Continuous Improvement Plan (CIP)
SCHOOL NAME: ELEMENTARY - SCHOOL IMPROVEMENT
July 2015 to June 2016
Principal: Leah Dardis
TITLE 1 PROGRAM TYPE
OTHER PROGRAMS
Please indicate type
Check any/all that apply
Targeted
Assistance
School
Wide
Priority
Focus
PreIntervention
Magnet
TIMELINE
8/28/2015
October
CIP Plan
Submission
Deadline
Quarter 1
Site Data
Review
10/30/2015 December
Quarter 1
Site Plan
Review
Quarter 2
Site Data
Review
1/15/2016
March
Submit
mid-year
Plan
Update
Quarter 3
Site Data
Review
5/16/2016
TBA
TBA
Submit
Review of 2016-2017
EOY Plan
State
Plan Initial
Update
Summative Submission
Data
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
EXECUTIVE SUMMARY
TITLE I PURPOSE:
At its core, the purpose of Title I, SIG, and Magnet funds are to ensure that students who are traditionally underserved and most at-risk of academic
failure receive additional supports to achieve academically at high levels.
The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic
achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and
community members, state and federal education agencies.
Stakeholder engagement is a vital component of plan development, implementation, and evaluation. Schools use a variety of strategies to involve
stakeholders including use of a committee approach, on-going communication to stakeholders about plan elements, use of site based leadership teams
to review and refine plan goals and actions, and activities aimed at obtaining family input throughout the process.
Strategies:
1. Strengthen Instruction for All Students – both Mathematics and English Language Arts (ELA) must be addressed. This strategy discusses
what systems and strategies the school will use to ensure high quality curriculum and instruction for all students within the school day.
Actions in this area frequently discuss the amount of instructional time dedicated to content, teacher quality, teacher training, and quality
curriculum. Some plans may include sections describing ways schools will engage families in content areas or document how students will be
provided opportunities to accelerate or extend their learning.
2. Intervention Programs for Struggling Learners – this strategy of the plan outlines actions that will be taken to support students struggling
with academic content. Actions in this area are usually related to tutoring or supplemental support for ELA or Math content.
3. Data and Assessments – this strategy primarily describes the process and actions the school will take to ensure they consistently measure and
review student performance data and how student progress is communicated. The CIP requires a comprehensive review of relevant data to
help school teams determine the focus of their work. Stakeholders evaluate student achievement using multiple indicators, as well as the
culture and climate of the site, to identify underlying conditions present at the site that may serve to explain why a school is doing well or
where leverage may exist to positively effect student outcomes. Progress towards goals is based on data/evidence that is reviewed and used to
refine plans and instruction.
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Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
4. Leadership – this strategy is dedicated to describing how the school will cultivate positive school culture, provide clear and frequent
communication, outreach, vision, and direction to the school. This strategy describes the ways sites share decision making with partner
stakeholders, especially families, to promote high achievement for diverse clientele.
5. Coordinated & Comprehensive Services – this strategy aims to describe two different, but often related, elements.
a. Coordinated describes how the site will leverage resources from multiple programs to provide a network of support and effectively
implement their CIP while simultaneously meeting the requirements and intents of individual funding sources. Examples frequently
demonstrate leverage of funds including how a school uses grant-based tutoring funds such as 21st Century, or Magnet programs to
provide tutoring, which also meets the funding intents of Title I; allowing a school to direct Title I funds to other eligible activities.
b. Comprehensive describes how the school provides a systematic network of services to support plan goals, family engagement, and ensure
effective matriculation and transition of students into, within, and between schools. Examples would be ECAPS, events to transition prek-to kindergarten, orient middle school students to high school, high school to college/career.
6. Plan Development, Implementation and Evaluation – this strategy outlines the shared processes used to draft, implement, and evaluate the
CIP. This section is related to leadership in that it requires evidence of genuine stakeholder input and the collaboration and representation of
all significant initiatives impacting sites including Title I, SIG, Magnet, 21st CCLC. This strategy describes how sites commit to continuous
review of plan implementation and outcomes. Processes included in the planning and Title I parent meetings are noted and multiple
artifacts/evidence are retained as part of this requirement.
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A.
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
REFORM MODEL:
A. Strategic Class Sizes:
Dr. Larry Lezotte’s 7 Correlates of Effective Schools
 Instructional Leadership –The administrators and faculty act as instructional leaders and effectively communicate the mission to the
Erickson Community. We implement Professional Learning Communities for a minimum of one hour weekly. Teachers will participate in
two different models of professional development. The first model of professional development is the traditional workshop/training model.
The second model is Learner Centered Professional Development. We will continue to have Teacher Leaders of PLCs.
 Clear and Focused Mission – Staff will revisit and refine school mission to demonstrate a commitment to the instructional goals,
priorities, assessment procedures and accountability. All members are responsible for students’ learning.
 Frequent Monitoring of Student Progress - Student academic progress will be measured frequently using a variety of assessments.
Provide Tier 2 intervention within the school day.
 Opportunity to Learn, Time on Task – Faculty manages instructional time to ensure that, for a high percentage of time, students are
actively engaged in teacher-directed learning activities focused on essential skills. Highly effective staff will be used to support teacher
learning.
 Climate of High Expectations for Success – Faculty believes that all students can and will obtain mastery of the intended curriculum and
in their professional capacity to enable all students to attain that mastery. We will provide training on two part objectives, student
engagement and high level questioning for all students. The training will be followed up by classroom observations and coaching.
 Safe and Orderly Environment – The school culture and climate are conducive to teaching and learning. Consistent school wide
procedures and routines have been communicated and shared with all stakeholders, established, practiced and reinforced at the beginning of
the year and as needed during the year. We use positive reinforcement to improve academics, increase proactive behavior and develop
interdependent relationships.
 Positive Home-School Relations – Strong partnerships among the school community, students and families are established through trust,
respect and effective communication.
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Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
CIP OVER ARCHING SMART
GOAL:
STRATEGY 1: Strengthen Instruction For All Students (ELA and Math)
Strategic Plan Alignment: Curriculum
MAGNET GOAL(S):
Strategy Description: Systems and strategies the school will use to ensure high quality tier I curriculum and instruction for all students within the school
day.
Action Step: Improve Quality First Instruction
DESCRIPTION:
ALL:
 90 minute uninterrupted reading block as evidenced in Lesson plans and observations and according to the Master Schedule (Daily August-May)
 60 minute uninterrupted math block as evidenced in Lesson plans and observations and according to the Master Schedule (Daily August-May)
 Implementation of TUSD Math & ELA curriculum (Daily August-May)
 Grade Level Common Math & ELA Lesson Plans as evidenced in Lesson plans and observations (Daily August-May)
 Certified Highly Qualified teachers instructing ELA and MATH in K-5 as evidenced in HQ records. (August-May)
 Daily Instruction to include research based practices (two part objectives, student engagement techniques and high level questioning) as evidenced in
Lesson plans and observations (August-May)
 Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for all students
through systematic gathering of data used for educational decision making (screening, diagnosis, and progress monitoring) to support student
achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting notes. (August-May)
ELA ONLY:
 Daily 5 Stations and guided reading embedded into reading block as evidenced in Lesson plans and observations (August-May)
 Purchase of supplemental programs for phonics for K-1 to support achievement.
Evidence: Master Schedule; lesson plans, observational data, HQ Personnel Required: Administration, Certified Staff
Binder/Records, Sign in Sheets, True North Logic, Curriculum
binders, student data notebooks
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
Not Started
Not Started
Not Started
In Progress
Completed
In Progress
Completed
In Progress
Completed
In Progress
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
DISTRICT USE ONLY
Magnet Tags
5
QUARTER 4 UPDATE
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
Action Step: Improve Quality First Instruction through professional development and plcs
DESCRIPTION:
ALL:
 Grade Level Common Formative Assessments for units developed in PLCs as evidenced by PLC Team notes and student data
notebooks. (August-May)
 Job-Embedded Professional Development, Coaching and Feedback provided to all certified staff minimally one time per month (AugustMay).
ELA ONLY:
 Teaching Reading Effectively (TRE) Training for K-3 as evidenced in sign in sheets, agendas, and True North Logic Professional
Development registrations (July , 2015)
 Teachers will participate in Daily 5 and guided reading professional development as evidenced by attendance and agendas for release
time.
 Training on zoophonics program.
MATH ONLY:
 TUSD Math Curriculum Training as evidenced by True North Logic-Registration, Principal Meeting Agendas, Sign in Sheets for site
trainings (September-April)
 TUSD Benchmark Assessment Training as evidenced by True North Logic-Registrations, Sign in Sheets (August)
 Release time for teachers to align their planning to the District pacing calendar and Engageny scope and sequence.
Evidence: Master Schedule; lesson plans, observational data, HQ
Binder/Records, Sign in Sheets, True North Logic, Curriculum
binders, student data notebooks
Personnel Required: Administration, Certified Staff
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
Not Started
Not Started
Not Started
In Progress
Completed
In Progress
Completed
In Progress
Completed
In Progress
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
DISTRICT USE ONLY
Magnet Tags
6
QUARTER 4 UPDATE
CONTINUOUS IMPROVEMENT PLAN
Tucson Unified School District
Erickson
STRATEGY 2: Interventions and Supplemental Services (ELA and Math)
Strategic Plan Alignment: Curriculum
GOAL TO ADDRESS LOWER QUARTILE: LOWER QUARTILE ELA AND MATH GOAL(S)
Strategy Description: Systems and strategies to support struggling students, paying particular attention to student subgroups.
MAGNET GOAL(S):
Action Step: Interventions for Struggling Students ELA and Math
DESCRIPTION:
 Weekly PLC meetings to review data and plan instruction as evidenced by the plc meeting notes (August thru May).
 80 min. per week of Success Maker during school day to support ELA/Math learning. (August thru May)
 60 minutes of AVENUES instruction daily for Kindergarten ELD students (August-May)
 60 minutes of Reading instruction using AVENUES for ELD Students above kindergarten (August-May)
 Qualified reading interventionist and teacher assistant will provide a minimum of 150 minutes per week of additional, specific reading support
for students who are not meeting benchmark goals on data from assessment information (Tier II & III). (August-May)
 Students who meet or exceed the standards on the progress report in ELA and/or math will be recognized at a quarterly assembly as evidenced
by the express scoring sheets in TUSDstats. (August-May)
 Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for
struggling students through systematic gathering of data used for educational decision making in interventions (screening, diagnosis, and
progress monitoring ) to support student achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting
notes. (August-May)
 Instructional Specialists (LSC, Counselor and AASD) to support both academic and non-academic achievement across subject areas (AugustMay)
 Provide interventions in English Language Development reading strategies leveraging support from District Language Acquisition (AugustMay)
Personnel Required: All staff and administration
Evidence: PLC meeting notes, lesson plans, agendas, sign-ins,
express scoring sheets, wall of fame, ELD schedule, student
attendance report from Mojave, mtss and mojave intervention
documentation
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
In Progress
Completed
Not Started
In Progress
Completed
Not Started
In Progress
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
DISTRICT USE ONLY
Magnet Tags
7
QUARTER 4 UPDATE
Not Started
In Progress
Completed
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
Action Step: Interventions for Struggling Students with behavior and attendance
DESCRIPTION:

Attendance: One time per quarter, school celebrations will be held for perfect attendance and we provide information to
families/caregivers regarding the impact of attendance on achievement. (August-May)
 Teachers will select 3 students per month for recognition of the stated behavioral expectations. These students will be recognized at
the school level on a monthly basis as evidenced by wall of fame. (August-May)
 Students will nominate a primary and intermediate student for a Ben’s Bell in a monthly recognition as evidenced by nomination
form and wall of fame. (August-May)
 Positive Behavioral Intervention Systems (PBIS) will be used to support our students with non-academic interventions as evidenced
by MTSS. (August-May) Only positively publically tracked systems will be displayed.
 Daily Way to Gos for students to be recognized for appropriate ROAR behavior.
 Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement
for struggling students through systematic gathering of data used for educational decision making in interventions (screening,
diagnosis, and progress monitoring ) to support student achievement as evidenced in progress monitoring data, data notebooks, and
MTSS and/or PLC meeting notes. (August-May)
 Instructional Specialists (LSC, Counselor and AASD) to support both academic and non-academic achievement across subject areas
(August-May)
Personnel Required: All staff and administration
Evidence: PLC meeting notes, lesson plans, agendas, sign-ins,
express scoring sheets, wall of fame, ELD schedule, student
attendance report from Mojave, mtss and mojave intervention
documentation
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
In Progress
Not Started
In Progress
Not Started
In Progress
Not Started
In Progress
Completed
Completed
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
DISTRICT USE ONLY
Magnet Tags
8
QUARTER 4 UPDATE
CONTINUOUS IMPROVEMENT PLAN
Tucson Unified School District
Erickson
STRATEGY 3: Data and Assessments
Strategic Plan Alignment: Curriculum
MAGNET GOAL(S):
Strategy Description: The process and actions the school will take to ensure they consistently measure and review student performance data and how
student progress information will be communicated.
Action Step: Ongoing use of data to inform planning and instruction
DESCRIPTION:
 Self-Readiness School Improvement Needs Assessment to determine next steps (August, 2015)
 Culture & Climate Survey for School Improvement to determine culture and climate strengths/weaknesses and follow up steps (September,
2015/March. 2016)
 School Quality Survey (District) for Students, Teachers, Parents to provide overview of culture, climate, and perceptions from a variety of
perspectives (Spring)
 Benchmark district assessment review (October, December, March).
o Data dig as evidenced in Needs Assessment updates
o Data chats with students, parents/guardians quarterly as evidenced by data notebooks, stakeholder notifications and Parent-Link (AugustMay)
Evidence: Surveys, Needs Assessments, PLC notes; CIP Needs
Personnel Required: teachers, principal, LSC
Assessment, Data Dig Documents
Team Leader: Principal
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
QUARTER 4 UPDATE
Not Started
Not Started
Not Started
Not Started
In Progress
In Progress
In Progress
In Progress
Completed
Completed
Completed
Completed
DISTRICT USE ONLY
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
Magnet Tags
Action Step: Ongoing use of formative assessments in ELA and math to identify students in need of intervention for mastery of power standards and
students in need of enrichment
DESCRIPTION:
 Weekly PLCs to review classroom assessments and data (August thru May).
 Differentiated professional development for developing common assessments.
Evidence: Surveys, Needs Assessments, PLC notes; CIP Needs
Personnel Required: teachers, principal, LSC,
Assessment, Data Dig Documents
Team Leader: Principal
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
QUARTER 4 UPDATE
Not Started
In Progress
Completed
Not Started
In Progress
Completed
Not Started
In Progress
Completed
9
Not Started
In Progress
Completed
CONTINUOUS IMPROVEMENT PLAN
Tucson Unified School District
Erickson
DISTRICT USE ONLY
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
Magnet Tags
STRATEGY 4: LEADERSHIP
Strategic Plan Alignment: Curriculum and Diversity
MAGNET GOAL(S):
Strategy Description: Leadership provides clear vision and direction with frequent communication and outreach to stakeholders.
Action Step : Communication with stakeholders
Actions:


Use social media to communicate frequently and effectively with families /guardians (August thru May).
Review of GSRR with staff and families/guardians as evidenced by sign in sheets, notifications via social media, parent link, and newsletters
(September & May).
 Participation in Leadlocal program through the UA to decrease disciplinary incidents.
 Danielson Framework used to measure teacher effectiveness through teacher-instructional observations, feedback and evaluation as evidenced by
observations forms, feedback forms and evaluations. (August-May)
Evidence: ParentLink; school policy & procedures; Newsletter and Social
Personnel Required: all staff & stake holders
Media notifications, observations forms & evaluations, FB Erickson page
Team Leader: Principal
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
QUARTER 4 UPDATE
Not Started
Not Started
In Progress
In Progress
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
Not Started
In Progress
Completed
DISTRICT USE ONLY
Magnet Tags
Not Started
In Progress
Completed
Action Step Title: Supporting Culture, Climate, and Academic Reform
Actions:



Professional Learning Community Training as evidenced by True North Logic Professional Development , Agendas and Sign in sheets (July 2015)
Cultural Focus: Vision, mission review with staff as evidenced by Sign in sheets (July thru August).
Cultural Focus: Collective commitments with staff as evidenced by agendas, sign-in sheets, completed collective commitment documents(July thru
August).
 Danielson Framework used to measure teacher effectiveness through teacher-instructional observations, feedback, and evaluation as evidenced by
observations forms, feedback forms and evaluations. (August-May)
 Finalize school’s schedule to ensure meaningful weekly collaboration time and opportunities for deeper data dives following interim assessments
(PLC Collaboration)
Evidence:
Personnel Required:
Evaluations, Agenda from trainings, Support Records, Collective
All staff & stakeholders
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Tucson Unified School District
Erickson
Commitment documents, Sign in Sheets
QUARTER 1 UPDATE
Not Started
CONTINUOUS IMPROVEMENT PLAN
Team Leader: Principal
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
In Progress
In Progress
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
QUARTER 4 UPDATE
Not Started
Not Started
In Progress
Completed
DISTRICT USE ONLY
Magnet Tags
In Progress
Completed
Action Step Title: Ensuring Stakeholder Relationships and Involvement
Actions:






Site Council to support decision-making to meet monthly as evidenced by sign in sheets, agendas (August-May)
PTA established and meeting minimally quarterly as evidenced by sign in sheets, agendas, notifications (August-May)
Academic Family Engagement Activities and events scheduled minimally quarterly as evidenced by sign in sheets, notifications, parent-link
(August-May)
Notifications regarding Family Engagement Center Support as evidenced by Family Engagement Center Monthly Calendars on Website, ParentLink, Social Media and/or newsletters(August-May)
Notifications sent home from office to parents weekly in the Tuesday Communication folder (k-5) and written in planners for grade 1-5.
Marquee changed on a regular basis to communicate with parents.
Evidence:
Sign in Sheets, Agendas, Parent-Link, Notifications, Website
Personnel Required:
all staff & stake holders
Team Leader: Principal
QUARTER 1 UPDATE
Not Started
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
Not Started
In Progress
In Progress
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
In Progress
Completed
DISTRICT USE ONLY
Magnet Tags
11
QUARTER 4 UPDATE
Not Started
In Progress
Completed
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
12
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
STRATEGY 5: Coordinated and Comprehensive Services
Strategic Plan Alignment: Curriculum and Diversity
MAGNET GOAL(S):
Strategy Description: Leveraging resources and systematic network of services to ensure effective matriculation and transition of
students into, within, and between schools.
Action Step: Coordinated: Leveraging Resources (M&O, community partnerships, grants, special projects) within a school.
Actions:



District supplemental resources coordinated to support instruction for all (Title 1, Exceptional Education, Language Acquisition)]
Leverage state and federal funds through implementation of a School-wide Type 3 Model
Benchmark district assessment review (October, December, March).
o Pre-School (Title I) to support early childhood learning
o PLCs, External Consultants, Interventionists, Instructional Specialists, instructional supplies and professional development
supplies to support academic achievement, culture and climate (School Improvement Grants)
o Professional Development on TRE and WILSON to support Reading (School Improvement Grant, Exceptional Education
Grant, Title II)
Evidence:
Personnel Required:
budget documents; program enrollment
all staff & stake holders
Team Leader: Principal
DESCRIPTION:
Evidence:
Personnel Required: Team Leader-
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
In Progress
Not Started
In Progress
Not Started
In Progress
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
Completed
DISTRICT USE ONLY
Magnet Tags
13
QUARTER 4 UPDATE
Not Started
In Progress
Completed
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
STRATEGY 6: Plan Development, Implementation, and Evaluation
Strategic Plan Alignment: Curriculum and Diversity
MAGNET GOAL(S):
Strategy Description: How the school is engaging a school community of stakeholders in key decision making and collaborative
partnerships. How is a school monitoring for fidelity of plan implementation?
Action Step: Processes and Stakeholder Engagement for CIP
Actions:




Team selected to review data and surveys to determine the CIP for SY 2015-16 (July/August)
Staff review and input regarding CIP (August)
Quarterly Updates to CIP (August-May)
Engage Stakeholders in decisions that impact Student Achievement
o Title 1 Meeting with Stakeholders (August)
o District-Site Collaborative School support Team walkthrough Observation with Feedback on CIP implementation(AugustMay)
o Site Council to support site and CIP as evidenced by agenda, sign-in sheets (August-May)
Evidence:
Personnel Required:
Data-CIP Mid-Year reports, feedback forms, agendas, sign-in sheets all staff & stake holders
Team Leader: Principal
DESCRIPTION:
Personnel Required: Team Leader-
Evidence:
QUARTER 1 UPDATE
QUARTER 2 UPDATE
QUARTER 3 UPDATE
Not Started
Not Started
Not Started
Not Started
In Progress
In Progress
In Progress
In Progress
Completed
Completed
DISTRICT USE ONLY
Turnaround Interventions, Ex Ed, Language Acquisition
Completed
DISTRICT USE ONLY
Magnet Tags
14
QUARTER 4 UPDATE
Completed
Tucson Unified School District
Erickson
CONTINUOUS IMPROVEMENT PLAN
The LEA (Tucson Unified School District) attests to have provided the following support:
Applicable budget set-asides and/or federal/state requirements are implemented.
District support systems are implemented for identified Priority, Focus, and Pre-Intervention Schools.
Required district school choice and other improvement written notices are provided to Parents.
District coordination of transportation for students electing school choice.
Assistance embedding whole school reform model in school-wide sites.
Ensure programs/material purchased with Title I or blended funds adhere to Scientifically-Based Research guidelines.
Provide technical assistance on needs assessment, collaborative plan development and evaluation.
Family Engagement support including District Advisory Council, District Parent Policy.
Implementation of district-wide mentoring program for new teachers and teachers in need of support.
Coordination of Homeless & Neglected & Delinquent Services.
Ensure that teachers and paraprofessionals meet the highly qualified criteria prior to employment with the district.
Provide progress-monitoring assessment system (School City) aligned with the State student academic achievement standards.
Provide focused professional development to all instructional staff in instructional pedagogy and instructional framework (EEI).
Additional district support and technical assistance as needed.
The site administrator agrees to do the following:
 Use only research-based reform strategies aligned with the needs assessment.
 Provide opportunities for all children to meet rigorous state and advanced levels of academic achievement.
 Create specific plans to assist transition of students between pre-school & elementary school and beyond.
 Coordinate federal, state, and local services and programs and align resources based upon prioritized needs.
 Align the budget with the plan and evaluate the plan annually.
 Retain documentation of planning, implementation and evaluation on site (7 years minimum).
 Provide parents with all required notices including, “Right to Know,” “Non-Highly Qualified,” and “District Parent Involvement Policy.”
 Annually update and distribute parents’ “School Compact” and “School Parent Involvement Policy.”
 Conduct annual Title I Parent meeting.
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