CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.1
School Improvement Grants
The district ensures that identified SIG schools implement one of the
two federal intervention models
(SIG Guidance, March, 2015).
Evidence
District Level
⧠ A. List of the
district’s SIG schools
that have
implemented each
model
(Transformation
and/or Turnaround).
⧠ B. Data for each school
that demonstrates improved
student achievement.
⧠ C. Describe the
implementation of each
required element.
Narrative
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.2
SIG – Transformation Model
The district ensures that identified
SIG schools implement one of the
two federal intervention models
(SIG Guidance, March, 2015).
Evidence
District and Building Level
Teachers and Leaders
⧠ A. Replace the principal.
• Recruitment posting
• Principal contract
⧠ B. Implement rigorous, transparent, and equitable
evaluation systems for teachers and
principals that are developed with staff and use student
growth as a significant factor.
• Sample teacher evaluation
• Sample principal evaluation
• Bargained agreement
• MOU
⧠ C. Implement strategies (e.g., financial incentives and
career ladders) for recruiting, placing,
and retaining effective teachers.
• Salary or supplemental pay documentation
• Recruiting, placing, and retaining policies
• Teacher retention data documentation
• Human Resources policy manual
⧠ D. Identify and reward school leaders and teachers
who have increased student achievement
Narrative
16.2
Cont
and graduation rates; identify and remove those who,
after ample opportunities to improve
practice, have not done so.
• MOU that documents reward metric
• Human Resource policy on incentives and rewards
• Human Resource policy on removal of underperforming staff
Instructional Support Strategies
⧠ E. Use data to select and implement an instructional
program that is research based and
vertically aligned to each grade and state standards.
• Curriculum maps
• Building leadership team minutes
• Evidence of alignment and implementation
• Professional Development sign-in sheets and minutes
⧠ F. Provide staff ongoing, high quality, job-embedded
PD aligned with the school’s
comprehensive instructional program and designed with
school staff.
• Professional Development calendars
• Sign-in sheets
• Personal improvement planning documents
⧠ G. Ensure continuous use of data to inform and
differentiate instruction to meet the
academic needs of students.
• Data logs that demonstrate how data is being used to
differentiate instruction
• PLC agendas with outcomes
• Administrative monitoring documents that show
evidence of implementation
16.2
Cont
Learning Time and Support
⧠ H. Increase learning time for students and staff.
• Learning time logs for staff and students
• Master schedule
• Yearly schedule
⧠ I. Provide ongoing mechanisms for family and
community engagement.
• Schoolwide Title I family and community
engagement documentation
• Sign-in sheets
• Survey results
Governance
⧠ J. Grant school sufficient operational flexibility (e.g.,
staffing, calendar, budget) to implement
fully a comprehensive approach to substantially improve
student achievement and increase
graduation rates.
• Student and School Success Action Plan
⧠ K. Ensure school receives intensive ongoing technical
support from district, state, or external
partners.
• Office of Student and School Success school visits
calendar
• SIG/RAD Professional Development participation
• District support meetings with outcomes
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.3
SIG – Turnaround Model
The district ensures that identified SIG
schools implement one of the two federal
intervention
models
(SIG Guidance, March, 2015).
Evidence
District and Building Level
Teachers and Leaders
⧠ A. Replace principal.
• Recruitment posting
• Principal contract
⧠ B. Implement strategies (e.g., financial
incentives and career ladders) for recruiting,
placing,
and retaining effective teachers.
• Salary or supplemental pay documentation
• Recruiting, placing, and retaining policies
• Teacher retention data documentation
• Human Resources policy manual
⧠ C. Use locally adopted competencies to
measure effectiveness of staff who can work in
turnaround environment; use to screen existing
staff and select new staff.
• District developed screening tool or rubric
• Bargaining Agreement
⧠ D. Screen all existing staff, rehiring no more
than 50%.
• Previous years End-of-Year Report
Narrative
16.3
Cont
Instructional Support Strategies
⧠ E. Use data to select and implement an
instructional program that is research based
and
vertically aligned to each grade and Common
Core State Standards.
• Curriculum Man
• Pacing Guides
⧠ F. Provide staff ongoing, high quality, jobembedded PD aligned with the school’s
comprehensive instructional program and
designed with school staff.
• Professional Development calendars
• Sign-in sheets
• Personal improvement planning documents
⧠ G. Ensure continuous use of data to inform
and differentiate instruction to meet the
academic needs of students.
• Documented shifts based on frequent data
reviews
Learning Time and Support
⧠ H. Increase learning time for students and
staff.
• Learning time logs for staff and students
• Master schedule
• Yearly schedule
⧠ I. Provide appropriate social-emotional and
community oriented services and support for
students.
16.3
Cont
• Title I Schoolwide Plan
• Meeting Agendas
• Curriculum Agendas
Governance
⧠ J. Adopt a new governance structure to
address turnaround of school(s); the district
may hire
a chief turnaround officer to report directly to
the superintendent.
• Previous years End-of-Year Report
⧠ K. Grant school sufficient operational
flexibility (e.g., staffing, calendar, budget to
implement
fully a comprehensive approach to
substantially improve student achievement and
increase
graduation rates.
• Previous years End-of-Year Report
End of Year Report
⧠ L. Provide evidence that the End of Year
Report for 2014-15 meets compliance.
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.4
Priority/Focus School Parent Notification
Parents have been notified that their children
attend a Priority or Focus School annually.
Evidence
Building Level
⧠ A. Parent notification was completed on or
before September 11, 2015. Notification may be
delivered in multiple ways, but posting to
website only is insufficient.
Narrative
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
16.5
Description
Evidence
Technical Assistance
The district provides technical assistance and
resources to identified Priority and/or Focus
Schools.
District Level
⧠ A. District provides technical
assistance and resources to Priority
and/or Focus schools. Evidence may
include:
• District sign-in for PD offered
• Calendar of PD and interventions
• Documentation of compensation outside
the contract day
• Other
⧠ B. District supports Priority High Schools
(with a graduation rate of less than 60%) that
have
been identified as 2015-16 Title I schools (if
applicable). Evidence may include:
• Additional resources
• Time provided
• Extended year intervention programs that
is targeted to raising the graduation rate
• Other
Narrative
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.6
Focus Schools
Focus schools have implemented interventions.
Evidence
Building Level
⧠ A. Describe how interventions are
aligned with the reason the school
was identified. Evidence may include:
• Indicators and tasks specifically speak to
improvement within the identified subpopulation
• Demonstrable correlation exists
between how the “up to 20 percent” setaside and grant support the
improvement of the identified subpopulation
• Other
Narrative
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.7
Student and School Success Grant Activities
District ensures that all fiscal expenditures
related to the Student and School Success grant
(if applicable) are directly connected and support
indicators selected in identified schools Student
and School Success Action Plan.
Evidence
District Level
⧠ A. The Student and School Success grant is
directly connected to indicator
implementation on each school’s OSSS
Action Plan. Evidence may include specific
notation within the OSSS
Action Plan on how funds are invested in
indicator and task acquisition and completion.
⧠ B. N/A
Narrative
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.8
Student and School Success Action Plan
The Priority and/or Focus School’s
Student and School Success Action Plan
includes the following turnaround
principles and has data that demonstrates
that schools are on track to success:
1. Provide strong leadership by: (a)
reviewing the performance of the
current principal; (b) either replacing
the principal if such a change is
necessary to ensure strong and
effective leadership, or demonstrating
to the SEA that the current principal
has a track record in improving
achievement and has the ability to lead
the turnaround effort; and (c)
providing the principal with
operational flexibility in the areas of
scheduling, staff, curriculum, and
budget.
2. Ensure effective teachers by: (a)
reviewing the quality of all staff and
retaining only those who are determined to
be effective and have the ability to be
Evidence
Building Level
⧠ A. OSSS Action Plan addresses each of the
school level Expected Indicators as connected to
the 7 Turnaround Principles.
⧠ B. Principle 1: Provide strong leadership.
Evidence may include:
• Job description
• Resume of principal hired
• Required competencies or scoring rubric used in
hiring decision
• Other
⧠ C. Principle 2: Ensure that teachers are effective
and able to improve instruction. Evidence
may include:
• District – MOU/other documentation
related to preventing ineffective teachers
from transferring into school
• School – Schedules, agendas, and descriptions
showing job-embedded PD and how PD needs
were identified.
• Other
⧠ D. Principle 3: District includes additional time
for student learning and teacher
collaboration. Evidence may include:
Narrative
16.8
cont
successful in the turnaround effort; (b)
preventing ineffective teachers from
transferring to these schools; and (c)
providing job-embedded, ongoing
professional development informed by the
teacher evaluation and support systems and
tied to teacher and student needs.
3. Redesign the school day, week, or year
to include additional time for student
learning and teacher collaboration.
4. Strengthen the school’s instructional
program based on student needs and
ensuring that the instructional program is
research-based, rigorous, and aligned
with State academic content standards.
5. Use data to inform instruction and for
continuous improvement, including by
providing time
for collaboration on the use of data.
6. Establish a school environment that
improves school safety and discipline
and addressing other non-academic
factors that impact student
achievement, such as students’ social,
emotional, and health needs.
2. 7. Provide ongoing mechanisms for
family and community engagement.
• Daily schedule
• Annual Calendar
• Document showing redesign of school
day/year leading to additional time for
student learning and teacher collaboration
• Other
⧠ E. Principle 4: District strengthens the school’s
instructional program based on student
needs. Evidence may include:
• Curriculum maps/pacing guides showing
alignment of units with CCSS and state standards.
• Gap analysis documents
• Standards alignment documents
• Multi-tiered instructional framework and
description of process used to move students
among tiers
• Agendas and minutes of Student Support
Team (e.g., team that uses data to place student
in the multi-tiered framework)
• Leadership team meeting agendas and
minutes demonstrating use of data to
strengthen the school’s instructional program
• Summary reports on interim assessments in
reading and math
• Use of formative/interim assessment
data in making instructional, intervention
or placement decisions for students
• Other
⧠ F. Principle 5: Use data to inform instruction and
for continuous improvement, including by
providing time for collaboration on the use of data.
Evidence may include:
16.8
Cont
• Schedule showing teacher collaboration time
(PLCs) for use of data; minutes, handouts, etc.
from PLCs.
• Agendas and handouts showing PD focused on
use of data to inform instruction and/or for
effective implementation of PLCs focused on
using data to improve instruction
• List of data used (e.g., student outcome
data; leading indicator data; and results of
formative or interim assessments to help
improve classroom instruction.
• Other
⧠ G. Principle 6: District works to establish a
school environment that improves school safety
and discipline and address other non-academic
factors that impact student achievement, such
as students’ social, emotional, and health needs.
Evidence may include:
• Surveys, other tools used to assess student needs
• Documentation showing system of positive
behavioral interventions and support, including
staff, student and parent training in the system.
• Anti-bullying and anti-harassment policies
• Student handbooks outlining expectations,
policies, and student support systems
• Agreements showing partnerships with
community and other agencies focused
on addressing students’ social, emotional,
and health needs
• Other
⧠ H. Principle 7: Provide ongoing mechanisms for
family and community engagement. Evidence
may include:
16.8
cont
• Community-wide assessments; agendas and
minutes from parent meetings;
parent/community
surveys re: satisfaction
and support.
• Results of community-wide assessment to
identify the major factors that significantly
affect the academic achievement.
• Inventory of the resources in the
community and the school that could be
aligned, integrated, and coordinated to
address identified challenges.
• Family/community surveys re: satisfaction and
support.
• Family Compact.
• Agendas and minutes for public meetings
involving parents and community members to
review school performance and help develop
school improvement plans.
• Written procedures for complaints for families
• Plans resulting from coordination with
community organizations, if available
• Reports from community assessments of needs
and resources, if available
• Written evidence of coordinated efforts with
local social and health service providers to help
meet student and family needs, provide
wraparound services for students, or provide
parent education classes (including GED, adult
literacy, and ESL programs).
• Other
CPR 2015-16
Office of Student & School Success (OSSS) ___________________________________________________________________________________________________
District
Program Monitor
Date
Description
16.9
District’s Student and School Success
Action Plan
District has implemented Expected Indicators
through the Indistar tool to ensure Priority
and/or Focus school compliance, support, and
accountability.
1. Provide strong leadership by: (a)
reviewing the performance of the current
principal; (b) either replacing the
principal if such a change is necessary to
ensure strong and effective leadership, or
demonstrating to the SEA that the current
principal has a track record in improving
achievement and has the ability to lead
the turnaround effort; and (c) providing
the principal with operational flexibility
in the areas of scheduling, staff,
curriculum, and budget.
2. Ensure that teachers are effective and
able to improve instruction by: (a)
reviewing the quality of all staff and
retaining only those who are determined to
be effective and have the ability to be
successful in the turnaround effort; (b)
Evidence
District Level
⧠ A. OSSS Action Plan addresses each of the
district level Expected Indicators as connected to
the 7 Turnaround Principles.
⧠ B. Principle 1: Provide strong leadership. Evidence
may include:
• P1-A: Principal Evaluation Process
• P1-B: Human Resource (HR) policies addressing
assignment of principal to P, F, or E school
• PI-C: HR, budget/fiscal, and organizational
policies and procedures, internal student and
school success office.
⧠ C. Principle 2: Ensure that teachers are effective
and able to improve instruction. Evidence
may include:
• P2-A: Teacher certification levels, HR policies and
procedures, incentives for placement
• P2-B: HR policies and procedures, Memorandum
of Understanding (MOU), Collective
Bargaining Agreement (CBA)
• P2-C: Professional Development (PD) calendar,
school year calendar with job- embedded
PD opportunities, assignment of instructional
coaches
Narrative
16.9
cont
preventing ineffective teachers from
transferring to these schools; and (c)
providing job-embedded, ongoing
professional development informed by the
teacher evaluation and support systems
and tied to teacher and student needs.
3. Redesign the school day, week, or year
to include additional time for student
learning and teacher collaboration.
4. Strengthen the school’s instructional
program based on student needs and ensure
that the
instructional program is research-based,
rigorous, and aligned with State academic
content standards.
5. Use data to inform instruction and for
continuous improvement, including by
providing time for collaboration on the use
of data
6. Establish a school environment that
improves school safety and discipline and
address other
non-academic factors that impact student
achievement, such as students’ social,
emotional,
and health needs.
7. Provide ongoing mechanisms for family
and community engagement.
⧠ D. Principle 3: Redesign the school day, week, or
year to include additional time for student
learning and teacher collaboration. Evidence may
include:
• P3-A: Budget, master schedule of school, CBA’s,
MOU’s
⧠ E. Principle 4: Strengthen the school’s instructional
program. Evidence may include:
• P4-A: Annotated literature review of researchbased programs, e.g., Instructional
Framework (Danielson, Marzano, CEL 5D’s);
CCSS
• P4-B: Early warning data system, assignment
of intervention specialists and instructional
coaches, master schedule with intervention time
• P4-C: Interim assessment plan and master
schedule with assessments, e.g. Measures of
Academic Progress (MAP), Mathematics
and/or Reading Benchmark Assessments
(MBA/RBA), Dynamic Indicators of Basic
Early Literacy Skills (DIBELs), etc.
⧠ F. Principle 5: Use data to inform instruction and
for continuous improvement. Evidence may
include:
• P5-A: District technology plan, data
systems, professional development
schedule, assignment of data support staff
⧠ G. Principle 6: Establish a school environment that
improves school safety and discipline and
address other non-academic factors that impact
student achievement, such as students’ social,
emotional, and health needs.
16.9
cont
⧠ H. Principle 7: Provide ongoing mechanisms for
family and community engagement. Evidence
may include:
• P7-A: Family notification letter, family and
community section of website with relevant
information for parents, families, and community;
family involvement policy and procedure
• P7-B: Family and community section of website
with calendar of family and community meetings,
agendas and minutes of family and community
meetings