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School Improvement Grants

Application for FY 2014 New Awards CompetitionSection 1003(g) of the

Elementary and Secondary Education ActFiscal Year 2014

District Name: Parkrose School District

Oregon Department of EducationSalem, OR 97310

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SUBMISSION INFORMATIONElectronic Submission:The Oregon Department of Education strongly prefers to receive a district’s FY 2014 SIG application electronically. The application should be sent as a Microsoft Word document, not as a PDF.

The district should submit its FY 2014 application to [email protected]

The cover page must be signed by the superintendent and school board chairperson. It can be electronically signed and submitted with the application, or the district may submit a paper copy of the cover page signed by the district superintendent and school board chairperson to the address listed below under “Paper Submission.”

Paper Submission:If a district is not able to submit its application electronically, it may submit the original and two copies of its SIG application to the following address:

Erica AndersonOregon Department of Education255 Capitol St NESalem, OR 97310

Due to potential delays in government processing of mail sent through the U.S. Postal Service, districts are encouraged to use alternate carriers for paper submissions.

Application DeadlineApplications are due on or before May 20, 2015.

For Further InformationIf you have any questions, please contact Erica Anderson at (503) 947-5880 or by e-mail at [email protected].

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mailto:[email protected]

mailto:[email protected]

APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS

Legal Name of Applicant:Michael Lopes-Serrao

Applicant’s Mailing Address:10636 NE PrescottPortland, OR 97220

District Contact for the School Improvement Grant

Name: Michael Lopes-Serrao

Position and Office: Director of School Improvement

Contact’s Mailing Address: 10636 NE Prescott, Portland, OR 97220

Telephone: 503-408-2124

Fax:

Email address: [email protected]

District Superintendent (Printed Name):Karen Fischer Gray

Telephone:503-408-2135

Signature of the District Superintendent:

X

Date:

The district agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State and/or District receives through this application.

District School Board Chairperson (Printed Name):Ed Grassel

Telephone:

Signature of the District School Board Chairperson:

X

Date:

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DISTRICT APPLICATION REQUIREMENTS

A. SCHOOLS TO BE SERVED: A district must include the following information with respect to the schools it will serve with a School Improvement Grant.A district must identify each school that it is applying to serve and that it commits to serve, and the district must identify the model that it will use in each school as applicable. Enter school information in the table below.

Intervention model districts may include are: (1) turnaround; (2) restart; (3) closure; (4) transformation; (5) evidence-based whole school reform model; and (6) early learning model.

SCHOOLNAME

NCES ID # STATESCHOOL ID #

Priority or Focus (Include ODE school

improvement tier assigned fall 2014)

INTERVENTION:

Prescott Elementary

410948000979 925 Focus, Tier 3 Transformation

B. DESCRIPTIVE INFORMATION: A district must include the following information in its application for a School Improvement Grant.

(1) For each priority and focus school that the LEA commits to serve, the LEA must demonstrate that the LEA has analyzed the needs of each school, such as instructional programs, school leadership and school infrastructure, based on a needs analysis that, among other things, analyzes the needs identified by families and the community, and selected interventions for each school aligned to the needs each school has identified. [Respond to parts 1A – 1C]

Describe how family and community stakeholders have been engaged in identifying the needs of the school and selecting an intervention. See the evaluation rubric below for guidance.]

Prescott has worked with a larger planning group throughout the schools Focus status from 2012 to the present, and brought together collective stakeholders to discuss the planning of a school improvement grant. The following team has played a role in the assessment, analysis, and planning for Prescott’s Comprehensive Achievement Plan and have participated in the SIG planning process:

Cathy Mitchell Newly hired principalSusan Fitzgerald Ed NW CoachCaren Haldeman Reading Specialist- Leadership TeamChrista Struckmeier 2nd Grade TeacherJulie Ugarte 4th Grade TeacherCarolyn Langston Music TeacherMolly Ennis ELD Teacher and CoordinatorMichael Lopes Director of School ImprovementBob Goerke Ed NW District Liason CoachChris McMurray Instructional Coach

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Parent

Prescott Elementary over the past 3 years has identified and worked with staff, students, and families to identify the needs of the school. This past year the Prescott Leadership team that is composed of representatives from the teaching staff and the principal have worked to implement the school’s comprehensive achievement plan. As part of this on-going process, we have analyzed family and community needs through formal monthly meetings with the Prescott Parent Group to identify key needs to support student learning and effective family communication.

The first step in collecting and analyzing parent and community needs was through a comprehensive parent survey provided by the School Appraisal Team in January of 2013. These results were analyzed by the school leadership team and shared with the Parent Group in the winter of 2013. The results demonstrated parent confidence in areas of teaching and learning, school culture, and family and community engagement. The most notable concern was whether their child would receive the level of assistance necessary to help them with their class work. At that time the school identified the need to continue a strong system a multi-tiered system of support. The comprehensive achievement plan looked to identify the key improvements to building a multi-tiered system of support. This process began with aligning curriculum standards and developing a viable core reading program. Furthermore, during the 2012-2013 school year parents were invited on multiple occasions to learn about the school improvement process and the goals of the school. This included learning the school appraisal teams recommended interventions and the results of the staff and parent surveys.

Our district went through a rigorous process that included parents in the turnaround principal hiring process that followed the use of the transformation toolkit from the Center of Innovation and Learning. This included formally meeting with parents to discuss the qualities families needed in a school leader for Prescott. This included having a representative parent be part of the interviewing and selection process for Prescott’s new principal.

Due to the change in leadership at Prescott we believed it was necessary to survey parents again to ask their perceptions of teaching and learning, school culture, and family and community engagement. This was the same survey questions that were provided in the winter of 2013. Key findings from this survey indicate need for improvement with high expectations for all students, consistent behavior policy, including conflicts regarding race, and access to materials and a variety of courses offered to their child.

In addition, our newly hired principal, Cathy Mitchell meets with the Prescott Parent Group monthly to provide information about the school improvement process and gather feedback regarding improvement efforts throughout her first year as Prescott principal.

3strong / thorough response

2average / partial response

1weak / minimal response

0not addressed

The LEA, in conjunction with school leadership from each school it commits to serve, has engaged family and community stakeholders in multiple ways and at multiple times to allow for assessment and

The LEA or the school it is committing to serve, have engaged family and community stakeholders to allow for assessment and review of the needs of the school and proposed intervention model.

The LEA or the school it is committing to serve, has informed family and community stakeholders of the proposed intervention model.

No action was taken to engage family and community stakeholders.

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review of the needs of the school and proposed intervention model.

(1B) Describe how the needs analysis takes into account the current state of improvement efforts at the school.

The Leadership Team, District Leadership Team, and SIG Planning Team have met on multiple occasions to review and analyze needs assessments, student achievement data across the five major key indicators from our comprehensive achievement plans. The following data sources were used and analyzed:

Student Achievement: Oregon Report Card Student Achievement: Report Card Rating Details Student Achievement: OAKS Data Analysis Tool (Growth analysis student by student) Teaching and Learning: Prescott Mini-Observation Data Teaching and Learning: AMAO’s and ELPA data Teaching and Learning: Master Schedule Teaching and Learning: DIBELS DMG data (Pathways to Progress Analysis) Teaching and Learning: Staff School Improvement Survey Teaching and Learning: Professional Development Needs Assessment

Teams have analyzed Prescott’s data and improvement plan to determine if the current comprehensive achievement plan correlates with staff and parent/community feedback. The school conducted a self evaluation with school and district leadership in 2012-2013 that also included parent involvement in selecting priority indicators from Indistar to develop a comprehensive achievement plan. The report highlighted status of the school in the five key areas of effectiveness and included interventions in each of the areas to help focus the school’s overall improvement plan and academic achievement.

The prescribed interventions for Prescott were based on the school appraisal, self evaluation on Indistar, and analysis of data from 2001-2012. The interventions were as follows:

Active engagement and planning associated with implementation of Common Core State Standards. Initial focus was a choice between math and literacy, and determining how support will be provided to students with disabilities and English Language Learners. School and district leadership focused on literacy instruction as a focus based on the data analysis.

Active and collaborative involvement with district efforts associated with the Oregon Teacher and Administrator Evaluation and Support Systems. A particular focus on the use of an instructional observation tool, aligned with Oregon teaching standards, for both teacher evaluation purposes, as well as for use with identifying trend data used in determining professional development needs. Professional development planning should be focused on effective instructional delivery and engagement strategies in both reading and math.

With support from the Leadership Coach, the leadership team will analyze and address school level systems related to providing targeted support for all students. In particular, the team will analyze the current system to ensure plans are in place to address the manner in which student performance data will be collected and analyzed to differentiate instruction. Our leadership team selected the Professional Learning Community Implementation Rubric to start its analysis.

Since 2012 Prescott has undergone significant change in leadership. The principal in the 2012-13 school year left the position, and was replaced by an interim principal for the 2013-2014 school year. The district

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leadership team determined that a review of the new principals performance would be conducted in after the first trimester to determine if the district should seek a turnaround principal for the 2014-2015 school year. It was determined that the district would seek a new leader for the following school year, and include the interim principal as a candidate for the job. Moreover, half way through the 2013-2014 school year, the Prescott Leadership Coach and District Support Coach left the position, and was replaced in January of 2014. In winter of 2014 Parkrose posted a turnaround principal position and interviewed 4 applicants using the University of Chicago Turnaround Practices Toolkit to formulate questions and rubrics to evaluate each candidate. Our final candidates were asked to complete a performance task including meeting staff and parents.

The attached logic model highlights the indicators that are the focal points of Prescott’s comprehensive achievement plan.

The first prescribed intervention of engaging and implementing Common Core State Standards is evident in past tasks and current tasks in the CAP plan. In addition, the school and district leadership analyze every CAP review as well as the HASDE provided by the school coach. From 2012-2013, our district began a district-wide literacy focused mapping of the common core standards, including resources to differentiate instruction to meet the needs of students. In the first year of mapping, it was evident through teacher needs assessments that more job embedded professional learning was needed. Prescott leadership worked with a district-wide team to develop standards of practice for a multi-tiered system of support that included re-defining core reading expectations for every classroom in Parkrose. This included standards for use of time, assessment practices, engagement strategies, planning with Common Core, and tiered systems of support. These standards of practice were developed with a district-wide team including representatives from Prescott’s leadership team. Prescott received specific support from the ORTIi projects Jenice Pizzuto, who helped highlight needs to improve core instruction and further develop systems of support for Prescott. During this consultation and further data analysis, our district leadership team determined that the RTI model was an appropriate vehicle to focus on improving core instruction and engaging in the work of learning and implementing the Common Core State Standards.

Prescott has been addressing the second intervention by engaging in the on-going work with the development of teacher and leadership effectiveness through the changes presented by Senate Bill 290. Our system for teachers includes a summative analysis of four domains of teaching: Environment and Culture, Instruction, Professionalism, and Student Learning and Growth Goals. In addition, we developed a leadership effectiveness tool that focuses feedback and evaluation on six standards of practice (TASC): Visionary Leadership, Instructional Improvement, Effective Management, Inclusive Practice, Ethical Leadership, and Socio-Political Context. These practices are aligned with turnaround principal/leader key elements. We used this as a guide in the posting of our turnaround principal position in early 2014.

The third intervention directly relates to our implementation of the Common Core State Standards. Our district-wide effort to create multi-tiered systems of support in reading and mathematics. This includes the deeper development of a comprehensive assessment system, curriculum and instruction that clearly defines our core program, and systems of proactive response for students who are struggling with the core program. After the initial PLC assessment, it was evident that there was not a clear understanding of the core for reading and math, and that our district lacked common formative assessments that helped guide instruction to improve the core. In addition, Prescott’s protocols for supporting teachers and students that are struggling needed support and further planning. In addition, because each of our district schools were in Focus status, our Special Education and English Language Learner support teams helped identify supports and structures to improve instruction for students with disabilities and English Language Learners. However, it was evident that our core program was the critical place to begin to ensure that our core is healthy and providing clear, yet high expectations for students, teachers, and leaders.

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0not addressed

The needs analysis, conducted by the LEA, in conjunction with school leadership, takes into account the current improvement strategies / priorities being implemented AND incorporates a review of the ODE CAP Review Feedback.

The needs analysis takes into account the current improvement strategies / priorities being implemented and might incorporate a review of the ODE CAP Review Feedback.

The needs analysis acknowledges the current improvement strategies / priorities being implemented.

The needs analysis disregards current improvement strategies / priorities.

Describe how the needs assessment takes into account the current state of the school.

The Comprehensive Achievement Plan process has included regular formative assessment of the school’s progress. This includes an analysis of progress with the prescribed interventions and analysis of the effectiveness of the schools CAP. This year that has included the use of the HASDE to report on progress of the CAP plans and the tasks related to each indicator.

Based on overall analysis, review of recent school data (OAKS 2013-14 and DIBELS performance) there are clear priorities highlighted:

Development and implementation of Multi-Tiered Systems of Support (Indistar indicators: 1.4, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.3, 4.4) See Matrix of Prescott CAP Plan

This priority is focused on the development of a school-wide/district-wide system of curriculum, instruction, and assessment that includes standards of practice that establish clear expectations for the amount of time for reading and mathematics, common teaching framework and structures to deliver clear standards based instruction, common use of engagement strategies, common formative assessments, and systems of response to students who are not responding to core. Key tasks:

A culture of high expectations with consistent leadership from the principal and teacher leaders

Integrity to district-wide standards of practice for reading instruction and intervention, including use and understanding of common engagement strategies

System of ongoing feedback from principal to improve core program implementation

Clear large effect size strategies to increase students opportunities to respond and regular corrective feedback in all classrooms

Coaching time to focus on consistent use of planning, assessment, and use of engagement strategies

Knowledge and implementation of English Language Development and implementation of sheltered instructional strategies to address the needs of language learners

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Learning and applying multi-tiered systems of support for academics and behavior for all students.

The ongoing use of data teams to inform our professional learning supports, and to inform our instruction and assessment of student progress

Our needs assessment process and assessment of our current CAP plan identified priority needs. Due to low growth and achievement for our sub-groups, we are committed to developing a culture of a ‘growth mind set’ for all students. Our vehicle for achieving this growth is the learning and application of data teams to analyze our data and implement proven practices with integrity. A critical part of our plan must include job-embedded professional learning to increase the relevance and rigor of student work. It is evident that we must focus our efforts on leveraging collaboration among all staff to improve our delivery of instruction and increase the opportunities for students to respond to high-level work. Moreover, our evaluation and feedback must be focused on the improvement of our core teaching and assessment practices that improve student learning. This involves a deep commitment from the Parkrose School District to focus it’s efforts on building leadership capacity at Prescott to prioritize the analysis and feedback of classroom practices as the highest priority.

The revised version of current progress and planning of the Prescott Comprehensive Achievement Plan can be found in the Assess section of Indistar for each of the indicators highlighted above. Each quarter the Prescott Leadership team reviews and revises the CAP plan, and reviews the HASD to determine progress with the Achievement Plan. Our plan reflects the prioritized indicators, and we will include data sources and analysis in Indistar for further review.




0not addressed

The needs analysis, conducted by the LEA, in conjunction with the school, articulates the strength of curricular and instructional needs, the status of the comprehensive assessment system and use of data teams for decision-making, and the capacity of the teaching staff to implement the intervention selected.

The needs analysis conducted articulates the strength of curricular and instructional needs, the status of the comprehensive assessment system and use of data teams for decision-making, and the capacity of the teaching staff to implement the intervention selected.

The needs analysis alludes to or references curricular and instructional needs, assessment systems and data teams, and the capacity of the teaching staff to implement the intervention selected.

The needs of the school were not addressed.

(2) For each priority and focus school that the LEA commits to serve, the LEA must demonstrate that it has taken into consideration family and community input in selecting the intervention. [Respond to parts 2A – 2B]

(2A) Describe the process for garnering input from family and community stakeholders.

Prescott’s current leadership has provided a recent spring survey of parent/family perceptions of teaching and learning, school culture, and family engagement. Prescott used the same survey used in the initial school

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appraisal in early 2013. This data was reviewed by district and Prescott Leadership to identify strengths and areas that need further development. Of course this data is limited in scope due to the number of participants in the survey, but all were invited to participate online or through school based computers at family events this spring. The survey is uploaded onto along with our application to review those questions and responses. This data influences the priority tasks in the Comprehensive Achievement Plan. Key elements where there was compelling perceptions (85% in agreement of higher) of strength:

Quality of child’s teacher Display of student work Level of assistance students receive when she/he needs extra help At least one adult at school that their child can go to for help if needed My child is given a chance to share his/her ideas and opinions School is clean In the school, my child is given a chance to share his or her ideas and opinions Opportunities to involved in child’s education

Key elements that highlight perceptive needs for improvement (65% or less in agreement):

Satisfaction with the education their child has received at school Behavior policies are fairly and consistently enforced at this school The school has high expectations for my child My child’s school offers a wide variety of courses and activities to keep them interested in school The school contacts me to tell me about my child’s achievements and successes

This data will be shared with staff and parents to discuss the influence this data has on the school-wide improvement plan. The Prescott principal meets on a monthly basis with the Prescott Parent Group to provide updates and information on school improvement activities, and provides time for feedback. This formal meeting format is where information is provided on the Prescott report card, survey results, and revised updates on the Comprehensive Achievement Plan. In addition, the principal provides a regularly scheduled parent coffee where parents join her for a question and answer session regarding school issues, including school improvement efforts.

Parkrose School District has hosted culturally specific parent meetings to inform about improvement status and strategies being implemented district-wide to support student learning and growth. The superintendent hosts a monthly parent advisory meeting for parents of all of our schools, including Prescott. The purpose of these meetings is to gather feedback on the improvement initiatives across the district.

Prescott Elementary School has hosted multiple family engagement nights to inform parents of the reading focus and the school’s effort to improve student success skills at Prescott and across the district. These skills are writing, inquiry, collaboration, organization, and reading. The school highlights key strategies we are using to further enhance these students success skills across all grade levels.

The parent feedback was included in determining the priorities of the Comprehensive Achievement Plan. Key areas that align with parent feedback are: Developing high expectations for all students, Behavioral support systems to improve student learning, improvement of the core academic offerings at Prescott, and regular celebration of student achievement and growth.




0not addressed

Family and community Family and community Family and community No action was taken to 7

stakeholders were educated on the current report card ratings, current improvement efforts (CAP, Priorities, etc.) AND provided opportunities for dialogue and feedback with both the LEA and school leadership pertaining to the current state of the school and improvement efforts.

stakeholders were provided opportunities for dialogue and feedback with school leadership or LEA leadership pertaining to the current state of the school and improvement efforts.

stakeholders were made aware of the LEA’s intent to engage in the SIG process on behalf of the school.

engage family and community stakeholders.

(2B) Describe the process for considering the input from family and community stakeholders.

The process used to consider family input was processed at the school leadership team level. This began in 2013 with involving representative parents in the self-evaluation process for Prescott. This included 2 parents as part of the Prescott Leadership Team that developed the initial CAP plan. The initial plan was based on the needs assessment, parent and staff surveys, the appraisal teams recommendations, and report card student growth data.

Prescott’s Comprehensive Achievement Plan’s progress was regularly reviewed by parent representatives at monthly parent meetings. This included explaining the development of the Comprehensive Achievement Plan and opportunities to provide input on the prioritized needs. Each parent representative did bring parent issues to the Leadership Meetings and these were discussed with teacher and classified representatives.

Currently, the Prescott principal has maintained the practice of sharing family and community input with theLeadership Team as well as the entire staff through meeting notes issued by the PFCA, in an attempt tobuild a bridge between the school and community. This began when monthly Parent Family CommunityAssociation meetings formalized their agendas to include parent and community questions for theprincipal to discuss, often hearing recommendations from the PFCA. These meeting discussions areshared with Prescott staff and later discussed as agenda items in our Leadership Team meetings toconsider and prioritize. Additionally, the principal has requested that the PFCA put out their own surveyto determine what parents and community members involved with the PFCA can do to increase familyinvolvement at Prescott. This survey was conducted during our Spring Conferences and was available inseveral languages. The results of the survey were shared at a monthly PFCA meeting where the principaland PFCA attendees brainstormed ways to increase parent community interaction and improve diversityof its membership.

The CAP plan is reviewed with the PFCA quarterly. In addition, our latest attendance, behavior, DIBELSand CORE Phonics data is reviewed three times per year with this group. A result of this action hasimproved our parent volunteer and attendance rates, noting a decrease in the number of studentsabsent or tardy substantially. Additionally, as the PFCA has requested, the school Leadership hasallowed for an increase in family events held at the school as a way of opening doors and opportunitiesfor families to become more familiar with their child’s school and our programs of study.

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Finally, as PFCA recommends an action, new programs (such as Book for a Buck) are created to targetliteracy instruction with the support from certified and classified staff. These programs have beencommunicated to staff and students, implementing a shared vision for improved reading and readingintervention at Prescott.




0not addressed

LEA in collaboration with school leadership, analyzed and considered family and community stakeholder input in selecting the intervention and provided opportunities for final approval.

LEA in collaboration with school leadership, analyzed and considered family and community stakeholder input in selecting the intervention.

LEA and / or school leadership analyzed and considered family and community stakeholder input in selecting the intervention.

No action was taken to consider family and community stakeholder input.

(3) The LEA must describe actions it has taken, or will take, to design and implement a plan consistent with the final requirements of the turnaround model, restart model, school closure, transformation model, evidence-based whole school reform model, or early learning model.

Describe actions taken, or will take, to design and implement a plan for the selected model.The Transformation Model meets the needs and direction of the Parkrose School District. Due to our size and resources the district has the greatest ability to fully support implementation and provide focused and effective oversight. District leadership and staff is committed to building capacity teachers, leaders, staff, and community.

Replace the Principal (DTAL 3.5)In the winter of 2014 Parkrose School District engaged in dialogue with Oregon Department of Education support regarding Prescott’s SIG application potential for the upcoming school year. The district leadership debated on the timing of applying for a 2014-2015 School Improvement Grant. The critical issue was the district’s capacity to write the grant, and Prescott performance ranking being quite low, but not as low as many of the other applicants. However, we did proceed with the decision to consider the ‘Transformation Model’ as the most appropriate model of improvement considering the size of our district, and the possible implications for our three other focus schools.

Our district leadership team determined we would hire a new principal using the ‘Turnaround’ principal qualities highlighted in the Reform Support Networks guidelines for hiring a turnaround principal. This included the key competencies needed for a turnaround leader, and we crafted our job description and questions and performance tasks for the interviews. The interim principal was considered a candidate, but we externally posted and advertised the district’s need for a turnaround principal. The process involved a superintendent meeting with staff and parents to identify qualities that the school community saw as critical in their efforts in school improvement. This was also a time where the superintendent shared the key competencies the district was looking for in a candidate. The interview process was designed to seek out the 14 turn-around competencies suggested by the Reform Support Network. The interview process is described as a ‘behavioral event interview’ and sought out four critical clusters of skills:

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Driving for results- strong desire to achieve outstanding results and the task oriented actions required for success

Influencing for results-motivating other to influence their actions and obtain great results. Ability to build leadership among staff

Problem solving-uses data to inform instructional goals, making clear and logical plans that people can follow, and ensuring a strong connection between school goals and what is happening in classrooms

Confidence to lead- Staying visibly focused, committed, and self-assured despite personal attacks that are typical in a turnaround environment.

We observed the final candidates school environment, interviewed staff and made a final decision on a principal who had successfully led a Level 2 focus school to a Level 4 in a school year. The Principal reports directly to the Superintendent and is evaluated on the new leadership evaluation system being used district-wide. The principal is directly supported by the Director of School Improvement.

The team believes we used a rigorous and thorough process to identify a new highly skilled leader at Prescott.

Educator evaluations and support systems (EE 2.6)The Parkrose School District in collaboration with certified staff have developed a comprehensive evaluation system that includes evaluation of four domains of teaching: Environment and Culture, Instruction, and Professionalism, and Student Learning and Growth Goals. This includes a framework of evaluating instruction and providing feedback. Moreover, the Parkrose School District will provide job embedded training and support for Prescott’s principal to provide timely feedback, and systems of response when a teacher is struggling with improving instruction. The district provides monthly professional learning team time for principals to discuss their work and results with Educator Effectiveness.

Improving Teaching and Learning ( EE 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 TL 4.1, 4.3, 4.4 )This is the heart of our focus in the Parkrose School District, and a significant part of Prescott’s Comprehensive Achievement Plan. Our goal is for all staff to collaboratively plan for sound instruction and implement proven district wide engagement strategies to strengthen our core instructional program, while improving and increasing learning time for the needs of all students.

Our professional development is focused on building leadership and teaching capacity for all staff to improve content knowledge and improved delivery of our proven district instructional framework. As part of ongoing professional learning, staff will engage in using a variety of data to assess strengths and weaknesses of the curriculum and determine research based instructional strategies to make necessary changes to instruction. This includes sound classroom management and tiered systems of support for all students.

Parkrose School District will provide supports to ensure staff is engaged in aligning instruction and assessments to Common Core standards. Furthermore, we will collectively analyze data from student assessments to determine progress of student learning. All staff will use data to plan differentiated CCSS and ELP standards to all students. Our district commitment is clearly demonstrated through our recently awarded grant to the Oregon Response to Intervention and Instruction Project. These supports will be an integral part of our supports for Prescott Elementary.

Increased Learning Time (EE 2.2)Our district is focused on providing support for all instructional staff at Prescott to use proven instructional strategies and focused work on multi-tiered systems of support by strengthening our core program and increasing the quality and quantity of learning time.

Parkrose School District supports multiple strategies of improving quantity and quality of learning time at 10

Prescott:

Provide an additional two days of professional development time to begin the school year to focus on aligning core reading standards of practice, collective engagement strategies, and building common formative assessments to use to drive data team process. This time would also be used to highlight year-

long job embedded professional development plans, and the protocols for data teams. Four and half hours of Professional learning time will be provided to all Prescott staff every month to

support instructional alignment, data teams, and learning and practicing best practices in reading. Provide extended learning time for targeted students in grades 1-5. Prescott would provide four days

of extended time for X number of students who require additional intervention in reading and mathematics. The extended instruction is to be provided by a grade level certified teacher. These interventions would be aligned to school-wide interventions.

Prescott’s master schedule will include a standard of 120 minutes for reading instruction, 70 minutes of Math Instruction as a critical minimum. All students are required to be part of core reading and math, and intervention supports must be provided outside of the core times.

Family and Community Engagement (FC 3.2)Based on Parent feedback some of the current practices in place have been effective, and there is a need to be more explicit with our school-wide goals and expectations. The Prescott Family Engagement plan includes expanding opportunities to better match the demographics of the school. This includes family events to promote curriculum of the home, adult education supports. School events that help support parents needs for building student success skills at home through learning about the tenets of Advancement via Individual Determination (AVID). AVID highlights district-wide student success skills we want to see for all students.

We would also include support for culturally specific meetings to discuss effective strategies to support attendance, behavior, and academics.

Grant the School Operational Flexibility (LDR 5.4)Parkrose School District will grant operational flexibility to the principal of Prescott in order to address the elements of the Transformation Model. This increased flexibility comes with high levels of accountability and measures to determine progress.

Parkrose School District intends to provide support to carry out the School Improvement Grant with full commitment from our district leadership team, including our school board. It is a top goal of our board is to increase all elementary school’s level of performance to a critical minimum level 3 by 2016-2017.




0not addressed

The LEA in collaboration with school leadership, has designed a plan that specifically references AND addresses the final requirements of the selected model.

The LEA has designed a plan that specifically references AND addresses the final requirements of the selected model.

The LEA has designed a plan that potentially addresses the final requirements of the selected model.

OR

The communicated plan does not address the final requirements of the selected model.

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OR

The LEA in collaboration with school leadership, has developed specific structures and timelines to finalize a plan to address the final requirements of the selected model.

OR

The LEA has developed structures and timelines to finalize a plan to address the final requirements of the selected model.

The LEA has developed a timeline to finalize a plan to address the final requirements of the selected model.

(4) The LEA must describe actions it has taken, or will take, to determine its capacity to provide adequate resources and related support to each priority and focus school, identified in the LEA’s application in order to implement, fully and effectively, the required activities of the school intervention model it has selected on the first day of the first school year of full implementation. [respond to 4A and 4B]

Describe actions taken to determine the capacity of the school to fully and effectively implement the selected intervention.

School CapacityDistrict and School Culture (1.1, 1.4, 1.6)Prescott’s change in leadership involved all stakeholders in helping determine the turnaround leader needed for the school. The district intentionally set the vision for the key competencies the school needed for turnaround, but also sought feedback through surveys, specific meetings, and having representatives participate on the selection team. This resulted in the hiring of Cathy Mitchell, previously principal at Aumsville Elementary where she helped the Focus school improve from a level 2 rating to a level 4 in one school year. Our Superintendent and district leadership have been integrally involved in supporting Cathy’s orientation to Parkrose School District and supporting the structures and systems she has put in place to provide a stable structure and environment for significant improvement with student achievement.

The Leadership team has met on a regular basis to attend to the key tasks to their Comprehensive Achievement Plan. In addition, Cathy Mitchell, Prescott’s new principal has met regularly with Leadership Coach, Susan Fitzgerald in completing the HASD report to analyze Prescott’s progress with the CAP plan. These updates have been provided to staff and parents.

This school year the principal has revised and aligned systems of support to help ensure success of the schools achievement plan. This included working with the leadership team to develop a master schedule that followed district standards of practice for reading and math. This also included providing more extensive language support for 3rd-5th grade students by using a co-teaching model to support language development for 3-5th grade.

Educator Effectiveness (EE 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)Prescott also participated in a year-long professional learning focus on improving core reading instruction, small group instruction, and intervention supports. This included learning the components of Words Their Way to better diagnose foundation skill supports needed for all grade levels. Each grade level team met for half a day per month with a district instructional coach to guide them through new content, sharing best practices, and planning instruction to deliver proven methods within the 120 total minutes of reading time at

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Prescott. The work from these sessions is intended to drive the Professional Learning Community data analysis about how to change delivery, materials, or strategies to best address core instruction. Moreover, next school years professional development plan includes more support and instruction on effective small group support, common proven engagement strategies in core and in intervention, and using that data to inform decisions. Prescott is focused on alignment from grade level to grade level using a scope and sequence to guide our focus on common core and the foundational skills necessary to read to learn.

The school principal will work with district leadership and the school leadership team to plan and deliver professional development focused on the improvement of the core reading program and building multi-tiered systems of support. Prescott is part of the Oregon RTIi grant and will be provided external support through providing specific professional learning in common engagement strategies and data teaming. Prescott’s participation with OR RTIi includes a thorough assessment of the health of the school’s systems of support, including evaluation of the core program. This data will be available to Prescott in June of 2015, and the data is to be used by the leadership team to help refine the school-wide professional development plan.

Prescott’s principal is committed to analyzing classroom practices that are directly related to the Comprehensive Achievement Plan. She will establish a goal of time for feedback in classrooms to ensure on-going regular feedback to teachers on the school’s focus, and to collect data to share with the leadership team to analyze the needs of professional learning for staff. Moreover, the data collection helps drive direct staff support for those teachers who are struggling with implementation of standards of practice and proven instructional strategies. This data will be a key component of measuring implementation effectiveness and determine where coaching supports are needed for Prescott. This data will be shared with staff on a regular basis.

District and School Culture (DSC 1.1, 1.4, 1.6)The leadership team and school PBIS has also analyzed behavior data to determine needed behavior support structures to help student learning and building a culture of high expectations for all. It is evident through the teams analysis is that the school is lacking in Tier 3 supports for students with the highest behavioral needs. Principal Mitchell has created a foundations support classroom to provide targeted skills support to students with the most intensive behavioral needs. The team has also focused efforts to share school-wide data with staff and the school team has revamped the Tier I supports for all students including revising school-wide behavior expectations and supports to recognize students who are working to follow school expectations. The school hosts all students every month to recognize Prescott Pride behaviors including attendance, hard work, being safe and kind. In addition, the school has implemented specific targeted skill supports using the school counselor to support students in building academic and student success skills.




0not addressed

The LEA in collaboration with school leadership, has taken steps to determine the capacity of the school to fully and effectively implement the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the school to fully and effectively implement the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the school to implement the selected intervention.

Steps to determine the capacity of the school were not communicated.

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Describe actions taken to determine the capacity of the district to support the full and effective implementation of the selected intervention. See the evaluation rubric below for guidance.]District CapacityParkrose School District will commit the time and resources needed for the implementation of Prescott’s plan to be highly successful. We have policies, practices, and supports in place to further implement this plan. The district will provide direct support to leadership and teachers through focused professional learning and support for educator effectiveness and systems of accountability, Improving teaching and learning, District and school culture, and family engagement.

Educator Effectiveness (EE 2.1, 2.2, 2.3, 2.4, 2.5, 2.6) (TAL 5.2)Parkrose has worked over the past three years to improve our evaluation and feedback process to ensure more effective teaching and improved student learning. The district is committed to providing support to the principal in having coaching support in place at Prescott to support with professional learning and providing support to teachers in implementing the planning and delivery of proven practices.

District and School Culture- Coordinating and integrate new services and programs with the aim of optimizing the entire educational system (DSC 1.6)Staff and resources are provided to support PBIS maintenance including a district support team led by Director of Student Services. SUN school support are provided to Prescott to improve enrichment and community supports to help support students and their families. Parkrose has committed Title IA monies to continue SUN school support at Prescott.

District and School Culture- Principal and staff will work together to create a safe, respectful, culturally inclusive environment with consistent school rules and expectations. (DSC 1.1)Parkrose School District provides support to the principal, school counselor, and school psychologist to help direct the Positive Behavior Supports at Prescott. This includes data and strategy support for the school. There is a district-wide focus to maintain and sustain Positive Behavior Supports in all of our schools. This support will continue for Prescott.

Improving Teaching and Learning (TL 4.1, 4.3, 4.4)The district will provide direct support to Prescott through the Director of School Improvement and Director of Students Services to provide coaching support for core reading and math. In addition language for all coaching supports will be in place for professional learning and in-class demonstration to model proven strategies in the classroom for teachers and the principal. Professional learning modules and coaching support will be provided to Prescott to implement the use of evidence based strategies and materials.

Over the past two years Parkrose School District has demonstrated a deep commitment to build a comprehensive assessment system to help our schools determine the health of their core programs using universal benchmark data. This data is used to determine improvements to the core program to ensure that all students are working at high levels, and that classroom practices represent proven structures, materials and strategies to ensure student growth and learning. A district-wide team of teachers, coaches, and administrators developed district standards of practice for literacy instruction. This includes non-negotiables for scheduling of reading and math, and the use of common engagement strategies and target across all grade levels. Our district and school board is focused on providing the appropriate resources to support Prescott and our other schools in developing effective systems of multi-tiered support for reading, math, behavior, and teacher/leader development. We worked with a district-wide coach to provide on-going job embedded professional development focused on these standards of practice throughout the school year. This also has included principal support with mini-observations and evaluation of the integrity of implementation.

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Parkrose intends to provide coaching support to help develop and deliver professional learning on a monthly basis. The professional learning plans developed by school leadership and a district-wide team of teachers will be based on teacher based needs assessment that aligns with our collective goal of improving core reading instruction and reliable systems of support. In addition, the coach can be a direct support to the principal in providing coaching to teachers identified needing additional targeted support to implement core-reading practices.

Our growth is evidenced by 3 of 4 of our elementary schools have moved up at least one level in recent school rankings from level 2 to 3, and one elementary moved up two levels from a 2 to a 4. In addition our High School increased its graduation rate this past year by 14%, and our Middle School was rated a Level 5 in student growth this past year.

Technical and Adaptive Leadership (TAL 5.1)Our district has set aside 20% of its Title IA budget the past two years to support professional development efforts at our schools, including Prescott. In addition, Prescott will be able to provide 4 ½ hours of district supported professional learning for all teachers. The Prescott Leadership Team has partnered with district leadership to provide a professional development plan for teachers and for Cathy Mitchell, the principal to more effectively implement their Comprehensive Achievement Plan. This professional learning plan is uploaded into Indistar. These funds will be directly provided to Prescott to enhance professional learning supports at the school. This would be a task of the school leadership team to help develop the plan of additional supports using these dollars.

The Parkrose Superintendent and School Board are committed to budgeting money to support the staff and material needs of improving the core reading program and building multi-tiered systems of support. These goals are directly reflected in the Parkrose School Board and Superintendent goals for 2015-2016.




0not addressed

The LEA in collaboration with school leadership, has taken steps to determine the capacity of the district to support the full and effective implementation of the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the district to support the full and effective implementation of the selected intervention beginning on the first school day of the implementation year.

The LEA has taken steps to determine the capacity of the district to support the implementation of the selected intervention.

Steps to determine the capacity of the district to support the intervention were not described.

(5) The LEA must describe actions it has taken, or will take, to align other resources (for example, Title I funding) with the selected intervention.

(5) Describe how additional resources will be aligned to support the implementation of the selected intervention. See the evaluation rubric below for guidance.

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Parkrose School District has developed a Title IA budget to provide Prescott with an approximate 20% set aside of Prescott Title IA funds to support Prescott’s Professional Learning Plan. There is also direct instructional coaching provided on a regular basis to provide on-going professional development, but also to provide structured support to teachers that are struggling with implementation of proven practices. The school will have some flexibility in the use of the professional development funds to support teacher and organizational growth.

There will also be dedicated Title IIA- (approx. $20,000 of $120,000 district wide budget) to provide coaching support for sheltered instruction and language supports for all teachers. This would include explicit professional learning in backwards planning, identifying scaffolds using proven practices, implementing clear language objectives, and strategies to increase student interactions and opportunities for feedback. The coaching would also include demonstration lesson to help teachers see strategies modeled in lesson. Finally, as part of the professional learning coaching would also provide supports to principals in understanding English Language Proficiency Standards and critical aspects of planning and instructional strategies to effectively support language learners in every classroom. Moreover, the school district is committed to providing $40,000 in SUN school afterschool and extended learning support to enhance and accelerate targeted support for culturally specific groups within the school.

Parkrose has included dedicated Title III monies to focus on a team teaching English Language Development model to provide more authentic language based support for identified English Language Learners. This team teaching model is intended to provide collective planning time to specifically focus on establishing language objectives and supports to improve English Language proficiency in the classroom. The money will provide explicit training for a team of teachers at Prescott, including the English Language Development teacher. The team teaching model will be supported during the writing block in the master schedule.

Parkrose School District has also included in its recently approved district budget a district behavior support classroom. This is intended to support students with the most intensive behavioral needs. This will be a direct support to Prescott because in the current school year Prescott has used its own resources to support it’s highest needs students. This impacts instructional leadership time and instructional time in the classroom, and will result in a continuum of services for students that Parkrose has not been able to provide in past years. This will provide some flexibility in the principal’s ability to be in classrooms to provide feedback and evaluate teacher effectiveness and implementation of professional learning.




0not addressed

The LEA, in collaboration with school leadership, has clearly articulated additional resources available to the school AND has described, specifically, how those resources will be aligned to meet the

The LEA has articulated additional resources available to the school AND has described how those resources will be aligned to meet the needs of the school and selected intervention.

The LEA has articulated additional resources available to the school OR has described how additional resources might be aligned to meet the needs of the school and selected intervention.

Alignment of additional resources to support the implantation of the selected intervention was not described.

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needs of the school and selected intervention.

(6) The LEA must describe actions it has taken, or will take, to modify its practices or policies, if necessary, to enable it to implement the selected intervention fully and effectively.

[(6) Describe the necessary changes to practices and policies to support the full and effective implementation of the selected intervention. See the evaluation rubric below for guidance.]

Parkrose School District is fully committed to providing support in the implementation, monitoring, and evaluation of Prescott’s School Improvement Grant model to improve school culture and student learning. Our district has reviewed the policies and practices that may inhibit or limit support for each of the potential School Improvement models. In addition, we have had formal and informal conversations with Prescott leadership team, Parent leaders, the Parkrose Faculty Association, and the OSEA classified union prior to applying for this grant. Our district support is demonstrated through our additional support in staffing, supplies, curricular materials, refined assessment tools, and professional learning for all staff. The principal and leadership team flexibility to implement new instructional practices and structures to accelerate Prescott’s student learning and growth. This is intended for Prescott staff to address needs more deeply, in an accelerated manner, and to unique timeline than our other schools. Through our monitoring and support we hope to observe and analyze effective practices that will influence future policies and practices for Parkrose to be more effective in its implementation of school improvement.

Parkrose also demonstrates its commitment by allocating a higher level of coaching staffing support to Prescott to accelerate professional learning support. This includes a larger allocation of district coaching time from our district literacy coach and district language coach. Our district leadership team is committed to providing additional support to Prescott to ensure more effective implementation of the Comprehensive Achievement Plan and addressing the needs of student sub-groups. This is evident in providing culturally specific supports through our SUN school for extended learning opportunities and family engagement and support. The district-wide behavior classroom will provide specific student support to Prescott enabling Prescott additional flexibility in supporting students with disabilities. Our team support model for our English Language Learners will provide more in depth language support and professional learning for teachers. Each of these strategies help support sub-groups that are most affected by gaps in student achievement.

Parkrose School District has worked collaboratively with Prescott in the hiring of a new principal and supporting the leadership team in the development of their comprehensive achievement plan. During this time we have revised the key criteria in hiring principals with turnaround competencies and have included critical performance tasks for any employee that is hired in Parkrose.

The above strategies required only collaboration and conversation, and did not require a change in policy. We have approved the offering of extended professional learning time and extended learning opportunities for students. We will also allow for professional development funds to be used with more flexibility to include outside the contracted day and school year to receive professional development. The district is committed to ensuring that 4 ½ hours of monthly professional learning time is provided to Prescott to support new learning and the process of improving data teams and multi-tiered systems of support.

We currently are partnered with the Oregon RTIi project to help with professional learning and revising standards of practice for reading and math and building more effective multi-tiered systems of support. This included leadership professional development this year, and on-going consultation with our planning. We see our partnership with Oregon RTI provides a systemic and sustainable means of addressing our core programs

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and systems of support.

In addition, Parkrose School District and Prescott have a strong interest in selecting an external provider to provide support for building principal and teacher leadership capacity to implement systemic change and provide more intensive support for implementing effective data teams and systems of student support. This would be a more intensive frequent monitoring of progress that would include individualized coaching to accelerate Prescott’s growth. Parkrose has met with the Gresham Barlow School District to inquire about their improvement planning and process with the Learning and Leadership Center. Parkrose is currently meeting with the Houghton Mifflin Learning and Leadership Center to identify supports that could be provided to help support our plan. This includes meeting with our local associations and Prescott’s Leadership team to identify strategies that provide a higher level of monitoring and implementation. It is our intent to include the process of considering an external provider into our School Improvement Grant timeline and budget. There is a district commitment to changing and modifying practices to ensure effective implementation of Prescott’s improvement plan.




0not addressed

The LEA, in collaboration with school leadership, has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies.

- or -

The LEA, in collaboration with school leadership, has agreed that no policies / practices exist that would prevent the full and effective implementation of the selected intervention.

The LEA has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention AND has taken steps to adjust said practices / policies or proposed plans to begin adjusting practices / policies.

The LEA has identified practices and policies that would potentially inhibit the full and effective implementation of the selected intervention.

The need to modify practices or policies was not addressed.

(7) The LEA must describe how it will provide effective oversight and support for implementation of the selected intervention for each school it proposes to serve (for example, by creating an LEA turnaround office).

[(7) Enter response here. Describe how the LEA will provide oversight and support for implementing the selected intervention. See the evaluation rubric below for guidance.

Parkrose School District will work collaboratively with the Prescott Leadership Team, Oregon Department of

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Education to effectively monitor the implementation of the transformation model. The grant will be monitored and measured by the Parkrose Director of School Improvement. The Director will work with the state supported Prescott Leadership Coach and the Parkrose District Liason Coach to attend monthly leadership meetings to monitor the progress of the implementation and supports. Prescott’s principal and leadership team will still be responsible for reporting to the school improvement team Oregon Department of Education on the progress of their plan.

Our monthly meetings would include the following: Analysis of progress of achievement plan tasks Analysis of classroom observation data aligned to professional development plan Review and analysis of school-wide DIBELS data Review HASD reports developed by school leadership team and reviewed by Oregon Dept. of

Education Update and revise tasks within plan to address deeper implementation of plan

Parkrose School District’s superintendent and district leadership team will provide classroom instruction appraisal for the Prescott Leadership Team to analyze external analysis of classroom practices and level of implementation. This also includes monthly support meetings for Prescott’s principal provided by the district superintendent. These meetings will be based on individual leadership goals including student learning and growth goals.

Parkrose’s potential external provider would include regular feedback, analysis of needs, and measuring level of effectiveness of the professional learning at the school.




0not addressed

The LEA, in collaboration with school leadership, has described mechanisms to oversee and support the implementation of the selected intervention that includes specific articulation of an office or individual responsible for the described activities as well as clear timelines for focused dialogue and adjustment (where necessary).

The LEA has described mechanisms to oversee and support the implementation of the selected intervention that includes reference of an office or individual responsible for the described activities as well as clear timelines for focused dialogue.

The LEA has described mechanisms to oversee the implementation of the selected intervention that includes reference of an office or individual responsible for the described activities and may include loosely defined timelines for check-ins.

Description does not articulate how the LEA will provide oversight and support to the school.

(8) The LEA must describe how it will meaningfully engage families and the community in the implementation of the selected intervention on an ongoing basis.

[(8) Describe the ongoing engagement of families and the community regarding the implementation of

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the selected intervention. See the evaluation rubric below for guidance.]

The Prescott Leadership team and the district will provide a standard set of formal events to provide information to families, but also create plans to intentionally share improvement efforts through newsletters, web page, and the student work with descriptions throughout the school. Our formal events will include:

A family back to school night where classroom teachers share the focus on improving reading and math instruction, and the levels of support we intend to provide students. This would include explicit ideas on how to help their children at home using the school recommended practice for reading and math.

A minimum of 3 additional family nights to provide families opportunities to learn about improvement efforts, and strategies to support student learning at home. A focus on the family role with attendance and its impacts would be a focus.

Monthly parent/family meetings to inform parents of school improvement process With the reception of the grant. Hiring of a family engagement coordinator to support engagement,

attendance, family nights, conferences etc… Family engagement coordinator will be responsible for conducting a minimum of 3 culturally specific

meetings to discuss home-school support Monthly principal/parent meetings to facilitate dialogue about school improvement efforts.

Prescott Leadership Team will require at least 2 parents to be part of the regular monthly Prescott leadership meetings to review progress of the comprehensive achievement plan. Representative parents and Principal will provide updates and opportunities for feedback at monthly Prescott parent meetings.




0not addressed

The LEA, in conjunction with school leadership from each school it commits to serve, has described how they will engage family and community stakeholders in multiple ways and at multiple times throughout the implementation of the proposed intervention model.

The LEA or the school it is committing to serve, have described how they will engage family and community stakeholders throughout the implementation of the proposed intervention model.

The LEA or the school it is committing to serve has described a plan to inform family and community stakeholders throughout the implementation of the proposed intervention model.

No action was taken to engage family and community stakeholders throughout the implementation of the proposed intervention model.

(9) The LEA must describe how it will sustain the reforms after the funding period ends.

[(9) Describe the strategies and plans for sustainability.

Long Term Planning System That Supports and Analyzes Effectiveness of ImplementationSustainability of systems developed in the improvement process is of the highest importance to Parkrose School District. Key elements are analysis of practices and the assessment of implementation effectiveness. The professional learning and supports are intended to shift to a culture of ‘growth mind set’ and staff and

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principal have capacity to continue established systems and culture. The school improvement grant supports of instructional coaching, leadership support, behavior supports, and the improvement of assessment and data systems will build capacity that is sustainable. By building a comprehensive assessment system aligned with common core standards and the use of proven instructional framework to support all student learning. The additional support of an external provider will add a higher level of accountability to our implementation and provide us with critical tools to measure our progress with building a sustainable system of assessment, instruction and student supports. Our district will continue to stay involved with the state-wide EBISS grant. The supports of analyzing district practices of implementation science will be used to support our analysis of Prescott’s School Improvement grant.

Capacity Building Model- Plans to Address Staffing and Funding Changes:As we have planned for the grant our teams have strategically planned for the decrease of supports during the life of the grant. Our Leadership Teams firmly believe that using a capacity/coaching model to develop systems of assessment, instruction, and student supports can be leveraged in a two year period and beginning to decrease supports in a third year. We plan to have a collaborative team that uses multiple measures of implementation effectiveness including student growth data to determine our progress in year 1 and year 2 of the grant. Our target will be to have reached a proficient level of implementation to decrease support in funding and staffing in the third year. It is a priority of the school district to analyze its use of it’s Title IA, IIA, and III allocations to determine what exact supports should be sustained to support Prescott’s success. The main focus of the grant is boost capacity for district and school leadership, teachers, and support staff.

School, District, and Community LeadershipA main objective of the Comprehensive Achievement Plan is to have structures and systems to promote shared and distributed leadership to build a culture of high expectations for all. This leadership framework includes a multi-disciplinary school based team with parent involvement, grade level, school level, and district level data teams. We plan to continue a district leadership team structure that uses data to determine what supports need to be in place for Prescott and its staff. This district level team includes state provided leadership coaches Bob Goerke and Susan Fitzgerald who have been integral parts of planning and supporting Prescott’s continued growth. These teams will remain at the end of the grant to ensure the same system of support for teachers and school leaders. As a result, a system of shared leadership will be in place to continue to maintain a high level of expectation for teaching and learning across the school.

Multi-Tiered Systems of SupportOur ongoing partnership with ORTIi will be maintained through the life of the grant, and we plan to continue to work with ORTIi’s evidence based model of multi-tiered systems of support. The use of universal benchmark data will help us analyze the progress of our core programs in reading and mathematics, and for Prescott to have a system of response based on targeted needs. Our vision has every staff member using data to deliver strong standards based core with structural supports to provide interventions for students who need support with specific skills. Our strong core will be evidenced by more than 80% of our students not needing additional support beyond a 90 minute reading block, but have additional time built into the day for teachers and support staff to target interventions for students who have more intensive needs. Moreover, Prescott will have clear standards of practice for the why, what, and how of teaching reading and math. This would include regular data meetings every other week to analyze unit plans, student work and results to determine adjustments to proven teacher strategies to effectively support students during the core time. Each classroom will have a systemic method of increasing student’s opportunities to respond, and teachers regularly providing corrective feedback. These systems of support would also include problem solving based data teams to better support those 20% of students who struggle within the core program and need additional support. We will also have a systemic means of problem solving attendance and behavior supports to ensure these tiered systems of support exist for students and teachers.

Use of External Provider and Coaching Resources21

Parkrose has an interest in seeking consultation and support through this school improvement grant. We have met and inquired with Pearson School Improvement Services and Houghton Mifflin Leadership and Learning LLC. Our goal is to identify a provider that will provide a thorough needs assessment of the school and provide on site coaching to address our school-wide achievement goals. In addition, regular accountability check to determine the school’s level of implementation to provide data to district and school based leadership teams.

District leadership along with school leadership has started a process of identifying a provider that will meet the needs of the school’s goals. We are seriously considering a partnership with the Learning and Leadership School Improvement Team due to their compelling data regarding their school improvement efforts with other SIG grant schools. They’re able to provide on site coaching that includes feedback regarding progress of the school’s improvement plan. In addition, specific support to the principal and leadership team in facilitating the school’s plans. They also include professional development in the use of data teams and working with our other partner ORTIi in building a multi-tiered system of support for students. Leadership and Learning Center has demonstrated considerable experience working with school’s with a variety of demographics and we are encouraged by their results.

At the time of the writing of the grant we are working with Houghton Mifflin to consider their services. We still have meetings planned with Prescott’s Leadership Team and District Leadership to determine a provider if we are awarded the grant.




0not addressed

The LEA will articulate sustainability efforts throughout the implementation, support and oversight of the selected intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

The LEA will articulate sustainability efforts throughout the implementation of the intervention, including a tapered budget as well as necessary PD / training to ensure the improvement efforts last beyond the funding period.

The LEA will articulate sustainability efforts throughout the implementation of the intervention, including a tapered budget.

The LEA did not describe any plans or strategies for sustainability.

(10) The LEA must describe how it will implement, to the extent practicable, in accordance with its selected SIG intervention model(s), one or more evidence-based strategies.

[(10A) Describe the process for evaluating and selecting evidence-based strategies.

Response to Intervention and Instruction- Strengthening the Core Instruction and Assessment SystemOur ongoing work with Oregon Response to Intervention and Instruction have provided our district a framework to cultivate the thinking and skills in leadership at all levels to build and sustain a comprehensive multi-leveled system of prevention and support that identifies and serves the instructional needs of all

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children. Prescott’s focus is to close the achievement gap between white student growth and sub-group growth. Furthermore, overall student achievement has declined over the past two years. Our data demonstrates there are core instructional issues that need systemic reform to provide effective professional development to support teachers and the principal in implementing a research based system that will dramatically improve achievement for all students.

Our process involved our work with ORTIi and EBISS that helped identify the systemic issues with core instruction at Prescott and our other elementary schools. It was evident that a systems approach was needed district-wide to provide proven strategies and structures to improve our focus on supporting student learning at the elementary level. In the winter of 2014-2015 Parkrose was a recipient of the ORTIi grant to be part of cohort 10 and receive specific supports for each of our elementary schools. Parkrose district’s school improvement and school leadership researched systems that effectively support student achievement for all. Not only does Response to Instruction provide compelling results for all demographics, it creates a culture of focusing on data and student progress. This systemic framework provides a clear illustration of effective core instruction with proven engagement strategies, universal data systems to analyze and monitor the health of core instruction, structures to support students who are not responding to core instruction. The core assessment and instructional practice were clear evidence to use Response to Intervention and Instruction.

Over the past two years we have worked to develop a comprehensive assessment system that improves the effectiveness of teaching and learning, screen students to determine their instructional needs, monitor progress for students receiving additional support, and evaluate the integrity of our core instructional program. We have provided intensive training to the Prescott principal and teacher leaders to learn the DIBELS assessment system to help provide a tool that can be used to improve our instructional program.

Response to intervention and instruction is evidenced based system that provides support for leadership capacity by providing guidance on the development of an infrastructure, implementation, accountability, and sustainability.

Oregon RTI has already started their support by assessing Prescott’s capacity to identify needs for instruction, leadership, and coaching to ensure a high level of implementation. The project has already provided professional development on implementation of data teams, 100% core meetings, and 20% response meetings. Our next focus is to support teachers in providing targeted support and intervention for students from all sub-groups. This also includes supports with training in establishing data based decision making systems by building structures for teams that drive on-going improvement of instruction and support.

Prescott Leadership Team attended the winter ORTIi workshop on learning the system of RTI. In addition, the same team attended the state-wide ORTIi conference in Sunriver, OR this spring. Prescott Leadership has two representatives on the district wide team that is going through a curriculum selection process to provide Common Core research based curriculum to support our efforts to improve instruction.




0not addressed

The LEA, in conjunction with school leadership, has described the process used to determine how the strategies to be implemented are evidence-based and

The LEA has described the process used to determine how the strategies to be implemented are evidence-based and align to the needs of the school.

The LEA has described the process used to determine how the strategies to be implemented are evidence-based but has not described alignment to the needs

The LEA has not describe a process to determine how the selected strategies are evidence-based.

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align to the needs of the school.

of the school.

Describe the implementation of evidence-based strategies.

Prescott and the Parkrose School District had started their improvement efforts prior to this grant request. The Parkrose School District started a process with a district-wide school improvement team focusing on the implementation of Response to Intervention across all of our elementary schools. Our goal with this grant is to accelerate the implementation for Prescott to build a strong assessment and core instructional system to support Prescott students.

Job Embedded Professional Learning and Coaching in Response to Instruction SystemsIn the fall of 2014 Prescott and all Parkrose elementary schools began the use of DIBELS to universally screen all students to determine individual skill needs and provide a picture of the integrity of core reading instruction. A significant part of professional learning over the past two years has been focused on learning the Parkrose Standards of Practice (I have included those standards attached to the grant).

Learning of standards of practice through monthly professional development (Every team 4 hours a month)

Using DIBELS data to conduct 100% school-wide meetings and determine instructional and assessment outcomes based on their student data. This will include adding math universal screens in the 2015-16 school year.

Monthly professional learning focused on lesson and assessment planning for 120 minute core reading block, including intervention. Introducing the use of Words Their Way as a vehicle for improving gaps in phonemic awareness.

Monthly professional learning goals monitored by principal and supported by district-wide coach. Professional learning implementation was measured through classroom mini-observations. Goals are based on summative and formative data from each classroom.

Data teams will meet at a minimum of every two weeks to discuss analysis and adjustment to classroom practices to promote student growth. Teams will formally share their progress to school-wide team.

District-wide literacy team further developed standards of practice for 100% and 20% meetings district wide. Reviewed professional learning data, and this included mid-point perception data from teachers about their level of implementation of core reading practices.

School wide reading and math interventions to support students identified through benchmarking as needing strategic and intensive support

District-wide team developed priorities in the selection of process of purchasing new core materials to meet current needs.

District leadership team analyzes DIBELS data every trimester to inform district-wide planning for professional learning and material needs.

Leadership team and district team conducting needs assessment in spring of 2015 to determine structures of support for further development of core program and systems of support for 15-16.

There will be focused professional development in engagement strategies provided by Jo Robinson or Anita Archer. School level teams will commit to implementing these practices into core and support instruction.

Prescott’s mini-observations were focused on professional learning goals, and evidence of strong core reading practices this year, and we will scale up our plan to provide focused feedback for small group instruction and intervention. Prescott will focus on the implementation of engagement strategies that increase the opportunities for all students to respond to instruction. This includes regular corrective feedback to help students accelerate reading growth.

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BUILDING LEADERSHIP CAPACITY FOR SYSTEMS OF SUPPORTParkrose’s involvement in the ORTIi grant has provided foundational background knowledge in Multi-tiered systems of support, and will continue further development of building strong standards of practices supporting students who needs additional support beyond core instruction. Background knowledge of RTI was a prerequisite for the principal job opening at Prescott, and we hired a principal who has worked extensively with the RTI framework.

The Prescott principal and key teacher leaders have attended two trainings to learn the leadership details of Response to Intervention and Instruction. This support would continue over the next two years to provide a framework of sustainable practices from the leadership team and the staff at Prescott. The Prescott leadership team will be part of a larger district team to analyze data and determine adjustments to implementation of multi-tiered systems of support.

FAMILY ENGAGEMENTA critical part of involving families is to provide multiple opportunities to learn about the levels of support we structure to support student learning in reading and mathematics. Beginning this year and into the future years of the grant we would provide a minimum of 4 formal opportunities for parents to learn about their child’s progress, and to learn the supports the school will provide to accelerate their learning.

Fall Family Engagement Night: This evening will be focused on the focus of Prescott’s School Improvement Plan and how parents can play an important role in supporting their child in reading and math. This would also provide informational time with classroom teachers and specialists to learn about their child’s current achievement.

Fall Goal Setting Conferences: Prescott will provide two days dedicated to setting academic goals in reading and mathematics looking at benchmark and diagnostic data to help establish school tasks to support each individual student, and supplemental tasks for parents to help in the form of home supports. Classroom teachers will facilitate these conferences. The school will offer one night time slot to support families that cannot attend during the day.

Spring Progress Monitoring Conferences: Prescott will provide two additional days in the spring to report student progress in reading and math. This will include winter benchmark data, formative assessments, and district interim common core performance tasks.

Spring Family Literacy Night: The focus of this evening will be on effective strategies to support student reading growth at home.




0not addressed

The LEA, in conjunction with school leadership, has described a plan to implement the selected strategies, supported by evidence of effectiveness.

The LEA has described a plan to implement the selected strategies, supported by evidence of effectiveness.

The LEA has not described a plan to implement the selected strategies or the implementation plan does not describe how the strategies are supported by evidence of effectiveness.

The LEA does not describe a strategy to implement.

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(11) The LEA must describe how it will monitor each priority and focus school, that receives school improvement funds including by-

a) Establishing annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics; and,

b) Measuring progress on the leading indicators as defined in the final requirements.

(11A) Describe the annual goals for improved student achievement.Prescott Elementary was rated a Level 1 Tier 3 school this past reporting period for 2013-2014. This was a reduction from a Level 2 the previous year. Total combined achievement in reading and math dropped 5 percentage points in reading and math for all students. There is a clear achievement gap between White and Asian students and our traditionally underserved subgroups, this includes students with disabilities. White and Asian students met standards for reading and math with gaps as large as 30 percentage points between African American students and White students for reading and 25 percentage points in Mathematics. The improved growth of African American students and traditionally underserved students are critical to our success.

Academic Growth Goals (Based on Oregon Report Card Rating System)Subject Year 1 (2016-17) Year 2 (2017-18) Year 3 (2018-19)Reading (All) Meet or exceed

combined median growth target at a Level 3 for academic growth, and for all sub-groups

Meet or exceed combined median growth target at a Level 3 for academic growth, and for all sub-groups

Meet or exceed combined median growth target at a Level 4 for academic growth, and for all sub-groups

Mathematics (All) Meet or exceed combined median growth target at a Level 3 for academic growth, and for all subgroups

Meet or exceed combined median growth target at a Level 3 for academic growth, and for all subgroups

Meet or exceed combined median growth target at a Level 4 for academic growth, and for all subgroups

Academic Achievement Goals (Based on Oregon Report Card Rating System)Subject Year 1 (2016-17) Year 2 (2017-18) Year 3 (2018-19)Reading (All) 60% combined met % on

the Smarter Balanced Assessment, Level 3 achievement

67% combined met% on the Smarter Balanced Assessment, Level 3 achievement


Mathematics (All) 55% combined met % on the Smarter Balanced Assessment, Level 3 achievement






0not addressed

The LEA, in collaboration with school leadership, has described annual goals based on reading and

The LEA has described annual goals based on reading mathematics student data, as well as quarterly check-in

The LEA has described annual goals to ensure improved achievement for students.

The LEA did not describe annual goals.

26

mathematics student data, as well as periodic check-in measures, to ensure improved achievement for students.

measures, to ensure improved achievement for students.

[(11B) Describe the strategies for monitoring progress.

Universal Benchmark DataThe Prescott Leadership Team and the Parkrose School District will continue to use universal benchmarks in reading and math to help monitor progress of core instruction. Prescott will maintain its database in Dynamic Measurement Group’s database to track longitudinal and progress monitoring data. The DIBELS data analysis will begin based on our baseline scores from the composite scores from each grade level Kindergarten through 5th grade. We have baseline performance data from fall of 2013 forward.

Progress Monitoring of Tier 2 and Tier 3 StudentsPrescott teachers and specialists will use DIBELS as a reading and math progress monitoring tool to determine total growth in 6 week increments. Prescott will perform progress monitoring on students at least 3 times in a 6 week intervention period to make adjustments to instruction and support. Prescott will have 20% grade level team meetings every 6 weeks to analyze progress for students who have received additional support beyond core reading and math instruction.

Interim Common Core Based Performance TasksPrescott will have access to the Inspect item bank to provide district normed interim Common Core assessments in reading and mathematics. Prescott leadership will develop a common core based interim assessment aligned to unit standards to use as a summative tool for professional learning team data analysis.

Mini Observations to Analyze Implementation and Determine Needs for Supporting InstructionPrescott leadership and Parkrose leadership will team to analyze reading and math data on a regular basis. Moreover, this will include analysis of the implementation of effective instruction through mini-observations by the principal, external coaches, and district-wide leadership team. The data will be shared at each leadership team to determine rate of progress, but to also inform professional learning implementation. The walk through data will include:

Standards of practice for core reading, small group, and intervention of reading and math are present Planning is evident through clear CCSS objectives, ELP standards and students are able to articulate

classroom goals Core instruction is based on framework that demonstrates I do, we do, y’all do, you do. Student engagement strategies are used that increase students opportunities to respond and regular

corrective feedback in whole group and small group instruction Core reading materials are used to guide instructional planning Language supports for all students for all students are in place ie.. language objectives, sentence

stems, graphic organizers, strategic partnering Intervention structures and strategies are in place to support students with more intensive needs. Small

group support targets specific skills where students need support to access core instruction. Rigor is demonstrated through the depth of the student work and the level of response required by

students

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0not addressed

The LEA, in collaboration with school leadership, has described detailed periodic progress monitoring structures, strategies, and benchmarks to ensure successful implementation of the final requirements of the selected intervention.

The LEA has described periodic progress monitoring structures, strategies, and benchmarks to ensure successful implementation of the final requirements of the selected intervention.

The LEA has somewhat described monitoring structures and benchmarks to ensure successful implementation of the final requirements of the selected intervention.

The LEA did not described plans for monitoring progress.

(12) The LEA must include a timeline delineating the steps it will take to implement the selected intervention in each school identified in the LEA’s application.

[(12) Describe the timeline for implementing the selected intervention.Implementation of GrantMonth-Year Activity Focus for Selected InterventionJune 2015 Receive notification of School Improvement Grant/ Notify stakeholdersJune 2015 Create Master schedule to prioritize reading support and implementation

of language and reading supports for allMid-June 2015 Post for Response to Instruction Coach Position and Positive Behavior

Support-Restorative Justice CoachMid-June 2015 Begin process to hire transformative staff membersMid-June 2015 Leadership team uses process to determine external provider support for

2015-2018Late June 2015 Post Family Engagement Coordinator positionJuly 2015 Contract with external providerJuly 2015 SUN Summer School ProgramEarly August 2015 Meet with external provider, district coaches to review professional

learning planAugust 2015 Data teams training, Positive Behavior Supports Review, Core Reading

Material review, Engagement Strategies OrientationAugust 2015 Early Kindergarten Transition Program BeginsAugust 2015 Leadership Team review Comprehensive Achievement Plan and assign

tasks for school year. Leadership team will review DIET data provided by ORTI to revise school plans.

August 2015 School principal and 3 staff attend summer institute for AVID instructional/engagement strategies. Focus writing, inquiry, critical reading, and culturally relevant practices

Late August Family and Community Meeting to meet principal an review school improvement plan

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Year 1: 2015-16Month-Year Activity Focus for Selected InterventionAugust 2015 Leadership team meets with external support, coaches and principal to

review and determine needs for professional learning planAugust 2015 Prescott Leadership Team develop plan for extended learning

opportunities for 2016-2017 school year. Identify resources needed and targeted support needs based on school-wide reading, language, and math data.

Early September 2015 (Sept 2nd-4th- 11 hours) Positive Behavior Support Coach and team develop school wide agreements and structures of support, Reading Coach and staff review standards of practice for reading, and begin unit plan development, including assessments, data teams introduction

September 2015 Comprehensive Needs Assessment completed by external providerSeptember 2015 (Sept. 16th and 30th- 3 ½ hours) Language for All training, data teams

training, engagement strategy introduction, reading material review and continue unit and assessment planning to include scaffolds from language for all training

September 2015 Universal benchmark data (DIBELS) reviewed at 100% meetings. Data teams set long term goals for improving core instruction, and identify students who require further intervention.

September 2015 Leadership team meets to establish extended learning supports at Prescott, and identify goals for extended learning, and target extended support to students who require additional intervention. This program will be tied to SUN activities that include enrichment for all participating students and staff. Post extended learning positions for all staff. The team will meet a minimum of 2 hours per month to review plan progress. The team will also meet 1 day per trimester to revise CAP plan and monitor progress of the school.

September 2015 School Improvement Night- An open house provided to parents to learn of the school goals and connections to how parents/families can support their children at home and school.

October 2015 Goal Setting Conferences for Parents/Families/Students. Using key data points, we will establish school year goals for every student.

September 2015-June 2015 Positive Behavior Support Coach supports classroom and school wide implementation of Tier 1 and Tier 2 supports for all students, Reading and Intervention Coach provides focused support in reading engagement strategies implementation through feedback and coaching, and demonstration lessons, Language for All coach provides monthly support to provide demonstration lessons for all grade levels. On-going coaching support from external provider and ODE provided coaches to review implementation of Comprehensive Achievement Plan. Each month there will be an additional 3 ½ hours of professional learning time dedicated to PBIS, core reading support, and data teams. Every 6 weeks students receiving additional targeted reading support will be progress monitored, and data teams will determine next steps for support.

Sept.-June 2015 Data team process will include pre and post assessment data tied to core reading instruction and intervention planning. Mini-observation feedback from principal will focus on engagement strategies and standards of practice in each classroom. Data teams will meet for one

29

hour every two weeks.Winter 2016 Mid-point data team goals revised based on universal winter

assessment.January 2016 Engagement strategy training for all staff with Jo Robinson or Anita

ArcherFebruary 2016 Language for All training for all staff with continued coachingMarch 2016 Leadership team develops extended learning plans for summer of 2016.

Goals and expectations, hiring of staff, timelines, and curriculum and assessment focus.

March 2016 Parent conferences to report student progressApril 2016 Oregon Response to Intervention Conference for Leadership TeamMay 2016 Provide needs assessment survey to staff and families to monitor

progress. Use School Appraisal Assessment format used in spring of 2015. Compare data and determine next steps for Comprehensive Achievement Plan

May 2016 Select staff and provide extended learning professional learning for SUN Summer school staff. Use spring benchmarking data to target student support. Communicate options with families.

June 2016 Staff receives professional learning on integrating 8 standards of math practices

June 2016 Professional development for summer school staffJuly 2016 SUN Summer School SupportAugust 2016 Principal and new staff attend AVID instructional

strategies/engagement summer instituteYear 2Month-Year Activity Focus for Selected InterventionAugust 2016 Prescott Leadership Team develop plan for extended learning

opportunities for 2016-2017 school year. Identify resources needed and targeted support needs based on school-wide reading, language, and math data.

August 2016 Leadership team uses needs assessment data, DIET from ORTIi to prioritize needs of improvement. Parents and leadership team will create parent survey that matches previously provided parent survey. This survey will be provided at September Back to School Night. In addition, mini-observation data will have been monitored and reviewed throughout the 15-16 school year. This data will help inform leadership team of areas of need and support within the comprehensive achievement plan. The team will meet a minimum of 2 hours per month to review plan progress. The team will also meet 1 day per trimester to revise CAP plan and monitor progress of the school.


Fall 2016 Professional learning plan includes 3 and half hours per month focused on core reading and mathematics improvement. Benchmark data to determine intervention focus. Professional learning on math universal assessments and use of data to inform instruction.

Fall 2016 Prescott Leadership team review common agreements about engagement strategies to improve the rigor and focus of core reading and mathematics. Data teams establish long term goals and identify

30

units of study for reading and math to identify formative assessments and language supports for each unit. Data teams report out to all staff. Each month there will be an additional 3 ½ hours of professional learning time dedicated to PBIS, core reading support, and data teams. Every 6 weeks students receiving additional targeted reading support will be progress monitored, and data teams will determine next steps for support.

Fall 2016 Continuation of Language for All training and support. Coaching throughout the year on using scaffolds to improve engagement and access to core reading and math.

Fall 2016 Parent and student goal setting using benchmark and diagnostic dataWinter 2017 Winter Benchmarking for reading and math. Staff uses 100% data to

revise school-wide core needs, and determine necessary supports for students needing further intervention.

Winter 2017 Provide training in engagement strategies for teachers through ORTIiSpring 2017 Winter Benchmarking for reading and math. Staff uses 100% data to

revise school-wide core needs, and determine necessary supports for students needing further intervention.

March 2017 Parent Conferences to report student progressSpring 2017 Leadership team and representative teachers attend ORTIi conferenceSpring 2017 Spring staff and parent needs assessment revised and reviewedSpring 2017 Summer school planning with SUN school. Design specific reading

interventions for targeted students, and develop communication plan for families.

June 2017 Professional development for summer school staffSummer 2017 SUN Summer School at Prescott

Year 3Month-Year Activity Focus for Selected Intervention

August 2017 Prescott Leadership Team develop plan for extended learning opportunities for 2016-2017 school year. Identify resources needed and targeted support needs based on school-wide reading, language, and math data.

September 2017 Comprehensive Needs Assessment review including school and parent data by Prescott leadership team including DIET, SBAC growth data, and universal benchmark data to prioritize needs for Prescott. The team will meet a minimum of 2 hours per month to review plan progress. The team will also meet 1 day per trimester to revise CAP plan and monitor progress of the school.

September 2017-June 2018 Positive Behavior Support Coach supports classroom and school wide implementation of Tier 1 and Tier 2 supports for all students, Reading and Intervention Coach provides focused support in reading engagement strategies implementation through feedback and coaching, and demonstration lessons, Language for All coach provides monthly support to provide demonstration lessons for all grade levels. On-going coaching support from external provider and ODE provided coaches to review implementation of Comprehensive Achievement Plan. Each month there will be an additional 3 ½ hours of professional learning time dedicated to PBIS, core reading support, and data teams.

31

Every 6 weeks students receiving additional targeted reading support will be progress monitored, and data teams will determine next steps for support.

September 2017 Professional learning plan includes 3 and half hours per month focused on core reading and mathematics improvement. Benchmark data to determine intervention focus. Professional learning on math universal assessments and use of data to inform instruction.


Fall 2017 Prescott Leadership team review common agreements about engagement strategies to improve the rigor and focus of core reading and mathematics. Data teams establish long-term goals and identify units of study for reading and math to identify formative assessments and language supports for each unit. Data teams report out to all staff.

Fall 2017 Prescott Leadership Team with parent support review Comprehensive Achievement Plan and begin analysis for sustainability of practices for the 2018-19 school year. Develop a plan for support personnel who are ensuring systems for RTI and PBIS support in place… Begin redesign supports for future years.

Winter 2018 Winter Benchmarking for reading and math. Staff uses 100% data to revise school-wide core needs, and determine necessary supports for students needing further intervention.

Spring 2018 Spring Benchmarking for reading and math. Staff uses 100% data to revise school-wide core needs, and determine necessary supports for students needing further intervention.

March 2018 Parent Conferences to report student progressSpring 2018 Summer SUN School planning using spring progress monitoring data to

determine targeted supports for students.June 2018 Professional development for summer school staff

Summer 2018 Summer SUN School

Summer 2018 Prescott Leadership Team meets to further develop sustainability plan into the Comprehensive Achievement Plan.




0not addressed

The LEA, in collaboration with school leadership, has described a timeline that includes specific monitoring and review opportunities conducted by the LEA, opportunities for family and community stakeholder updates and review, and

The LEA has described a timeline that includes monitoring opportunities conducted by the LEA and measures aligned to the final requirements of the selected intervention and the planned activities.

The LEA has described a timeline that includes monitoring opportunities and measures aligned to the planned activities.

The LEA has not described a timeline that supports the implementation of the selected intervention.

32

specific measures aligned to the final requirements of the selected intervention and the planned activities.

(13) The LEA must describe actions it has taken, or will take, to recruit, screen, and select external providers, if applicable, to ensure their quality, and regularly review and hold accountable such providers for their performance.

[(13A) Describe the actions taken to screen and select external providers.

The Prescott Leadership team along with parent and district leadership will conduct a research process and interview potential providers based on a rigorous process to select an external provider that includes an examination of provider's reform plans and strategies that are research based and match the District’s and school's capacity to implement. The process will include extensive research of various providers; which has involved interviewing of providers’ experts/consultants, exploring their websites, and inquiring about past successes from providers’ references.




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous process to select an external provider that includes an examination of provider's reform plans and strategies that are research based and match the LEA's and school's capacity to implement.

The LEA has developed a rigorous process to select an external provider that includes an examination of provider's reform plans and strategies that are research based and match the LEA's and school's capacity to implement.

The LEA has developed a process to select external providers.

The LEA does not describe a process to select external providers.

Score will not be given if not applicable and will not count against the school’s overall score.

[13B) Describe the processes and timelines for review and accountability of external providers.

The Parkrose School District, in collaboration with school leadership, has developed and communicated a plan to review regularly the external provider’s contract that holds accountable services and performance of the external provider. During the execution of the plan, a consultant/SI advisory will work with both the

33

school and the district to ensure seamless services and connections to the district focus and strategic plan. Ongoing support/coordination of the SI team is accomplished with monthly calls with the entire SI team, school, and district leadership. Additionally, there will be four on-site visits to report on benchmarks set forth at the beginning of the year. Each month the consultant/SI advisory provides a summary of the monthly services provided at the school level.




0not addressed

The LEA, in collaboration with school leadership, has developed and communicated a plan to review regularly the external provider’s contract that holds accountable services and performance of the external provider.

The LEA has developed and communicated a plan to review regularly the external provider’s contract that holds accountable services and performance of the external provider.

The LEA has somewhat developed timelines or protocols for reviewing the external provider’s ongoing work with the school.

The LEA has not described timelines and protocols for monitoring the progress of the external provider.


(14) An LEA must hold the charter school operator, CMO, EMO, or other external provider accountable for meeting these requirements, if applicable.

Describe accountability plans for external providers here.

Not applicable due to Prescott not choosing this model of reform.




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a plan to review regularly the external provider’s contract that holds accountable services and performance, as well as protocols responding to if the external provider is not fulfilling their responsibility within the

The LEA has developed a plan to review regularly the external provider’s contract that holds accountable services and performance, as well as protocols responding to if the external provider is not fulfilling their responsibility within the contract.

The LEA has developed a plan to review the external provider’s contract that holds accountable services and performance.

The LEA did not describe plans for monitoring external providers.


34

contract.

(15) For an LEA that intends to use the first year of its School Improvement Grants award for planning and other pre-implementation activities for an eligible school, the LEA must include a description of the activities, the timeline for implementing those activities, and a description of how those activities will lead to successful implementation of the selected intervention. If the district selects the turnaround or transformation model for any of its 2014-15 SIG eligible schools, the district also must submit a letter from the union or association in support of the SIG requirements associated with the selected model (see Appendix B for a sample letter). [respond to 15A, 15B and 15C]

[(15A) Describe the activities, timeline, and description of implementation in the planning year (where applicable).Not applicable due to Prescott’s immediate implementation of the School Improvement Grant. Our work on our Comprehensive Achievement Plan will continue regardless of the awarding of the grant. If awarded to Prescott, we will begin a more rapid implementation of our plans in the summer of 2015.




0not addressed

The LEA, in collaboration with school leadership, has described a plan (including activities and timelines) to preserve current improvement efforts while supporting the pre-implementation and planning for the selected intervention.

The LEA has described an intent to preserve current improvement efforts while supporting the pre-implementation and planning for the selected intervention.

The LEA has described a plan to support the pre-implementation and planning for the selected intervention.

The LEA has selected a pre-implementation year, but does not include a plan or timeline.


[(15B) Describe how the newly hired principal will be introduced and transitioned to the SIG plan.

Due to Prescott going through a turn-around leader interview process in the winter of 2015, see below:Replace the Principal (DTAL 3.5)In the winter of 2014 Parkrose School District engaged in dialogue with Oregon Department of Education support regarding Prescott’s SIG application potential for the upcoming school year. The district leadership debated on the timing of applying for a 2014-2015 School Improvement Grant. The critical issue was the district’s capacity to write the grant, and Prescott performance ranking being quite low, but not as low as many of the other applicants. However, we did proceed with the decision to consider the ‘Transformation Model’ as the most appropriate model of improvement considering the size of our district, and the possible implications for our three other focus schools.

Our district leadership team determined we would hire a new principal using the ‘Turnaround’ principal qualities highlighted in the Reform Support Networks guidelines for hiring a turnaround principal. This

35

included the key competencies needed for a turnaround leader, and we crafted our job description and questions and performance tasks for the interviews. The interim principal was considered a candidate, but we externally posted and advertised the district’s need for a turnaround principal. The process involved a superintendent meeting with staff and parents to identify qualities that the school community saw as critical in their efforts in school improvement. This was also a time where the superintendent shared the key competencies the district was looking for in a candidate. The interview process was designed to seek out the 14 turn-around competencies suggested by the Reform Support Network. The interview process is described as a ‘behavioral event interview’ and sought out four critical clusters of skills:

Driving for results- strong desire to achieve outstanding results and the task oriented actions required for success

Influencing for results-motivating other to influence their actions and obtain great results. Ability to build leadership among staff

Problem solving-uses data to inform instructional goals, making clear and logical plans that people can follow, and ensuring a strong connection between school goals and what is happening in classrooms

Confidence to lead- Staying visibly focused, committed, and self-assured despite personal attacks that are typical in a turnaround environment.

We observed the final candidates school environment, interviewed staff and made a final decision on a principal who had successfully led a Level 2 focus school to a Level 4 in a school year. The Principal reports directly to the Superintendent and is evaluated on the new leadership evaluation system being used district-wide. The principal is directly supported by the Director of School Improvement.

The team believes we used a rigorous and thorough process to identify a new highly skilled leader at Prescott.




0not addressed

The LEA has described structures, timelines and expectations for the newly hired principal to review the SIG plan and the expectations communicated therein and has described a process for revising the SIG plan based on the newly hired principal’s input, honoring the input from stakeholders as described in 2A & 2B.

The LEA has described timelines for the newly hired principal to review the SIG plan described a process for revising the SIG plan based on the newly hired principal’s input, honoring the input from stakeholders as described in 2A & 2B.

The LEA has described timelines for the newly hired principal to review the SIG plan described.

The LEA plans to rehire a turnaround principal, but does not address the transition to SIG implementation.


[(15C) Acknowledge inclusion of the letter of support from the local teachers’ association.]

36

Parkrose Faculty Association letter of support is attached as an addendum to the grant.




0not addressed

n / a The LEA has included a letter of support from the local teachers’ association in support of the SIG requirements associated with the selected intervention.

n / a No letter is included in the application.


(16) For an LEA eligible for services under subpart 1 or 2 of part B of title VI of the ESEA (Rural Education Assistance Program) that chooses to modify one element of the turnaround or transformation model, the LEA must describe how it will meet the intent and purpose of that element.

[(16) Describe the intent of the element being modified and a plan for meeting the intent.

This does not apply to Prescott’s application for the School Improvement Grant




0not addressed

The LEA has thoughtfully articulated the intent of the element it is choosing to modify and has described a plan to meet the intent of the element, including specific goals / measures aligned to the element and timelines and protocols for adjusting implementation activities if / when those goals aren’t met.

The LEA has referenced the intent of the element it is choosing to modify and has described a plan to meet the intent of the element, including specific goals / measures aligned to the modified element.

The LEA described a plan to meet the intent of the element, including specific goals / measures aligned to the modified element.

The LEA has not described a plan to meet the intent of the modified element.


(17) For an LEA that applies to implement an evidence-based, whole-school reform model in

37

one or more eligible schools, the LEA must describe how it willa. Implement a model with evidence of effectiveness that includes a sample population or

setting similar to the population or setting of the school to be served; andb. Partner with a strategy developer, as defined in the final SIG requirements.

[(17A) Describe implementation of an evidence-based, whole-school reform model with evidence of effectiveness that includes a sample population or setting similar to the population or setting of the school to be served.

This section is not applicable due to Prescott applying the Transformation Model in its application.




0not addressed

The LEA, in collaboration with school leadership, has selected a reform strategy aligned to the needs of the school (as determined by the needs assessment) as well as aligned to the population / setting of the selected school.

The LEA has selected a reform strategy aligned to the needs of the school as well as aligned to the population / setting of the selected school.

The LEA has selected a reform strategy aligned to the population / setting of the selected school.

The LEA has not selected a reform strategy aligned to the population / setting of the school.


[(17B) Enter response here. Describe the LEA partnership with a strategy developer. See the evaluation rubric below for guidance.]Not applicable




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous process to evaluate and select a strategy-developer, ensuring the developer has the capacity and experience to implement the reform strategy and to meet the articulated

The LEA has developed a rigorous process to evaluate and select a strategy-developer, ensuring the developer has the capacity and experience to implement the selected intervention and to meet the articulated achievement goals and final requirements.

The LEA has developed a process to select a strategy-developer, but has deferred evaluation of capacity and experience to implement the selected intervention and to meet the articulated achievement goals and final requirements to said developer.

The LEA has not selected a reform strategy aligned to the population / setting of the school.


38

achievement goals and final requirements.

(18) For an LEA that applies to implement the restart model in one or more eligible schools, the LEA must describe the rigorous review process (as described in the final requirements) it has conducted or will conduct of the charter school operator, CMO, or EMO that it has selected or will select to operate or manage the school or schools.

[(18) Describe the review process of the charter school operator, CMO, or EMO.

Prescott has not chosen this model of reform so this section is not applicable.




0not addressed

The LEA, in collaboration with school leadership and family and community members, has developed a rigorous review process to select and monitor the operator selected that takes into account research-based strategies, performance, and continued evaluation and monitoring of implementation.

The LEA has developed a rigorous review process to select and monitor the operator selected that takes into account research-based strategies, performance, and continued evaluation and monitoring of implementation.

The LEA has developed a process to select or monitor operators of the school.

The LEA did not address a rigorous review process.


(19)

C. BUDGET: A district must include a budget that indicates the amount of school improvement funds the district will use each year in each 2014-15 SIG eligible school it commits to serve.The district must provide a budget that indicates the amount of school improvement funds the district will use in each school it proposes to serve and the funds it will use to –

Conduct LEA-level activities designed to support implementation of the selected school intervention models in the LEA’s priority and focus schools.

Fill in the Table below and submit a copy of the Budget Template for each school for which the district is applying (see LEA Appendix A for the budget template). The budget template aligns the SIG requirements with the 34 CAP Indicators. Each SIG requirement must be present in the budget as it will be the starting

39

point for the school’s improvement plan (CAP) for the 2015-16 school year. If funds other than SIG funds will be used for a SIG requirement, indicate the source of funds in the budget template. If the district expects a school will meet one or more SIG requirements without any associated costs (from SIG funds or other funds), or will not expend any funds on a particular requirement during Year 1, indicate as much on the budget template on an expenditure line with a cost of zero. All SIG requirements, as listed on the indicator sheet of the budget template, must appear on the expenditure sheet of the budget template.

Note: : An LEA’s budget should cover three years of full implementation and be of sufficient size and scope to implement the selected school intervention model in each priority or focus school the LEA commits to serve. Any funding for activities during the pre-implementation period must be included in the first year of the LEA’s budget plan. Additionally, an LEA’s budget may include up to one full academic year for planning activities and up to two years to support sustainability activities. An LEA may not receive more than five years of SIG funding to serve a single school.

An LEA’s budget for each year may not exceed the number of the number of priority and focus schools it commits to serve multiplied by $2,000,000.

Prescott Elementary School Improvement Grant BUDGETYear 1 Budget

Year 2 Budget(Full

implement-tation)

Year 3 Budget(Full

implemen-tation)

Year 4 Budget

(Sustain- ability

Activities)

Year 5 Budget

(Sustain-ability

Activities)Five-Year Total

Pre-implementa

tion

Year 1(Full

Implementation)

Prescott Elementary $573,000 $523,600 $467,600 $0 $0 $1,564,800District-level Activities and/or indirect $0 $0Total Budget $573,000 $ 523,600 $ 467,600 $0 $0 $1,564,800

D. ASSURANCES: A district must include the following assurances in its application for a School Improvement Grant

.By submitting this application, the district assures that it will do the following (check each box):

X Use its School Improvement Grant to implement fully and effectively an intervention in each Priority and Focus school, that the LEA commits to serve consistent with the final requirements;

X Establish annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section III of the final requirements in order to monitor each Priority and Focus school that it serves with school improvement funds, and established goals (approved by the SEA) to hold accountable its Tier III schools that receive school improvement funds;

X Report to the SEA the school-level data required under section III of the final requirements, including baseline

40

data for the year prior to SIG implementation;

X Ensure that each Priority and Focus school, that it commits to serve receives all of the State and local funds it would receive in the absence of the school improvement funds and that those resources are aligned with the interventions.

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A complete application includes:

X Completely fill out cover sheet with superintendent’s signature and school board chairperson’s signature.

X Part A of application: Fill in the Schools to be Served table.

Part B of application:

X Use the 34 Comprehensive Achievement Indicators within Indistar to provide the district and school a basis for the needs assessment.

X For the Transformation and Turnaround Models only, submit a letter of support from the Superintendent regarding hiring a turnaround principal (see Appendix C for an example).

X Respond to Part B, numbers one through twelve.

X Respond to Part B, numbers thirteen through eighteen where applicable.

X Number 15C includes a letter of support from the Association regarding support for the SIG requirements.

Part C of application:

X Fill in the District Budget table.

X Submit a budget for each school by completing a separate SIG Budget Template for each school.

X Part D: Check the assurance boxes.

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Date post:	07-Feb-2018
Category:	Documents
Upload:	truongkiet
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Web viewThe application should be sent as a Microsoft Word ... followed the use of the...

Documents