Turnaround Principles Worksheet
TAP Indicators
Turnaround Principles
1.
School Leadership: Ensuring that the principal
has the ability to lead the turnaround effort.
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1.1-Review performance of the current principal and place the principal if such a change is
necessary to ensure effective leadership.
1.2-Demonstrates to the SEA that the current principal has a track record in improving
achievement and has the ability to lead the turnaround effort.
1.3- Principal has operational flexibility in the areas of scheduling, staff, curriculum, and budget.
2.1 Implements a culturally responsive support system to improve safety, discipline, and
attendance.
2.2 Implements a culturally responsive support system to improve non-academic factors such as
social, emotional, and health needs of all students.
3.1- Implements rigorous research-based instruction aligned with CCRS.
3.2- Implements differentiated instruction for all students based on individual needs.
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4.1-Curriculum, resources, and assessments are align with CCRS.
4.2- Implements research-based instructional strategies.
4.3-Uses formative assessments to guide instruction.
4.4-Provides appropriate interventions to meet the needs of all students.

5.1-Review the quality of all staff and retained only those who are determined to be effective
and have the ability to be successful in the turnaround effort/prevent ineffective teachers from
transferring to these schools.
5.2-Provide job-embedded, ongoing professional development informed by the teacher
evaluation and support systems and ties to teacher and student needs.
5.3 Provide the principal with the operational flexibility in the areas of scheduling, staff,
curriculum, and budget.
6.1-Utilize data to make instructional and curricular decisions.
6.2-Use data to identify and prioritize needs.
6.3-provide PD on analyzing and using data to inform instruction and provide collaborative time
for review and use of data.
7.1-Design and/or redesign to meet individual student needs and increase time for learning.
7.2-Provide time for teacher collaboration focused improving teaching and learning.
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2.
3.
4.
5.
School Climate and Culture: Establishing school
environments with a climate conducive to
learning and a culture of high expectations.
Effective Instruction: Ensuring teachers utilize
research-based effective instruction to meet the
needs of all students.
Curriculum, Assessment, and Intervention
System: Ensuring teachers have the foundational
documents and instructional materials needed to
teach to the rigorous college and career ready
standards that have been adopted.
Effective Staffing Practices: Developing the skills
to better recruit, retain and develop effective
teachers.
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6.
7.
8.
Enabling the Effective Use of Data: Ensuring
school-wide use of data focused on improving
teaching and learning, as well as climate and
culture.
Effective Use of Time: Redesigning time to
better meet student needs and increase teacher
collaboration focused on improving teaching and
learning.
Effective Family and Community Engagement:
Increasing academically focused family and
community engagement.
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8.1-Hold community meetings to review school performance.
8.2-Discuss the school interventions to be implemented.
8.3-complete school improvement plans in line with the intervention model.
8.4-Collect perception surveys.
8.5-Engage parents, family, and community in the school learning process with a focus on
academic achievement for all students.
Region 3 ACIP Review
Priority School: ________________________
Reviewing Team Members: _________________________________________________________
ACIP Goal/Strategy/Activity
Turnaround Principle(s) Addressed
Example
3 –Effective Instruction
Goal:
Improve Student Achievement and Readiness
4 - Curriculum, Assessment, and Intervention
System
Strategy:
Strategic-based Teaching - All classroom teachers
and resource teachers will implement the
making sense strategies to deliver strategicallybased instruction within all subject areas. The
strategy-based instruction will ensure students
are engaged and continually learning. Teachers
will use the system-level provided curriculum
resources and materials and all available digital
tools that address the strategy. The documented
weekly lesson plans and instructional rounds'
notes will evidence the consistent use of this
strategy and the activities used to address the
strategy.
Activity: All teachers will engage their students in
higher level questioning in an effort to
strengthen understanding of the content,
through formative assessment, throughout each
lesson (reflect on the objective throughout the
lesson) and to reach Tier II and Tier III students.
Add more cells as necessary.
Evidence
8/17/15 – Helped lead math vertical team about new
math series.
9/12/15 – Participated in instructional rounds with
focus on embedded formative assessments.
10/3/15 – observed Tier III small group reading
instruction
11/1/15 – Data room updated with benchmark
assessments.
Region 3 ACIP Review
Focus School(s): ________________________
Reviewing Team Members: _________________________________________________________
Focus School & ACIP Strategy/Activity
Example: Smith Elementary
Activity: All teachers will engage their students in
higher-level questioning in an effort to
strengthen understanding of the content,
through formative assessment, throughout each
lesson (reflect on the objective throughout the
lesson) and to reach Tier II and Tier III students.
Turnaround Principle(s) Addressed
Evidence
4 - Curriculum, Assessment, and Intervention
System
8/17/15 – Helped lead math vertical team about new
math series.
9/12/15 – Participated in instructional rounds with
focus on embedded formative assessments.
10/3/15 – observed Tier III small group reading
instruction
11/1/15 – Data room updated with benchmark
assessments.
Add more cells as necessary.
Region 3 ACIP Review
School: ________________________
Reviewing Team Members: _________________________________________________________
Directions: Highlight principles addressed in the ACIP. Add evidence in last column.
TAP Indicators
Turnaround Principles
1.
School Leadership: Ensuring that
the principal has the ability to lead
the turnaround effort.



2.
3.
4.
5.
School Climate and Culture:
Establishing school environments
with a climate conducive to
learning and a culture of high
expectations.
Effective Instruction: Ensuring
teachers utilize research-based
effective instruction to meet the
needs of all students.
Curriculum, Assessment, and
Intervention System: Ensuring
teachers have the foundational
documents and instructional
materials needed to teach to the
rigorous college and career ready
standards that have been adopted.
Effective Staffing Practices:
Developing the skills to better
recruit, retain and develop
effective teachers.











6.
Enabling the Effective Use of Data:
Ensuring school-wide use of data


1.1-Review performance of the current principal and place the
principal if such a change is necessary to ensure effective
leadership.
1.2-Demonstrates to the SEA that the current principal has a
track record in improving achievement and has the ability to
lead the turnaround effort.
1.3- Principal has operational flexibility in the areas of
scheduling, staff, curriculum, and budget.
2.1 Implements a culturally responsive support system to
improve safety, discipline, and attendance.
2.2 Implements a culturally responsive support system to
improve non-academic factors such as social, emotional, and
health needs of all students.
3.1- Implements rigorous research-based instruction aligned
with CCRS.
3.2- Implements differentiated instruction for all students
based on individual needs.
4.1-Curriculum, resources, and assessments are align with
CCRS.
4.2- Implements research-based instructional strategies.
4.3-Uses formative assessments to guide instruction.
4.4-Provides appropriate interventions to meet the needs of all
students.
5.1-Review the quality of all staff and retained only those who
are determined to be effective and have the ability to be
successful in the turnaround effort/prevent ineffective
teachers from transferring to these schools.
5.2-Provide job-embedded, ongoing professional development
informed by the teacher evaluation and support systems and
ties to teacher and student needs.
5.3 Provide the principal with the operational flexibility in the
areas of scheduling, staff, curriculum, and budget.
6.1-Utilize data to make instructional and curricular decisions.
6.2-Use data to identify and prioritize needs.
Evidence
7.
8.
focused on improving teaching and
learning, as well as climate and
culture.
Effective Use of Time: Redesigning
time to better meet student needs
and increase teacher collaboration
focused on improving teaching and
learning.
Effective Family and Community
Engagement: Increasing
academically focused family and
community engagement.








6.3-provide PD on analyzing and using data to inform
instruction and provide collaborative time for review and use
of data.
7.1-Design and/or redesign to meet individual student needs
and increase time for learning.
7.2-Provide time for teacher collaboration focused improving
teaching and learning.
8.1-Hold community meetings to review school performance.
8.2-Discuss the school interventions to be implemented.
8.3-complete school improvement plans in line with the
intervention model.
8.4-Collect perception surveys.
8.5-Engage parents, family, and community in the school
learning process with a focus on academic achievement for all
students.