student educational buy in while providing an opportunity to foster positive relationships with caring adults, school staff, and other students resulting in an increase in the number of developmental assets.

2. School counselors (Continue funding four full-time counselors) will provide connections to local community colleges for enrollment in concurrent courses which will offer students an opportunity to earn additional credits towards graduation and also opportunities for advanced study. Based on stakeholder input, courses will also be offered to include work experience, credit recovery, and academic and CAHSEE tutoring.

3. Dual enrollment college courses will be offered at selected campuses through partnerships with local community colleges. These courses will include entry level college guidance courses which teach students to navigate the post-secondary system and develop successful college student habits.

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-




Principals, School

Student Records and Transcripts, Survey Results, Data Point reports,

Concurrent and Dual Enrollment

Dual Enrollment

College

88



(MM/YYYY)


Credit Recovery

4. Students will be offered the opportunity to take the college placement exams on campus.

5. Financial Aid Workshops will be offered at each regional learning centers where students and parents will be educated about the process and assisted with completing their FAFSA forms.

6. RCOE CS will expand the College Connection Program that offers students individual coaching and experiential learning opportunities to assist their transition from high school to college. One additional college connection coach will be hired to work exclusively with CS students.

7. CTE Classes will be offered at all Regional Learning Centers.

8. Students will have opportunities to participate in experiential learning opportunities which incorporate STEM activities.

9. Parent Resource Centers will be created at each Regional Learning Center which offer seminars and classes in Parenting and other parent identified needs. These centers will have computer access and other resources which assist parents and families.

10. Operational hours at the Regional Learning Centers hours will be extended to allow additional opportunities for students such as dual enrollment college courses, CTE courses, CAHSEE Boot Camps, Credit Recovery, STEM activities, Parenting classes and a Parent Resource Center.

06/2017

7/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

Counselors








Placement Tests

Financial Aid Workshops

College Connections Enrollment

CTE Course EnrollmentSTEM lessonsParent Sign-in Sheets

SchoolSchedules

Extended School Year Enrollment

Online Plato

89



(MM/YYYY)


Acceleration of Basic Reading and Math Skills

11. RCOE CS will develop activities to reduce the “Summer Melt” of Graduates who are enrolled in post-secondary education.

12. RCOE CS will offer a variety of online courses through PLATO. Courses will provide an access to complete A-G approved courses such as U.S. History, English, and advanced Mathematics. Courses will also be added to the Course of Study to include World Languages, Fine Arts, and advanced placement courses. Online/computer based curriculum will be accessible to students after school hours.

13. RCOE CS teachers will work extra-duty hours (optional/voluntary) to provide an online and/or computer based credit recovery system, after school hours. This program will offer flexibility in time and staffing and is also intended to increase student attendance, graduation rate and motivation.

14. RCOE CS school counselors will complete Individual Learning Plans (ILP) with students to assist them in exploring post-secondary education and focusing on successfully completing high school. This will result in increased motivation and graduation rates.

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017



AE Administrator,Principals, School Counselors

Credit Completion

Student Attendance

Counseling Logs

VI SIG 30 H Establishing early-warning systems to identify students who may be at risk of failing to achieve to high standards or to graduate.Early Warning System to Identify At-Risk Students

1. RCOE will identify students who receive poor grades in core subjects, possess low attendance rates, are behind in core credits, are disengaged in the classroom and have a record of behavioral issues.

2. RCOE CS mentors will work individually with students to address these issues. The most at-risk students with multiple indicators for dropout are often located in the

07/2014-06/2017

07/2014-06/2017



Student Data

Mentor Logs

90



(MM/YYYY)


highest poverty areas in unstable home and community environments, and require more than academic, structural, and system-wide interventions.

3. RCOE will consider these needs in development of the intensive intervention opportunities in the site master schedule.

4. Parents will be invited to community breakfast/parent events to learn how to make sure their student graduates from high school.

5. RCOE CS Early Warning Systems will include Individual Learning Plan (ILP) meetings. At these meetings, the transcript will be reviewed and a graduation map will be created for student and parent. In the event a student is expelled from their district and enrolled in the RCOE CS, the community liaison/dropout specialist will review the expulsion order and rehabilitation plan. At that time, resources will be provided for student to meet their reinstatement requirements.

6. Other measures of early warning systems will include CAHSEE results, attendance and behavior data. Early warning systems also include excessive absences or frequent behavior referrals, drop in grades or the quality or quantity of work, or change in family/guardian status. Assessment data using the Behavioral Referral Form, Attendance Reports, and the School Wide Information System (SWIS) will provide mechanisms to review and monitor student performance.

7. Staff mentors (including teachers, IAs, AVID tutors, counselors, and community liaisons) will meet weekly with

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017

07/2014-06/2017






Master Schedules

Parent Sign in Logs

ILPs

Student data

Staff Mentor Logs

91



(MM/YYYY)


5-10 students to assess graduation progress.

8. The 40 Developmental Assets Survey will also be used to asses every new student’s resiliency level. An intervention plan will include connecting students with a site mentor (teacher, IA, etc.) and develop a course of action for student success and graduation.

9. This will include implementation of the Search Institute SPARKS Curricula. Dropout Predictors and Protective Factors Training will be provided to all staff members each year, followed up with a staff survey to show proficiency in the area of dropout prevention.

07/2014-06/2017

07/2014-06/2017



Survey Results

SPARKs Program

VI SIG 30 I Partnering with parents and parent organizations, faith and community-based organizations, health clinics, other state or local agencies, and others to create safe school environments that meet students’ social, emotional and health needs.Partnering with Parents

Partnering with Local Agencies

1. Implement School Site Councils, ELACS, and DELAC. The following activities will be offered: school open

house events, student recognition events, parenting classes designed to encourage parent involvement, School Site Councils (SSC), English Learner Advisory Committees (ELAC), and District English Learner Advisory Committees (DELAC). A master calendar of these activities will be available to all parents to encourage parents to participate and feel welcomed at all activities.

Community Liaisons (CLs) will make home visits to students who are absent from school the morning of the absences and return truant students to school. IDLT will explore the role CLs might play in developing positive relations between teachers and families.

2. Implement the College Connection program. This partnership with Riverside Community College provides a

07/2014-06/2017

07/2014-06/2017



Meeting Agendas and Minutes

MOU with RCC

92



(MM/YYYY)


Student Resource Specialist who meets with Riverside County Office of Education students to assist, coach, and inform them on advanced educational planning. This partnership will be expanded next year to assist more students with educational goal attainment.

3. Implement partnerships with the twenty-three partnering Riverside County School Districts, Riverside County Probation Department, Riverside Department of Public Social Services (DPSS), Riverside Department of Mental Health (DMH), Riverside Youth Opportunity Centers (YOC), Riverside Community Colleges Districts, Riverside Department of Environmental Health, Riverside Interagency Group Home Team (RIGHT Partnership), and California Family Life Center.

4. Partner with CSU San Bernardino to provide counseling services to CS students who are struggling academically and/or behaviorally in school due to environmental pressures and issues. Counseling will be provided by 1st year Master of Social Work (MSW) Interns and 4th year Bachelor of Social Work (BASW) for 16 hours over 2 days per week. Second year MSW Interns will provide 20 hours over 3 days per week.

07/2014-06/2017

07/2014-06/2017



MOUs with Agencies

MOU with CSU San Bernardino

5. Contract an outside agency to implement the “Why Try” Resilience Education through a strength-based approach to help CS students overcome challenges with truancy, behavior, and academics.

07/2014-06/2017


Why Try records, home visit logs, attendance

6. CS will collaborate with the Riverside County Council for Youth Development to provide CS students with opportunities to volunteer and access to jobs and career opportunities through the Summer Work Experience

07/2014-06/2017


Youth Development Meeting Agendas

93



(MM/YYYY)


Program (minimum wage positions) for eligible students (ages 16-24).

VI SIG 30 J Extending or restructuring the school day so as to add time for such strategies as advisory periods that build relationships between students, faculty, and other school staff.Restructuring the school day for strategies to build relationships between students and staff

1. The school day will be restructured in order to add an advisory/homeroom period that will foster the development of relationships between students, faculty and other school staff.

2. Principals will provide professional development and materials in order to implement Character Counts and Olweus Bullying Prevention programs for advisory/homeroom classes in order to help build relationships between students and faculty as well as build culture within the classroom.

3. Counselors will implement lessons in college preparation, applications, and scholarships/grants in advisory/homeroom classes.

4. Counselors will build a team of student leader/mentors for each site. These students will be part of the Orientation Team and will also oversee the activities of the Community Center. This team will receive training to become school leaders and mentors. The school Orientation Team will implement after

school orientation programs two days each week (two hours each session). The Orientation Team (school counselor, teachers, and students) will develop the program for each site. The team will also assist with the design and purchase incentives to support PBIS, orientation supplies, t-shirts, and materials to support school themes and activities.

Principals will continue the implementation of an established Community Center on each campus to provide an environment for students to gather before, during, and after school, for healthy and fun team building activities. The Center will be supervised by

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Schedules with Advisory/Home Room Class Period/time

Lessons on Character Counts and Bullying Prevention

College Prep Lessons

Lists of Student Mentors/Peer Leaders,

Orientation Team Meeting agendas and minutes

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the site Orientation Team and will have activities, games, books, magazines, tables, and comfortable chairs that encourage students to engage in pro-social behaviors.

5. Extracurricular clubs and intramural sports will continue to be offered regularly. All students will be required to be involved in one activity of their choice (new activities will be developed based on student interest).

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Community Center Activity Logs, Student Participation

Extra-curricular and Co-curricular Activities

VI SIG 30 K Implementing approaches to improve school climate and discipline, such as implementing a system of positive behavioral supports or taking steps to eliminate bullying and student harassment.Implementing Positive Behavioral Supports and Eliminating Bullying

1. Infuse SEL into Common Core instruction and teaching both staff and students to build a positive school climate, based on data and the emphasis that the state and federal government are placing on reducing the number of suspensions and expulsions while at the same time increasing site safety and decreasing incidences of bullying and harassment.

2. Implement professional development and training opportunities in the areas of PBIS, 40 Developmental Assets, Capturing Kids’ Hearts, Multi-Tiered Systems of Support, Restorative Justice, Olweus Bullying Prevention Program, as well as the Southern Region Student Wellness Conference. As teachers are trained, programs will be implemented for students.

3. Incorporate supplemental curriculum and tools such as Character Counts, Project Wisdom, and Rachel’s Challenge.

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CCSS lessons, CCSS Units of Study

Sign in Sheets, Agendas from PBIS, 40 Dev. Assets, Bullying Prev., Capturing Kids Hearts

Lessons

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4. Incorporate structured service learning opportunities, such as Ambassadors of Compassion, so that students have the chance to experience giving back to the community, improving their interpersonal abilities while learning important skills for the world of work.

5. To add additional supports, partner with various community agencies such as DMH, universities, faith based organizations, and local counseling agencies to provide counseling services for mental health, substance abuse issues, and multi-dimensional family counseling.

6. To improve school climate and student engagement, and reduce bullying and harassment, students will participate in pro-kindness and compassion experiences such as Synergy Day, Happiness Sprinkling, and Mix-It-Up Day.

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Service Learning logs

Partnerships with Community Agencies

Agendas from Synergy Day, Happiness Sprinkling, and Mix-It-Up-Day

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