Alternative Governance Addendum to the School Improvement Plan for Title I Schools Identified s1

Alternative Governance Plan for Identified “Schools as In Need Improvement” Restructuring 1 School Year 2007-2008 for Year 2008-2009

School: ______

District: ______

Principal’s Signature: ______Date: ______

Superintendent’s Signature: ______Date: ______

Board Chair Signature : ______Date: ______

Needs Improvement Status: R1, R1 Delay ( choose one)

Option(s) Being Implemented: (Can implement more then one option.) Option 1- Replacing all or most of the school staff as allowed by law; (NMSA 22-2C-7H.1)

Option 2- Appoint an outside expert to advise the public school as specified ; (NMSA 22-2C-7H.3)

Option 3- Turn over management of the public schools to the Public Education Department, if mutually agreed upon; ( NMSA 22-2C-7I.3)

Option 4- Recommend reopening the public school as a state chartered charter school as provided in Section 22-2C-7.1 (NMSA 1978)

_ Option 5- Any other major restructuring of the school’s governance arrangement that makes fundamental reforms, to improve student academic achievement in the school and that has substantial promise of enabling the school to make AYP as defined in the state plan. (NMSA 22-2C-7H.2, 3, 5, 6.) This plan could include the following, but not be limited to: a) Decrease management authority of the public school; b) Extend the school day or year; c) Change the public school’s internal organization; d) Implement a new curriculum.

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 1 Alternative Governance Addendum to School Improvement Plan for Schools Identified as “In Need of Improvement” R1 Analysis of the Key Elements of Restructuring

Key Elements of Restructuring to Address in an Alternative Governance Plan:  Need for Change establishes an understanding among all stakeholders a sense of urgency for which the school must act through the use of data to identify student sub-groups demonstrating achievement gaps and their present level of performance, to underscore the need for improvement, and to guide decision making in how a school is led and how instruction is delivered to address identified student needs.  Effective Leadership incorporates governance structures that facilitate distributive leadership, data driven decisions making, clearly communicated expectations, monitoring of student progress and builds the leadership capacity among administrators and teachers. Included in this section are Policies and Practices that promote effective instructional practices, strong leadership and student achievement. Also included is evidence that the Decision Making Model being implemented is results-oriented and makes provisions for participation of all stakeholders.  Quality Teaching and Learning practices include targeted professional development, results-based instructional strategies, high expectations for all students, equal access to core curriculum, additional learning opportunities for students not proficient in Math and Reading. These are to be considered when reviewing achievement data and past practices to guide programmatic and instructional decision to improve student achievement.  Collaborative Relationships provides opportunities for meaningful involvement of all stakeholders and focuses on the reform effort.  Support for System Wide Improvement shows evidence of, not only planning, but the level of support that will be provided during implementation and includes the allocation of resources to ensure that time, space, money, and personnel are utilized effectively and that all resources are focused on improving student achievement.

Need for Change establishes an understanding among all stakeholders a sense of urgency for which the school must act through the use of data to identify student sub-groups demonstrating achievement gaps and their present level of performance, to underscore the need for improvement, and to guide decision making in how a school is led and how instruction is delivered to address identified student needs.

What does the performance on NMSBA and Short-cycle assessments indicate in Reading and Math?

What student sub-groups are demonstrating an achievement gap in Reading and Math?

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 2 Effective Leadership incorporates governance structures that facilitate distributive leadership, data driven decisions making, clearly communicated expectations, monitoring of student progress and builds the leadership capacity among administrators and teachers. Included in this section are Policies and Practices that promote effective instructional practices, strong leadership and student achievement. Also included is evidence that the Decision Making Model being implemented is results-oriented and makes provisions for participation of all stakeholders.

Directions: Please complete the following worksheet to indicate the degree to which the following success indicators for Effective Leadership are or are not in place in the school. The responses to the success indicators coupled with the information/action items from the Technical Assistance Report, EPSS Coaching and Monitoring Report and Review should help the school identify areas of strength and opportunities for improvement to guide and inform the school’s development of the Alternative Governance Plan.

Success Indicators What is working? What isn’t working? What is keeping it from working?

(Opportunities for Improvement) 1.1 The school/community has a *Defined mission, vision and goals *High incidence of student *Clearly defined behavior expectations shared philosophy of published and communicated to discipline referrals. and accountability for student’s effects commitment, ownership, vision, stakeholders. school environment. mission and goals that promote a culture of excellence. 1.2 Leadership is united in purpose, *Monitoring of improvement *A defined classroom visitation visible in the school and processes, utilization of schedule and instrument for classroom classroom and focused on instructional strategies and fidelity walk throughs. instruction. of program implementation. *Support processes to provide principal designated and un-interrupted time to visit classrooms. 1.3 Leadership maintains a focus *NWEA has been purchased as SCA and *All faculty members having the *Scheduled technical assistance for on all students learning to high has been used for 2 cycles of assessment ability to analyze assessment data. faculty in data analysis. standards. 1.4 Leadership maintains a focus *All students have access to grade level *Students becoming proficient in *Additional instructional support on equity in student learning for instruction. grade level content. above core isn’t provided for math all subgroups. and reading instruction to students below grade level. 1.5 Leadership maintains focus on *Professional development provided for *Professional development in *Haven’t scheduled professional professional development that Every Day Math continuous improvement processes development. will have the greatest impact on in school system. student achievement. 1.6 Leadership views educational improvement as a long term multi-stage process that must be sustained over time through, continuous focus, and attention to resource allocation. 1.8 Leadership helps staff to internalize changes needed for continuous educational

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 3 improvement. 1.9 Leadership demonstrates and seeks commitment rather than compliance. 1.10 Continuous improvement *Willingness and commitment to improve *Designated teams to champion *Lack of structures at school level to processes (Plan-Do-Study-Act) student achievement and utilize any tools monitor and adjust improvement facilitate continuous improvement are integral to decision making or processes that will support increase strategies. processes related to EPSS goals. by all levels of leadership to student proficiency. improve educational programs, *Understanding of how to utilize *Limited capacity of the school student services and support improvement processes for school leadership systems to utilize processes. system. continuous improvement processes via goal teams in order support increased student achievement and achieve EPSS goals.

Summary: The analysis and prioritizing of the essential components of Effective Leadership indicates the following opportunity(s) for improvement that will be addressed in the Action Plan: *Additional instructional support above core isn’t provided for math and reading instruction to students below grade level. *Lack of structures at school level to facilitate continuous improvement processes related to EPSS goals. *Limited capacity of the school leadership systems to utilize continuous improvement processes via goal teams in order support increased student achievement and achieve EPSS goals. “Quality Teaching and Learning”, “Collaborative Relationships” and “Support for System-wide Improvement” have been omitted from this training document. They are to be addressed in actual AGP

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 4 ALTERNATIVE GOVERNANCE PLAN Provide below the implementation plan for the restructuring option(s) chosen. Indicate which element is being addressed with each strategy/action/intervention by noting the corresponding abbreviation. Each element should be addressed, either with one or more new action(s) and strategy(s) or with the continuation of a strategy previously implemented that has proven effective. Use multiple pages if necessary.

Effective Leadership: Opportunities Method of Ensuring Professional Person(s) Responsible For Actions and Timeline Fidelity of Development Means of Improvement Strateg Implementation Resources/ Estimated Evaluation ies Costs 1.4*Additional Math instructional *Students August- *Monitor Plato Math *4 days of professional *Math Intervention Teacher *Plato Benchmark support above identified as December, Achieve Now pacing development provided to *Principal Tests every 2-4 core isn’t nearing 2008 reports intervention teacher weeks. provided for proficient in 8/4/08-8/8/08 math instruction Math on January- *Principal and coach *NWEA 3 times a to students NMSBA will May, 2009 will utilize *3 days of follow up year below grade participate in an implementation check technical support to include 9/08,12/08,4/09 level. intervention list during lab 2 ½ day sessions with class (Plato visitations. principal *Appropriateness of Math Achieve Results will be 9/25/08, 11/6/08, 2/6/09 student placement Now) in addition communicated to Math will be monitored to participating goal team and *Materials: $_____ every 2-4 weeks and in core math intervention teacher. individual academic program *Consultants: $______plan adjusted as (Connected *Feedback reports from needed. Math). Students Plato consultants after will be enrolled class visitations. in one of the 6 classes offered instead of an Components of elective class. Implementation Plan are to be included in *Students *Monitor Plato *Math Intervention Teacher *Plato eduTest with identified as August- Foundational Math Draft 08-09 EPSS *Principal diagnostic reporting beginning steps December, pacing reports every 1-2 weeks. in Math on 2008 NMSBA will *Principal and coach *NWEA 3 times a participate in an January- will utilize year

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 5 Opportunities Method of Ensuring Professional Person(s) Responsible For Actions and Timeline Fidelity of Development Means of Improvement Strateg Implementation Resources/ Estimated Evaluation ies Costs intervention May,2009 implementation check 9/08,12/08,4/09 class (Plato list during lab Foundational visitations. *Appropriateness of Mathematics) in Results will be student placement addition to communicated to Math will be monitored participating in goal team and every 1-2 weeks and core math intervention teacher. individual academic program plan adjusted as (Connected *Feedback reports from needed. Math). Students Plato consultants after will enroll in this class visitations. class instead of an elective class

1.4*Additional Reading instructional *Students August- *Monitor Plato Achieve *4 days of professional *Reading Intervention *Plato Benchmark support above identified as December, Now Language Arts development provided to Teacher Tests every 2-4 core isn’t nearing 2008 pacing reports. intervention teacher *Principal weeks. provided for proficient in January- 8/4/08-8/8/08 reading Reading on May,2009 *Principal and coach *NWEA 3 times a instruction to NMSBA will will utilize *3 days of follow up year students below participate in an implementation check technical support to include 9/08,12/08,4/09 grade level. intervention list during lab 2 ½ day sessions with class (Plato visitations. principal Achieve Now Results will be 9/24/08, 11/5/08, 2/7/09 *Appropriateness of Language Arts) communicated to student placement in addition to Language Arts goal *Materials: $_____ will be monitored participating in team and intervention every 2-4 weeks and core Language teacher. *Consultants: $______individual academic Arts class. plan adjusted as Students will be *Feedback reports from needed. enrolled in one Plato consultants after of the 6 classes class visitations. offered instead of an elective class. *Plato Benchmark *Students August- *Monitor Plato Focus *Reading Intervention Tests every 2-4 identified as December, Reading and Language *4 days of professional Teacher weeks. beginning steps 2008 Program pacing reports. development provided to *Principal in Reading on intervention teacher l *NWEA 3 times a January- 8/4/08-8/8/08 PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 6 Opportunities Method of Ensuring Professional Person(s) Responsible For Actions and Timeline Fidelity of Development Means of Improvement Strateg Implementation Resources/ Estimated Evaluation ies Costs NMSBA will May, 2009 *Principal and coach year participate in an will utilize *3 days of follow up 9/08,12/08,4/09 intervention implementation check technical support to include class (Plato list during lab 2 ½ day sessions with (Plato Focus visitations. principal *Appropriateness of Reading and Results will be 9/24/08, 11/5/08, 2/7/09 student placement Language communicated to will be monitored Program)) in Language Arts goal *Materials: $_____ every 1-2 weeks and addition to team and intervention individual academic participating in teacher. *Consultants: $______plan adjusted as core Language needed. Arts program. *Feedback reports from Students will Plato consultants after enroll in this class visitations. class instead of an elective class.

1.4*Lack of Define and May- *Organizational Flow *2 days of professional *Principal *Organizational Flow structures at implement a August, Chart development provided by *Leadership Council Chart school level to formal Strengthening Quality *Faculty facilitate governance 2008 *District Quality schools to all faculty in *Team System continuous structure to Assurance site visit “School Improvement Check lll improvement include grade report Implementation Guide & processes level, goal “High Performing Goal *District Quality related to EPSS teams and *Feedback reports from Teams” Assurance site visit goals. leadership JSA consultants after 8/11/08-8/12/08 report council that will site visitations. facilitate *2 days of follow up *Administrator continuous *PED EPSS coaching technical support/coaching Performance improvement and monitoring reports by JSA consultant Evaluation processes 10/1/08, 2/8/09 related to EPSS *PED EPSS goals. *Materials: $_____ coaching and monitoring reports *Consultants: $______

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 7 Opportunities Method of Ensuring Professional Person(s) Responsible For Actions and Timeline Fidelity of Development Means of Improvement Strateg Implementation Resources/ Estimated Evaluation ies Costs 1.4*Limited Provide August/08 *District Quality *2 ½ days of professional *Principal *Team & School capacity of the professional -May/09 Assurance site visit development provided by *Leadership Council System Check lll school development report Strengthening Quality *Faculty leadership and ongoing schools to all faculty in *District Quality systems to technical *Feedback reports from “School Improvement Assurance site visit utilize support to build JSA consultants after Implementation Guide” & report continuous the capacity of site visitations. “High Performing Goal improvement the school Teams” *Administrator processes via systems to *PED EPSS coaching 8/11/08-8/13/08 Performance goal teams in utilize and monitoring reports Evaluation order support continuous *2 days of follow up increased improvement technical support/coaching *PED EPSS student processes via by JSA consultant coaching and achievement and goal teams in 10/1/08, 2/8/09 monitoring reports achieve EPSS order support goals. increased *Materials: $_____ student achievement *Consultants: $______and achieve EPSS goals.

Describe how educators and parents equitably participated in developing the Alternative Governance Plan and that this development occurred with input from an equitable representation of stakeholders.

Attach documentation of detailed information or describe the specific impact pertaining to budget, transportation, and supplemental educational services as it relates to the proposed restructuring actions.

Please attach the notices and documentation provided to parents and educators regarding the restructuring status of the school and the opportunity for comments by educators and parents.

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 8 Statement of Assurance (To be signed by the District Superintendent)

Assurance:

I assure that the Local Education Agency will implement the Alternative Governance Plan as described above at the beginning of the 2008-2009 school year, if this school does not make Adequate Yearly Progress.

______District Superintendent Date

PSB;baj &js revised 3/08 Modified with permission of Georgia State Department of Education 9