School Application

School Improvement Grant

School Application

Section 1003(g) of the Elementary and Secondary Education Act

U.S. Department of Education Washington, D.C. 20202 OMB Number: 1810-0682

1 August 2016 South Dakota Department of Education MacKay Office Building, Title I Office 800 Governors Drive Pierre, SD 57501

School Improvement Grant (SIG) Cover page

School Name: School Mailing Address:

McLaughlin Middle School PO Box 880 McLaughlin, SD 57642

Priority School Focus School School Principal: Jeremy Hurd

Grade Span: 6-8

. Telephone: 605-823-4484 Ext. 206

Fax: 605-823-4481

Email Address: [email protected]

I assure that the information in this application is accurate and feasible. The school will use the School Improvement Grant (SIG) to fully and effectively implement the selected intervention model requirements and described activities. This application is in accordance with the submitted LEA SIG application.

10-24-16 X______Signature of the School Principal

2 School Improvement Grants School Level Section

Intervention Turnaround Restart Closure Transformatio Evidence- Early Chosen: n based/Whol Learning e School Reform X

DESCRIPTIVE INFORMATION

(1) The school has conducted a needs analysis which has revealed the need for a school improvement grant. WHO was involved with the analysis; WHAT data was analyzed; WHEN the data was analyzed; and WHAT were the outcomes yielded from the results? Describe how the outcome of the needs analysis is connected to the intent of the School Improvement Grant.

WHO was involved with the analysis

Groups and Individuals analyzing data:

 District Leadership Team (DLT) Members: Scott Lepke, Jeremy Hurd, Kendra Sandquist  McLaughlin Secondary Leadership Team (MSLT) Members: Jeremy Hurd, Linda Stenberg, Lauren Swaidner, Nikki Grim, Sonja Taylor, Olivia Olson  Janeen Outka (District SST)  Katie Bray (Technical Advisor)  All staff

WHAT data was analyzed

Data Analyzed

 Student Data: School and grade level data was analyzed for student proficiency from NWEA Assessments for the past five years as well as Smarter Balanced Assessment data from the last two years. We also looked at our SPI performance from the state. Attendance and behavior data by grade and classroom were also analyzed. Trends can be found in some grade levels but not all. Growth data indicates students are making inconsistent progress towards the school-wide goal of 1.5 years of gain.

 Professional Practices: It was concluded by the MSLT that considerable work was needed to be done to bring the staff up to speed on instructional practices in classroom engagement, working with students with disabilities, and classroom management. Behavior issues that result from ADHD and ODD as well as Autism Spectrum can have significant impacts on the classroom climate and culture of the school. 3 August 2016  Programs and Structures: McLaughlin Middle School has identified a need to address behavior and attendance to positively impact student achievement. There was a high rate of referrals to the office last year (over 1000) and there were concerns with how to manage many defiant and disruptive behaviors in the classroom. Over 61% of the referrals in the school were from the middle school. Approximately 640 out of 1048 referrals involved middle school students.

 Family and Community: Analysis of the ways in which McLaughlin Middle School reaches out to parents and the communities were listed. Comments included the use of our school Facebook page, the use of SchoolMessenger system, family nights where food is served, encouragement to attend games at school, and better attendance at conference night. We also conducted an awards ceremony last year that we plan to do again next school year. This will also benefit the social-emotional needs of our students by blending the unity of parents, students, school staff, and community to provide a continuum of supports to meet these needs.

 School Performance Index (SPI) The school performance was analyzed from the 2014-15 and 2015-16 data. The SPI for McLaughlin Middle School is 19.09 for 2015-16 and was 12.71 the year prior. McLaughlin Middle School is labeled as a Priority School in the state of South Dakota and is considered in the lowest 5% of schools in regard to performance in relationship to the index determined by the state of South Dakota.

WHEN the data was analyzed Data sources have been analyzed at various junctures throughout the school year.

Leadership Team Meeting – McLaughlin Secondary Leadership Team (MSLT) conducted a meeting September 22, 2016. This meeting was conducted after receiving feedback from staff on how we could improve the school. The leadership team met and discussed intervention, instruction, behavior and support, and professional development. Based on the feedback received, the team found a need to improve behavior, attendance, curriculum, rigor and relevance at every grade level.

Schoolwide Needs Assessment Analysis – The McLaughlin Secondary Leadership Team (MSLT) conducted a needs assessment on September 22, 2016. The conversation was focused on student achievement analyzing information from Smarter Balanced Assessments for 2015-16 as well as SPI.

School Self-Assessment of Turnaround Practices – On September 22, 2016, the McLaughlin Secondary Leadership Team (MSLT) met to conduct a self-assessment of turnaround practices. This self-assessment was conducted to review this year’s data and begin pre-planning for next year. During these meetings we found a need to improve attendance, decrease behavior referrals and gaps in instruction between grade levels. There is also a need to further develop family and community engagement, as well as, improve services around social and emotional health of students.

WHAT were the outcomes yielded from the results?

The evidence of our data retreat and analysis of goals for the upcoming school year has our attention focused in five areas: 4  Attendance  Social Emotional Supports/School Climate  Student Engagement and Achievement  Staff Professional Development  Family Engagement

All five of these factors are having an impact on our students getting ready for their high school careers. One of the biggest issues we have that is impacting student achievement in the classroom is the behaviors that we see. We have many students with disabilities who are undiagnosed and require a high level of attention and redirection from staff to stay focused on their work. In a typical classroom in South Dakota you may have 2 out of 20 students who exhibit disruptive behaviors in the classroom. In our school we have noticed that the number can by almost 50% of an entire classroom, which makes classroom management and academic gains challenging. Some lack structure and accountability at home, may be without one or both parents living with a grandparent, while others are suffering from trauma and are left in a pendulated state of fight/flight which is creating nervousness and anxiety in many students. It is also important that our school focus more attention on PBIS, or positive behavior interventions, for students who have attention seeking tendencies and work toward solutions to solve these issues. This is also associated with multi-tier systems of support (MTSS). We also need a greater focus on how to use more active and hands on learning through project based learning models that will increase our capacity to have more engaging and group based work for them to do in class. Our staff’s knowledge and capacity in this area is somewhat limited and more help is needed to increase student engagement to decrease referrals.

While attendance has been good, we still need to create greater focus on the students who are chronically absent. Approximately 35% of our students are chronically absent and working with families and understanding the barriers to good attendance is important. We want to continue to incentivize and reward students for coming to school on time. Incentives such as this work in low income populations such as ours because students work hard to earn these rewards and it helps build self-confidence and pride in school goals.

Student achievement data shows that while students are showing growth, that many are below proficiency. Taking a deeper look at instructional strategies such as project based learning and also investing more in our staff professional development will help us reach this goal. We also want to continue to support new staff with mentors to help increase teacher retention and support to help build greater achievement in the future. It is also important that opportunities be provided to students outside the normal day to complete work in their classes, be used for remediation, but also be used for enhancement. Describe how the outcome of the needs analysis is connected to the intent of the School Improvement Grant.

McLaughlin Middle School has the need to improve attendance, social-emotional supports and school climate, student engagement and achievement, behavior/school climate, provide teacher mentors, and increase family engagement for our students and to align with the 7 turnaround principles assigned to our school by the state. Each of these five areas has driven our need for the School Improvement Grant we are applying for and are included in the school’s Transformation Plan and School Improvement Plan. Additionally, the school Transformation Plan is aligned to the seven turnaround principles. These funds will be utilized to improve the supports already presented to us 5 August 2016 from the District and administration and are outlined below.

Strengthening Instruction (Turnaround Principle 4) supports needed by the McLaughlin Middle School include:

 Project Based Learning Professional Development: It is crucial that students remain engaged in their coursework and by training our staff on this model, it will help to open up doors to be able to engage our students in the classroom on a more consistent basis. Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This will help to create a more engaging learning environment for our students and get away from some of the traditional instructional practices. Staff would attend the PBL World Training in California in June 2017 to implement the following Fall. We will also need ongoing support and follow up training each year to support implementation.

 Active Learning Classroom: To effectively implement a project based classroom, we also need to reconfigure our learning spaces. By investing funds in the reconfiguration of our learning spaces, we can create classrooms that engage our active students with a learning space that is modified to their needs. We would partner with a company such as Steelcase www.steelcase.com and develop new learning spaces in six classrooms in our middle school. You can learn more by going to this link. https://www.steelcase.com/discover/information/education/active-learning-center- grant/#2015-active-learning-transformations

 Continued Professional Development: Staff could use professional development in other areas such as classroom management, Project Based Learning, Differentiation, Assessment, Behavioral Modification, Special Education and inclusion, students and trauma, and cognitive development. The middle school will allocate money for teachers to take part in trainings that may arise that address these areas as determined by the staff and approved by the principal as long as it aligns with the five goals listed in this grant.

Behavior/School Climate (Turnaround Principle 6) supports needed by the McLaughlin Middle School include:

 Certified Paraprofessional Support: A critical area for supporting instruction for our middle school students is through the hiring of 1 paraprofessional for each core classroom. Classroom management is a serious challenge for even the most veteran of teachers in our middle school. Many students in our classrooms currently do not have the behavioral supports at home necessary for them to succeed in school. By providing paraprofessionals in each classroom, we will not only be able to support the social- emotional needs of our students and help students in need, but we will also be able to focus our energies academically and provide flexibility for doing academic or social- emotional interventions as needed in each classroom. We would start by hiring one for each classroom with the hopes of either reducing the need for supports through interventions or programming at the school. All paraprofessionals will be certified by taking the ETS ParaProAssessment and will also complete 7 modules in the ParaEducator PD Now series offered by The Master Teacher. Our goal is to ensure that our 6 paraprofessionals are properly certified to meet the requirements of the grant.

 It’s All About RESPECT Curriculum: We are looking to hire for the duration of the grant D’Este Chytka whose state program “It’s All About Respect” will be used to conduct both assemblies and in-class sessions for all 6th-8th Grade students. The program addresses Respect from multiple angles and also has a cultural connection to Native American values to help with its implementation. We will hope to see if these two factors alone will help to improve the behavioral outcomes for our students in those areas.

 Networks of Support: McLaughlin Middle School would like to contract with Tim McGowan and his program called Networks of Support. The organization, its training, and program works to create a self-sustaining network of peer leaders by building connectedness, viewing differences as strengths and building their capacity for humanity. The program also seeks to work with schools and communities by building connectedness, self-worth and leadership of all students and engaging them in structured facilitated experiential learning activities. We hope to bring in Networks of support in the Spring 2017 school year and get the program launched, and complete a self-sustained program in our school during the 2017-18 school year that we would self-support and extend to other schools in 2018-19 and beyond.

Family Involvement (Turnaround Principle 7) supports needed by the McLaughlin Middle School include:

 Back to School Night: McLaughlin Middle School believes it is important to involve parents in the school and teach them how to provide a rich learning environment at home. Many of our parents had poor experiences in school. However, over the last three years the number of parents attending school events and visiting the school on a regular basis has improved. We want parents to come to the school and feel welcome when they arrive and know that they can come and visit anytime. Parents in Middle School often are not as active as they are in elementary and we want to address this at the Back To School night.

 Evening of Excellence: At the end of every year, McLaughlin Middle School will host an awards banquet to honor students for academic achievement, attendance, and athletics. This event will take place in the evening and a dinner will be provided as well as cultural entertainment.

 Honoring Ceremony (Monthly): In the spirit of the “Lakota Way” our Dean of Students and Culture teacher are teaming up to offer a monthly Honoring Ceremony for our students to recognize the achievements of our students. Teachers may honor student’s academic, athletic, social, behavioral, or life events. The promotion of honoring the Lakota virtues and values will be emphasize and supplies will be needed to purchase items such as t-shirts, medals, ribbons, or awards from companies to honor these achievements. This will be a culturally relevant way to make sure our students good deeds to not go unnoticed and to honor our students in a culturally relevant way. Families will be invited to these events and we hope this will bridge a gap between the school and community as well. 7 August 2016 Funding from the School Improvement Grant will be needed to serve meals to parents, purchase awards for the awards program. This will also benefit the social-emotional needs of our students by blended the unity of parents, students, school staff, and community to provide a continuum of supports to meet these needs.

(2) Describe actions it has taken, or will take, to design and implement interventions consistent with the final requirements.

Check the intervention model below and answer the questions that follow pertaining to the intervention model chosen for this priority/focus school.

(A)  The Turnaround Model Section I.A.2(a)

a. Describe the process the district will use to replace the principal and the operational flexibility the new principal will be given. [Section I.A.2(a)(i)] 1. When will the contract with the current principal end? 2. What criteria will be used in selecting a new principal? 3. What is the process that will be used to select the new principal? 4. Who will be involved in the decision making? 5. When will the process take place? If the principal has been replaced recently, describe the circumstances and process. 6. How will the principal be included in staffing, calendars/time, and budgeting? . How will this flexibility help the new principal implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates?

b. Describe the process the district will use to replace staff and refresh the teacher pool for this school. [Section I.A.2(a)(ii)] . What locally adopted competencies will be used to measure the effectiveness of staff who can work within the turnaround environment? . What is the district’s definition of “staff”? Does this include both teachers and paraprofessionals? . How will the district screen all existing staff? . What is the process for determining which staff remains in the school? No more than 50 percent of existing staff can be rehired. What is the current pool of teachers and paraprofessionals? Determine the 50% threshold of staff in each category that can be rehired. . How will new staff be selected? Describe criteria used to determine the most effective staff. Describe criteria used in selecting/hiring effective staff.

c. What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school? [Section I.A.2(a)(ii)] 8 (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions.) d. How will the district provide staff ongoing, high-quality, job-embedded professional development? . List resources available to new staff. . Will there be a mentoring program or literacy and/or math coaches available? . How will the school ensure that the professional development is aligned with the school’s comprehensive instructional program? . How will the school ensure that the professional development is designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies? e. Describe the new governance structure that will be adopted for this school. . The structure may include, but is not limited to, requiring the school to report to a new “turnaround office” in the district, hire a “turnaround leader” who reports directly to the Superintendent. . What changes in decision-making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) will be provided to the school? . What changes in operational practices will be made? f. Describe how an instructional program will be determined and designed. . What data will be used to identify the instructional program to be used? How will it be used? . How will the school ensure that the instructional program is research-based? . How will vertical alignment from one grade to the next be determined and ensured? . How will the school ensure alignment with academic standards? g. Describe the process the school will use to promote the continuous use of student data. . Indicate the use of student data such as from formative, interim, and summative assessments. . How will student data be used to inform and differentiate instruction in order to meet the academic needs of individual students? h. Describe how the school will increase learning time. . Indicate how learning time will be increased such as using a longer school day, week, or year schedule. . Describe the current learning time and the amount of time to be added to significantly increase the total number of school hours. . Indicate what the additional time will be used for (a) instruction in core academic subjects, (b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, and/or (c) teachers to collaborate, plan, and engage in professional development within and across grades and subjects. . If extended learning time also includes a before- or after-school instructional program, indicate how the program will be available to all students in the school and provided at a time when most students would be able to participate.

9 August 2016 i. How will the school provide appropriate social-emotional and community-oriented services and supports for students? . Describe how the needs of students in this school were analyzed to determine which social-emotional and community-oriented services will be appropriate and useful under the circumstances. . Indicate services offered to students such as: include health, nutrition, or social services that may be provided in partnership with local service providers. . Indicate other services that may be offered such as a family literacy program for parents who need to improve their literacy skills in order to support their children’s learning.

(B)  The Restart Model Section I.A.2(b)

a. Describe the rigorous review process the district undertook to select a partner to restart the school. 1. Are there qualified charter management organizations (CMOs) or education management organizations (EMOs) willing to partner with the district to start a new school (or convert an existing school) in this location? Describe possible partnerships. 2. How will the new school operation result in acceptable student growth for the student population to be served? 3. How will support be provided to staff that are reassigned to other schools as a result of the restart? 4. What performance expectations will be contractually specified for the restart partner? 5. Is the LEA prepared to terminate the contract if performance expectations are not met?

b. How will the district ensure that the new school will enroll, within the grades it serves, any former student who wishes to attend the school?

c. How will funds from this grant be used to support the restart model?

****************************************************************************** ******* (C)  School Closure Model Section I.A.2(c)

a. Describe the process the district used to determine to close this school. . How were decisions based on data? How is this transparent to the school and local community? . What is the impact of school closure to the school’s neighborhood, enrollment area, or community? . How does school closure fit within the LEA’s overall reform efforts? 10 b. Which higher-achieving schools have been identified that have the capacity to receive students from this school? . Indicate that these schools are in close proximity of the school to be closed. . How will the students and their families be supported by the LEA through the re- enrollment process? . How will the receiving schools be staffed with quality staff to accommodate the increase in students? . How will the LEA track student progress in the recipient schools?

****************************************************************************** ******* (D)  The Transformation Model Section I.A.2(d)

Developing and increasing teacher and school leader effectiveness. [Section I.A.2(d)(1)] a. Describe the process the district will use to replace the principal. [Section I.A.2(d)(1)(i) (A)]

. When will the contract with the current principal end?

The current principal’s contract has been extended for two-years through June 2018.

. What criteria will be used in selecting a new principal?

The criteria used for selecting the new principal was done through analysis of the current district job description, a review of applicants who met the requirements of the district and state certification, and a 43 question item bank of interview questions were analyzed and asked by an interview committee to ensure that the candidate met the needs of the school and district. The principal started his position in June 2015 and is still currently in the position.

1. What is the process that will be used to select the new principal?

The staff and district administration where looking for someone who could address the 7 Turnaround Principles for Priority/Focus Schools, who was an instructional leader, who had knowledge of the SD Framework for Teaching, Danielson Framework, Teachscape, and SLO process. The school was also looking for someone who was a school culture builder and who could address the behavioral and attendance issues of the school. Strong and proven leadership skills were important and someone who was a team builder and encourage teacher leadership. Mr. Jeremy Hurd has been hired as the new principal since June 2015 and in his 14th year in education. Mr. Hurd served 8 years as an Educational Technology teacher and is in his sixth year as a principal. Mr. Hurd will began his position on June 1, 2015 to aid in the leadership transition. Mr. Hurd brings to the school district instructional leadership and experience to the school and community. Mr. Hurd has served on the South Dakota commission for Teaching and Learning and is knowledgeable and experienced in regard to instructional practices and teaching 11 August 2016 foundations relevant to the Danielson Framework. Mr. Hurd has also implemented schoolwide strategies using blended learning and focus on reading and math interventions at the Middle School level. This experience will allow for guides leadership into best practices for the 9-12 environment. Mr. Hurd is also proficient in the SLO process and instructional outcomes and is also currently working on an Education Specialist degree as he furthers his education and experience in his new role. Mr. Hurd has also lead leadership teams in his building around improving schoolwide approaches and outcomes including MTSS, PBIS, and RTI. The turnaround model serves as a perfect model to begin the process of turnaround at the McLaughlin Middle School. Mr. Hurd has been hired on a two-year contract extension to be evaluated again in 2018-19 for re-hire.

2. Who will be involved in the decision making?

Mr. Hurd was hired by a district wide committee including school staff, parents, school board, and members of the community. All candidates were interviewed under a rigorous 43 question interview that addressed all issues of concern from staff. Candidate was selected by vote of the committee.

3. When will the process take place? If the principal has been replaced recently, describe the circumstances and process.

The former principal had been replaced during the 2015-16 school year. The process to select a new principal began immediately by notification of non-renewal of the formal principal in February 2015. Performance of the former principal was deemed unsatisfactory by the superintendent through the evaluation process. The recommendation to non-renew was accepted by the school board in February 2015 and the job was listed for one month seeking candidates for the position. Interviews were held on Friday, March 27, 2015 and involved four candidates with a committee of individuals that included building staff, district staff, school board members, parents, and superintendent. The former principal was released from their contract effective April 2015. Jeremy Hurd was selected as the new principal and his performance was awarded an extended 2-year contract.

b. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments. [Section I.A.2(d)(1)(i)(B)]

. How will data on student growth be a significant factor in the evaluation system?

Data on student growth will be collected through the South Dakota Student Learning Objective (SLO) process. Student growth is one of two essential components of South Dakota’s Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. The South Dakota SLO Handbook provides support and guidance to public schools and school districts working to incorporate quantitative measures of student growth into local Educator Effectiveness Systems. This process and handbook allows the district to create a focus on student growth as a significant factor in the evaluation

12 system and has been approved by USDOE.

What other factors will be used (multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduations rates)?

South Dakota’s Teacher Effectiveness systems look at clearly defined, research-based measures of professional practice and student growth as key pieces in the evaluation of teachers and principals. McLaughlin School District and McLaughlin Middle Schol is using the recommended method as outlined by the state and South Dakota Commission on Teaching and Learning. Schools determine separately a Professional Practice Rating and a Student Growth Rating. The two separate ratings are combined through the use of a Summative Rating Matrix. Recommended practices for determining both Professional Practice and Summative Effectiveness Ratings are described in detail in the South Dakota Teacher and Principal Effectiveness Handbooks. This Handbook describes the recommended practices for determining

student growth as measured by SLOs. 13 August 2016 How will the school define student growth in accordance with definitions related to this notice (the change in achievement for an individual student between two or more points in time)? Define the indicator (assessment) the school will be using to determine growth.

In the state and district systems, student growth is defined as a positive change in student achievement between two or more points in time. Each individual teacher will select a classroom based assessment that aligns with the SMART goals process and determine a baseline measurement for their assessment, use this data to plan for instruction, progress monitor using formative assessment during the instructional cycle, and then re-assess at the end of instruction to determine growth. Each teacher will use a differentiated SLO so that each student will have his/her own growth goal based upon what they feel each student can achieve.

. Are the evaluation systems designed and developed with teacher and principal involvement?

South Dakota’s work to develop and support the SLO process is united by a common aspiration: To improve instruction and student learning.

Along with this overarching aspiration, the educator evaluation process is designed to:  Encourage meaningful in-depth dialogue focused on improving instruction;  Provide regular, timely, useful feedback to guide professional growth;  Support a culture in which data informs instructional decisions;  Establish clear expectations for teacher and principal performance;  Assist educators in using multiple measures to determine and differentiate performance;  Provide a fair, flexible, research-based system that informs personnel decisions.

A collaborative effort to identify and promote recommended practices has been aided by a diverse group of educators, professional organizations, state entities, national experts, and other stakeholders, including: . South Dakota Commission on Teaching and Learning . Kentucky Education Association . 2013-14 Teacher Effectiveness Pilot participants . 2013-14 Principal Effectiveness Pilot participants . American Institutes for Research (AIR) . University of South Dakota . Center for Applied Mathematics and Science Education at Black Hills State University

Further, at the district level all decision on the evaluation goals of staff are selected by a collaborative effort of both staff and administration and also through the negotiations process.

14 c. Describe how the school will reward school leaders, teachers, and other staff who have increased student achievement and high school graduation rates and identify and remove those who have not done so. [Section I.A.2(d)(1)(i)(C)]

. How will the district identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates?

The goal in our school is to make sure we do everything we can to build a foundation where teachers stay in our district. It is the primary job of the principal to ensure that staff are successful in their jobs and receive the professional development to help them in their jobs. Almost 75% of the teachers in our school currently have 3 or less years of teaching experience and in two years ago we replaced 50% of our staff. Teacher turnover in a high needs school is one of the quickest ways to destroy not only the moral of staff, but the climate of the school for students. Students believe that when teachers leave, it is because of them. Through many conversation with both staff and students, our goal remains clear that we are in the business of “growing teachers” not firing them.

One of the ways that we reward school leaders and teachers is by acknowledging our success on an ongoing basis. We have school celebrations when both staff and students do well and show growth on various assessments, staff are encouraged by their building leaders and a focus on hard work and effort is appreciated through e- mails, announcements, and through social media. No one person is responsible for student achievement. We must all work together to accomplish this goal and we also need the support of our parents. For many of our staff, to see the growth in our students and being able to celebrate that is reward enough for knowing that we are helping our students succeed and they are taking pride in their personal and achievement.

. How will the district identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so?

All staff are evaluated no less than once per year in their first three years of employment and every other year after by South Dakota state law. If a candidate is needing help, they are placed on a plan of improvement to document progress toward those goals. If a candidate is not meeting expectations after being placed on a plan of improvement, a recommendation is made to the Superintendent and School Board to not renew the teacher.

One factor that impacts replacing staff in our school is the state is the documented teacher shortage and applicant pools in our district. Many teachers in the school district are hired through alternative certification programs through the state as well as Courage to Teach, Project Select, and Teach for America. All resources are utilized to place the most highly qualified individual in each teaching position. Principal leadership is also important in helping the new staff members hired grow in their instruction and curriculum development as an instructional leader.

15 August 2016 d. Describe how the district will provide staff ongoing, high-quality, job-embedded professional development. [Section I.A.2(d)(1)(i)(D)]

. How will the district provide staff ongoing, high-quality, job-embedded professional development (subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school, or differentiated instruction)?

All new staff for the 2016-17 school year and beyond will be assigned a Teacher Mentor and mentors will receive a stipend for their leadership of new staff. Staff will also be provided quality professional development one Friday every month from the district and will receive frequent visits from the principal in regard to their instructional practices in Domains II and III of the Danielson Framework through classroom observation. Staff will all have access to Frontline OASYS and will have the opportunity to view videos aligned with Domains II and III that show competency at each level to increase levels of performance in professional practice and improve instructional outcomes for students. Professional development is also included in this grant as a means of further developing best practices in teachers through the use of project based learning, classroom management, and other areas of need for our school.

. List resources available to new staff. . 11 Days of Professional Development in School Calendar . Budgeted resources for Coaching opportunities (as needed) . Involvement in curriculum review and vertical teaming . Selection and input into staff development training . Training for all new initiative based programs (Edgenuity, IXL, etc.) . Technology based professional development through TIE

. Will there be a mentoring program or literacy and/or math coaches available?

A mentoring program will be implemented for new teachers and they will be assigned a teacher/administrative mentor based upon their content area or grade level of instruction based on availability. The mentoring process will follow a very detailed, structured, and calendar based process to ensure ongoing engagement about school related information and items and provide a means of support for new staff entering the building. Math coaching is being provided in the 2016-17 school year while we also look to adopt new math curriculum for our 6-12 school. In addition, ongoing support for instruction is offered through state assigned mentors through the WoLakota Project and professional development opportunities through the state.

. How will the school ensure that the professional development is aligned with the school’s comprehensive instructional program?

Based on results from the school’s data analysis, the MSLT is designing with the help of our state SST an ongoing PD plan. The cross-section of data that was analyzed throughout the year revealed key patterns and themes. The McLaughlin Secondary Leadership Team (MSLT), working with the current school turnaround plan determined that attendance, social-emotional supports and school climate, student engagement and achievement, behavior/school climate, and increase family engagement are the five main points for school improvement at McLaughlin Middle School.

16 . How will the school ensure that the professional development is designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies?

Staff Input and Needs Assessment Staff will be engaged through a the MSLT and MDLT processes and professional development for each school year will be assessed and addressed through a collaborative process with staff and administration to deliver the greatest needs of the staff in their respective buildings utilizing the skills and expertise of the administration as well as the support of the SDDOE and local ESA. These resources will be used as a means of support throughout the school year when issues arise. We will also attempt to provide ongoing support through collaborative meetings and teaming processes.

Common Planning Time/Collaboration: McLaughlin Middle School classroom teachers have been assigned a common planning time with high school staff members in our building with their respective content/grade level for the purposes of collaboration for Math, ELA, and Science. We will be working on doing the same for Social Studies.

Graduate Credit/Certificate Renewal Staff members will be able to earn graduate credit for some professional development opportunities. An adjunct instructor will design the course, the syllabus, and the workshop outline and orient the staff to the course requirements, provide feedback on the reading reflections, and monitor course expectations. e. Describe how the district will implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school? [Section I.A.2(d)(1)(i)(E)]

. What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the transformation school? [Section I.A.2(a)(ii)] (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions).

One of the key areas that our school board focused on last year was in regard to a state tax increase that raised teacher salaries in our district. The district invested 100% of those revenues to increase teacher salaries and our base salary increased by more than $6,000 last year.

In addition, our district does not use sick days when staff need leave, but rather we use PTO (Paid Time Off), which allows for teachers to have more flexibility to take leave for whatever purpose they deem necessary. This is not the case in many school districts that lock teachers into their jobs during the school year.

We also offer a four-day school week to our teachers. This can be perceived as an incentive because it does give a person an additional day off from work to be with family, engage in planning and grading for students, or to get more involved in student activities.

17 August 2016 Comprehensive instructional reform strategies f. Describe how an instructional program will be determined and designed. [Section I.A.2(d)(2)(i)(A)

. What data will be used to identify the instructional program to be used? How will it be used?

NWEA MAPS ladders: Our MAP Learning Continuum helps teachers pinpoint where individual students are ready to advance—and where they need help. Since we calibrate the difficulty of all research-based MAP test items to our RIT scale, we’re able to use student RIT scores to create a data-informed continuum of learning that’s based on difficulty, not scope and sequence. Easy-to-understand learning statements provide an instructional starting point for teachers by describing the skills and concepts that need to be introduced, developed, or reinforced

NWEA MAPS Scores

RIT Norms 2015 (50th Percentile) Fall Winter Spring Reading Reading Reading 9th—220.2 9th—221.3 9th—221.9 10th-- 220.4 10th-- 221.0 10th-- 221.2 11th—222.6 11th—222.7 11th—222.3 12th- 222.4 12th- 222.8 12th- 222.9

Math Math Math 9th—230.3 9th—232.2 9th—233.4 10th-- 230.1 10th-- 231.5 10th-- 232.4 11th—233.3 11th—234.4 11th—235.0 12th- 235.5 12th- 236.0 12th- 237.0 18 Goals for 2016-17 (Based on NWEA Norms for Grade Level) Fall Winter Spring Reading Reading Reading 6th—212 6th—214 6th—216 7th-- 216 7th-- 217 7th-- 218 8th—217 8th—219 8th—220

Math Math Math 6th—217 6th—222 6th—225 7th-- 223 7th--226 7th-- 229 8th—226 8th—229 8th—231

Previous Years Data 6th Grade 7th Grade 8th Grade 2015-16 2015-16 2015-16 Reading Reading Reading Fall—192 Fall—199 Fall—200 Winter—196 Winter—201 Winter—201 Spring –199 Spring –204 Spring –204

2015-16 2015-16 2015-16 Math Math Math Fall—193 Fall—199 Fall—196 Winter—199 Winter—196 Winter—199 Spring –202 Spring –197 Spring –201

. How will the school ensure that the instructional program is research-based?

A primary resource to evaluate the effectiveness of instructional programs is the What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ . Resources such as this will be used to evaluate the effectiveness of curriculum and instruction and determine best practices for guidance. Guidance will also be sought by visiting with other school districts of like size and demographics and determine effectiveness as well as contacting the state ESA and SDDOE. Resources for successful intervention practices include RTI4Success http://www.rti4success.org/ and PBIS.org https://www.pbis.org/ for behavioral strategies.

. How will vertical alignment from one grade to the next be determined and ensured?

Collaborative discussions between grade level content teachers will be held with the building principal and led by the Dean of Instruction to ensure that a focus is placed on the alignment of the curriculum 9-12. Ongoing discussions at the district level will also include Middle School staff as needed and be aligned to state adopted standards. Focus at this level will ensure that the content the students are receiving is

19 August 2016 vertically aligned and driven toward Middle School graduation for student success in all content areas.

. How will the school ensure alignment with academic standards?

We will ensure our alignment through collaborative processes between content area teachers and through the work done on an ongoing basis through these discussions to ensure the curriculum is aligned to state adopted standards. Our goal will be to ensure that all students are college, career, and life ready by Middle School graduation.

g. Describe the process the school will use to promote the continuous use of student data. [Section I.A.2(d)(2)(i)(B)]

. Indicate the use of student data such as from formative, interim, and summative assessments.

Data from the below assessments will be used to inform and differentiate instruction in order to meet the needs of all students.

. How will student data be used to inform and differentiate instruction in order to meet the academic needs of individual students?

Data from MAPS will be used to assess content readiness in Math, Reading, and Language Arts and used to evaluate curriculum schoolwide. Teachers will review all data sources during weekly collaboration meetings, monthly SLO meetings with the principal and data conversations after unit assessments with the principal.

. Who is involved with the data review process and how often will data be reviewed?

Data will be reviewed by the classroom teacher, grade level teams, content area teams, special education department, the leadership team and administration.

Increasing learning time and creating community-oriented schools h. Describe how the school will increase learning time. [Section I.A.2(d)(3)(i)(A)]

. Indicate how learning time will be increased such as using a longer school day, week, or year schedule. . Describe the current learning time and the amount of time to be added to significantly increase the total number of school hours. . Indicate what the additional time will be used for (a) instruction in core academic subjects, (b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, and/or (c) teachers to collaborate, plan, and engage in professional development within and across grades and subjects. . If extended learning time also includes a before- or after-school instructional program, indicate how the program will be available to all students in the school and 20 provided at a time when most students would be able to participate.

The students of McLaughlin Middle School lack access to quality enrichment and intervention opportunities outside of the regular school day. While many districts have 5-day school weeks that allow time for engaging and time intensive projects that build school culture and parental engagement, McLaughlin struggles to cover all of the basic content and skills that students need during its 4-day school week, leaving no time for project-based activities. While many districts offer an array of after- school programs that allow students to explore and cultivate many different interests, McLaughlin offers very few enrichment programs and lacks after-school transportation that limits the number of students who are able to participate. As a Priority Status school district, McLaughlin School District needs to work towards expanding opportunities for its students. Without after-school enrichment and a quality Friday program for both students who crave an additional challenge and students who need help reaching their potential, McLaughlin Middle School will continue to fall short of providing the opportunities and resources that its students need. The SIG Grant would allow McLaughlin Middle School to create a diverse array of enrichment and intervention opportunities throughout the year as it attempts to overcome its Priority School status and address the current lack of collaboration between the district and those it serves.

McLaughlin School District has a 4-day school week that includes 9678 hours per school year. With the addition of after school opportunities and Friday school that time would increase by 198 hours each year. This time would be utilized to enhance daily instruction after school and to provide more intense intervention services on Fridays. These programs would be available to all students providing adequate staffing is available. We intend to implement increased learning time for the Middle School with the award of the SIG grant and carry forth this program for the duration of the time we would operate under a four day school week. Fridays provide us with the greatest opportunity to achieve this goal for our students. Without the SIG grant, this opportunity will not be possible. This will also align with our current LEAP program currently being offered at the High School. i. Describe how the school will provide appropriate social-emotional and community- oriented services and supports for students? [Section I.A.2(d)(3)(i)(B)]

. Describe how the needs of students in this school were analyzed to determine which social-emotional and community-oriented services will be appropriate and useful under the circumstances.

Recently the school has revised our handbook and now have a consistent behavior policy. Administration Team has worked collaboratively since the beginning of the 2015-16 school year to address issues related to attendance and has made personal calls home to encourage student attendance. School spirit has continued to have a huge increase this year. We are also addressing behavioral expectations through PBIS posters in each classroom, core virtues expectations, and posters and banners throughout the school. We also have leading by example tickets for students caught for meeting our schoolwide expectations for classroom behavior and core virtues.

For the last two years, the number one behavior referral to the office is disrespect. 21 August 2016 Students may not be taught what “respect” is nor how to show it. We would like to address this issue through a program tailored to Native American students called “It’s All About Respect” and also include leadership programming from a program called Networks of Support. We are attempting to build leadership connections with students and educational components to work on this area to increase student achievement, reduce behavior referrals, and increase school climate.

. Indicate services offered to students such as: include health, nutrition, or social services that may be provided in partnership with local service providers.

We currently have a part time nurse and one school counselor. Using Title I funding, we are in the process of hiring a Clinical Counseling Specialist to help with student behavior and trauma related mental health our students are dealing with. We do offer school breakfast and lunch to students at the school for free through our meal reimbursement. We have close connections in town with Three Rivers Mental Health and Indian Health Services for extended care needs outside the realm of the professional experience of our school counselor. We also work closely with Child Protection Services as needed. Lastly, we also coordinate with our School Resource Officer through the Standing Rock Sioux Tribe who makes house visits to get kids to school and who also will take child cases of kids not coming to school directly to the court.

. Indicate other services that may be offered such as a family literacy program for parents who need to improve their literacy skills in order to support their children’s learning.

This is an area that we are lacking in at our school. We have held various academic nights at the school for parent to engage with academic content and they have not been well attended. We have had an awards night program in the spring at the end of the school year to celebrate academics, but that has been the extent of our involvement. Culturally, we do sponsor a Wacipi at the school in the Spring as well as a Lakota Culture Fair. More could be done in this area, but having someone who will lead an activity like this would need to be addressed.

Providing operational flexibility and sustained support j. Describe the operational flexibility that will be given to this school. [Section I.A.2(d) (4)(i)(A)]

. What changes in decision-making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) will be provided to the school?

The school utilizes a site-based management system for our budget and principals are giving input and latitude into the budget process. Once the budget has been recommended by administration and approved by the school board, the principals carry out the expenditures and management of those budgets, making sure not to exceed the overall amounts allocated to each line item. Staff will also have input into most financial decisions to ensure that money is being spent that will have the biggest impact on students.

22 . What changes in operational practices will be made?

No changes will be necessary at this time in the operation of how the budget is spent.

. How will these changes lead to substantial improvement in student achievement outcomes and increase high school graduation rates?

The current structure already allows for the best operational method for each school. The principals and their staff know the needs best and can spend the money as they see fit, based on student, staff, and building needs.

k. Describe the ongoing, intensive technical assistance and related support that will be provided to the school. [Section I.A.2(d)(4)(i)(B)]

. Who will provide the assistance (the LEA, the SEA, or a designated external lead partner organization)?

The school is currently working with the state assigned personnel of Katie Bray as our Technical Advisor and Janeen Outka as our School Support Team person. Each individual has an assigned role from the state of South Dakota to support our school in the school improvement process and towards the 7-turnaround principals outlines from state expectations and outcomes.

. What kind of support will be provided and how often?

Support from these individuals will be no less than monthly, but also on an as needed basis. When issues, concerns, or deadlines come up, they have been assigned to us to help in any way needed to meet deadlines and goals for our district.

***************************************************************************** ******** (E)  The Evidence Based/Whole School Reform Model Section I.A.3

a. Name the Whole School Reform model, approved by the US Department of Education, that was chosen and describe how the sample population of the chosen Whole School Reform model is similar to the school being served.

Approved models can be found on the US Department of Education website: http://www2.ed.gov/programs/sif/sigevidencebased/index.html

23 August 2016 By choosing this model the school assures that the model developer chosen will:

b. Improve student academic achievement or attainment; c. Be Implemented for all students in a school; and d. Address, at a minimum and in a comprehensive and coordinated manner, each of the following:  School leadership;  Teaching and learning in at least one full academic content area (including professional learning for educators);  Student non-academic support; and  Family and community engagement

***************************************************************************** ******** (F)  The Early Learning Model

a. Describe how the full day kindergarten will be offered. b. Describe how a high quality preschool program will be established or expanded c. Describe how educators will be provided joint planning time across grades to facilitate effective teaching and learning and positive teacher-student interactions. d. Describe the process the district will use to replace the principal. [SectionI.A.2(d)(1) (i)(A)]

4. When will the contract with the current principal end? 5. What criteria will be used in selecting a new principal? 6. What is the process that will be used to select the new principal? 7. Who will be involved in the decision making? 8. When will the process take place? If the principal has been replaced recently, describe the circumstances and process.

e. Describe how the school will use rigorous, transparent, and equitable evaluation systems for teachers and principals, including factors such as student growth and observation-based assessments. [Section I.A.2(d)(1)(i)(B)]

. How will data on student growth be a significant factor in the evaluation system? . What other factors will be used (multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduations rates)? . How will the school define student growth in accordance with definitions related to this notice (the change in achievement for an individual student between two or more points in time)? Define the indicator (assessment) the school will be using to determine growth. . Are the evaluation systems designed and developed with teacher and principal involvement? 24 f. Describe how the school will use the teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who have increased student achievement and identify and remove those who have not done so. [Section I.A.2(d)(1)(i)(C)]

. How will the district identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement? . How will the district identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so? g. Describe how the district will implement strategies to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school? [Section I.A.2(d)(1)(i)(E)]

. What strategies are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the transformation school? [Section I.A.2(a)(ii)] (Examples include: financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions). h. Describe how an instructional program will be determined and designed. [Section I.A.2(d)(2)(i)(A)]

. What data will be used to identify the instructional program to be used? How will it be used? . How will the school ensure that the instructional program is research-based? . How will vertical alignment from one grade to the next be determined and ensured? . How will the school ensure alignment with early learning and development standards along with academic standards? . How will the school promote the full range of academic content across domains of development, including math and science, language and literacy, social emotional skills, self-regulation, and executive functions? i. Describe the process the school will use to promote the continuous use of student data. [Section I.A.2(d)(2)(i)(B)]

. Indicate the use of student data such as from formative, interim, and summative assessments. . How will student data be used to inform and differentiate instruction in order to meet the academic needs of individual students? . Who is involved with the data review process and how often will data be reviewed? j. Describe how the district will provide staff ongoing, high-quality, job-embedded professional development. [Section I.A.2(d)(1)(i)(D)]

25 August 2016 . How will the district provide staff ongoing, high-quality, job-embedded professional development (subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school, or differentiated instruction)? . List resources available to new staff. . Will there be a mentoring program or literacy and/or math coaches available? e. How will the school ensure that the professional development is aligned with the school’s comprehensive instructional program? f. How will the school ensure that the professional development is designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies?

***************************************************************************** ********

(3) Describe the strategies used or will be used to increase the involvement and contributions of parents and community partners in supporting classroom instruction and increase student achievement. [Section I.A.4(a)(8)] Examples mechanisms to support family and community engagement could include establishing an organized parent group, holding public meetings to review school performance and develop school improvement plans, using surveys to gauge parent and community satisfaction and support, implementing complaint procedures for families, parent education classes, and coordinating with local social and health service providers to help meet family’s needs.

(4) Describe the timeline that addresses the steps the school will take for the appropriate activities within the chosen model. Indicate major events, benchmarks, and budget for this school over the grant award period.

(5) List the reading and math annual goals for this priority/focus school. Schools must use the goals created as part of the priority/focus school process in SD LEAP. Schools may copy and paste the goals for both math and reading into this question. (Each school must have a reading and math annual goal, which must be measurable and specify the indicator (district assessment for 2014-15, Smarter Balanced Assessment for 2015-16 through 2019-20) that will be used during each of the grant years.)

(6) Give an overview of the interventions/strategies the school will be implementing with the SIG funds? What personnel, travel, equipment, supplies, contractual, and professional development will be implemented? Explain what the SIG funds will purchase over the course of the grant years. Provide an explanation if the school is asking for pre-implementation costs, examples could include: Hold community meetings to review school performance; compensate staff for instructional planning, such as examining student data; and train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s comprehensive instructional plan and the school’s intervention model.

The school assures to report to the SEA the school-level data required under section III of the final requirements (Achievement Indicators and Leading Indicators such as school year minutes, increased learning time, advanced coursework, dual enrollment coursework, teacher attendance, etc.)

26 (8) BUDGET: Complete the budget for this particular priority/focus school.

Below is a description of the budget categories for consideration in required budget narrative.

Personnel: Salaries; paid to certificated individuals (i.e., certified teachers); staff that are not certificated (i.e., paraprofessionals, secretaries, teachers’ aides, bus drivers).

Employee Benefits: Payments made on behalf of employees that are not part of gross salary (i.e., insurance, Social Security, retirement, unemployment compensation, workers compensation, annual leave, sick leave).

Travel: Expenditures for staff travel, including mileage, airline tickets, taxi fare, meals, lodging, student transportation.

Equipment: Equipment should include tangible, nonexpendable personal property that has a useful life of more than one year. This should include all electronic equipment such as digital cameras, DVD players, laptop computers and desktop computers. The grantee will be expected to maintain an equipment inventory list.

Supplies: Consumable supplies include materials, software, videos, textbooks, etc.

Contractual: (Purchased Services) Personal services rendered by personnel who are not employees of Local Education Agency (LEA), and other services the LEA may purchase; workshop & conference fees, tuition, contracted services, consultants, scoring services, rent, travel, etc.

Professional Development : Include these professional development related costs in your annual budgets and budget narratives.

Indirect Costs: Grantees must have an approved restricted indirect cost rate before indirect cost may be charged to this program. The school can only apply indirect costs to the first $25,000 of a contract.

Include a budget description for each year of the proposed grant years in the charts below. An example chart is below.

Grant Periods: Planning , Year 1: Jan 1, 2017 – June 30, 2017 Implementation, Year 2: July 1, 2017 – June 30, 2018 Implementation, Year 3: July 1, 2018 – June 30, 2019 Implementation, Year 4: July 1, 2019 – June 30, 2020

27 August 2016 McLaughlin Middle School Budget Narrative

Personnel Expenses

The budget for Personnel Expenses is based upon the following:  Paraprofessional Support o Behavior and academic supports in the classroom can be aided by providing quality paraprofessional support in our classrooms. One of the advantages of having paraprofessionals in the classroom would be to support small group and intervention groups in the middle school. It will also benefit having another set of eyes in the room to keep students on task, get around to helping students in need of help and support, and provide a better learning experience for the staff. Our school currently has six cohorts of students and our goal would be to place a paraprofessional in each classroom to better support our classroom teachers in helping students reach their academic and social-emotional needs.

Calculation – Year 1  Paraprofessionals base rate is $11.00/hour up to an average of $15/hour. Benefits will be included in the figure. All paraprofessionals will be considered full-time, will attend all professional development days, and will have all the benefits of a regular employee. Start hiring process in planning year, if hired the grant will employee them immediately. We may need time to hire all paras in positions in our school.

Personnel, Salaries and Benefits – Year 1 Type Cost Paraprofessionals (6 Full Time) $120,000 South Dakota Retirement @ 6% $7,200 OASI--@ 7.65% $9,180 Totals $136,380

Calculation – Year 2  Paraprofessionals base rate is $11.00/hour up to an average of $15/hour. Benefits will be included in the figure. All paraprofessionals will be considered full-time, will attend all professional development days, and will have all the benefits of a regular employee. Start hiring process in planning year, if hired the grant will employee them immediately. We may need time to hire all paras in positions in our school.

28 Calculation – Year 3  Paraprofessionals base rate is $11.00/hour up to an average of $15/hour. Benefits will be included in the figure. All paraprofessionals will be considered full-time, will attend all professional development days, and will have all the benefits of a regular employee. Start hiring process in planning year, if hired the grant will employee them immediately. We may need time to hire all paras in positions in our school. We will absorb one paraprofessional position into general fund, Title I, or Impact Aid

Calculation – Year 4 (Sustainability)  Paraprofessionals base rate is $11.00/hour up to an average of $15/hour. Benefits will be included in the figure. All paraprofessionals will be considered full-time, will attend all professional development days, and will have all the benefits of a regular employee. Start hiring process in planning year, if hired the grant will employee them immediately. We may need time to hire all paras in positions in our school. We will absorb two paraprofessional positions into general fund, Title I, or Impact Aid

Justification Paraprofessionals will help with our gap student population and also help to address problem behaviors in the classroom for particular classes. They will also be able to help with the social- emotional needs of students on a 1 on 1 basis as needed.

29 Budget Narrative

Travel

The budget for Travel is based upon the following:  Professional Development Travel o Costs for this area will include all travel, mileage, airline tickets, taxi fares, meals, lodging, and student transportation that would be needed for professional development purposes during the duration of the grant to support professional development opportunities that arise that meet the needs of the district in the following areas: classroom management, Project Based Learning, Differentiation, Assessment, Behavioral Modification, Special Education and inclusion, students and trauma, and cognitive development. The middle school will allocate money for teachers to take part in trainings that may arise that address these areas as determined by the staff and approved by the principal as long as it aligns with the five goals listed in this grant.

Calculations – Year 1

o Professional Development Travel

Travel—Year 1 Type Cost Professional Development Travel $18,000 Totals $18,000

30 Calculations – Year 3

Calculations – Year 4 Travel—Year 4 Type Cost Professional Development Travel $8,000 Totals $8,000 o Professional Development Travel

Justification It can be difficult and challenging in a rural area to have access to high quality professional development. Through the ability to have money for travel to professional development opportunities, staff can gain the skills and knowledge necessary to implement positive changes in their classrooms for our students and get training from experts at a national level.

Budget Narrative

Equipment

The budget for Equipment is based upon the following:

31 Active Learning Classroom Re-Design: Collaboration is needed among staff through a partnership with a company, like Steelcase to use best practices in creating an Active Learning Classroom environment in our middle school conducive to learning and applying Project Based Learning principals and practices. Costs will only pertain to 1st year of implementation and will be carried forward after. A small amount will be included in year 2 for any additions that may be needed to the classroom spaces.

o Active Learning Classroom Re-Model

Equipment—Year 1 Type Cost Active Learning Classroom Chairs/Desks/Other $90,000 Totals $90,000

Equipment —Year 2 Type Cost Active Learning Classroom Chairs/Desks/Other $10,000 Totals $10,000

Equipment —Year 3 Type Cost Professional Development Travel $0

32 Totals $0

Calculations – Year 4 Equipment —Year 4 Type Cost Professional Development Travel $0 Totals $0 o Active Learning Classroom Re-Model

Justification To effectively implement a project based classroom, we also need to reconfigure our learning spaces. By investing funds in the reconfiguration of our learning spaces, we can create classrooms that engage our active students with a learning space that is modified to their needs. We would partner with a company such as Steelcase www.steelcase.com and develop new learning spaces in six classrooms in our middle school. You can learn more by going to this link. https://www.steelcase.com/discover/information/education/active-learning-center-grant/#2015- active-learning-transformations

Budget Narrative

Supplies

The budget for Supplies is based upon the following:

Back to School Night: McLaughlin Middle School believes it is important to involve parents in the school and teach them how to provide a rich learning environment at home. Many of our parents had poor experiences in school. However, over the last three years the number of parents attending school events and visiting the school on a regular basis has improved. We want parents to come to the school and feel welcome when they arrive and know that they can come and visit anytime. Parents in Middle School often are not as active as they are in middle school and we want to address this at this invitational night.

33 Evening of Excellence: At the end of every year, McLaughlin Middle School will host an awards banquet to honor students for academic achievement, attendance, and athletics. This event will take place in the evening and a dinner will be provided as well as cultural entertainment.

Honoring Ceremony (Monthly): In the spirit of the “Lakota Way” our Dean of Students and Culture teacher are teaming up to offer a monthly Honoring Ceremony for our students to recognize the achievements of our students. Teachers may honor student’s academic, athletic, social, behavioral, or life events. The promotion of honoring the Lakota virtues and values will be emphasize and supplies will be needed to purchase items such as t-shirts, medals, ribbons, or awards from companies to honor these achievements. This will be a culturally relevant way to make sure our students good deeds to not go unnoticed and to honor our students in a culturally relevant way. Families will be invited to these events and we hope this will bridge a gap between the school and community as well.

Paraprofessional Training: A small monetary amount will be need to provide paraprofessionals with quality professional development through Master Teacher and to take the ParaPro Certification test through ETS>

Calculation – Year 1  Back to School Night (food, prizes, activities)  Evening of Excellence (food, awards)  Honoring Ceremony ($500 X 9 months)  Paraprofessional Training

Supplies – Year 1 Type Cost Back to School Night $3,000 Evening of Excellence $5,000 Honoring Ceremony $4,500 Paraprofessional Training $1,000 Totals $15,500

Calculation – Year 2  Back to School Night (food, prizes, activities)  Evening of Excellence (food, awards)

34  Honoring Ceremony ($500 X 9 months)  Paraprofessional Training

Calculation – Year 3  Back to School Night (food, prizes, activities)  Evening of Excellence (food, awards)  Honoring Ceremony ($500 X 9 months)  Paraprofessional Training

Calculation – Year 4  Back to School Night (food, prizes, activities)  Evening of Excellence (food, awards)

35  Honoring Ceremony ($500 X 9 months)  Paraprofessional Training

Justification Our Back to School Night and Evening of Excellence are ways we can increase parent Involvement to organize activities to encourage parent to come into our school, provide meals, and offer awards for students. We will also use the Honoring Ceremony to use a culturally aligned ceremony to recognize the accomplishments of our students and promote their accomplishments. Paraprofessional Training will ensure that paras are properly trained on how to perform their duties and can support the needs of our certified teaching staff.

Budget Narrative

Contractual

The budget for Contractual is based upon the following: It’s All About Respect—D’Este Chytka: It’s All About RESPECT is an innovative program designed to positively affect the increase in anger, violence, bullying and negativity in our schools, communities and world. The program focuses on building character, integrity, learning to lead by example and developing role models for others to follow. The five session “intervention” program is flexible in its format and can be tailored to the specific needs and

36 interests of McLaughlin Middle School students and staff.

Networks of Support: McLaughlin Middle School would like to contract with Tim McGowan and his program called Networks of Support. The organization, its training, and program works to create a self-sustaining network of peer leaders by building connectedness, viewing differences as strengths and building their capacity for humanity. The program also seeks to work with schools and communities by building connectedness, self-worth and leadership of all students and engaging them in structured facilitated experiential learning activities. We hope to bring in Networks of support in the Spring 2017 school year and get the program launched, and complete a self-sustained program in our school during the 2017- 18 school year that we would self-support and extend to other schools in 2018-19 and beyond.

Calculation – Year 1  It’s All About Respect--$26,000 for first year max allocation (when funds are exhausted, no more services)  Networks of Support--$10,000 contract for first year, $15,000 for second year

Contractual – Year 1 Type Cost All About Respect Contract $26,000 Networks of Support $10,000 Totals $36,000

Calculation – Year 2  It’s All About Respect--$20,000 for second year max allocation (when funds are exhausted, no more services)  Networks of Support--$10,000 contract for first year, $15,000 for second year

Contractual – Year 2 Type Cost All About Respect Contract—4 Years $20,000 Networks of Support—2 Years $15,000 Totals $35,000

37 Calculation – Year 3  It’s All About Respect--$15,000 for second year max allocation (when funds are exhausted, no more services)  Networks of Support--$5,000 contract for sustained follow-up

Contractual – Year 3 Type Cost All About Respect Contract—4 Years $15,000 Networks of Support—Self-Sustain $5,000 Totals $20,000

Calculation – Year 4  It’s All About Respect--$10,000 for second year max allocation (when funds are exhausted, no more services)  Networks of Support--$3,000 contract for sustained follow-up

Contractual – Year 4 Type Cost All About Respect Contract—4 Years $10,000 Networks of Support—Self-Sustain $3,000 Totals $13,000

38 Justification The It’s All About RESPECT program is most effective when “kicked off” with an inspirational and empowering assembly. One assembly for the middle school and another for high school students. Followed up with the five session program delivered once a month for each grade level. This has proven most effective since the vitally important message about respect is taken directly into the classroom where there is opportunity for discussion, individual and group activities, role playing etc... Contact is made frequently with students to reinforce the material learned from session to session. Carry-over activities are offered between sessions to “practice” what has been shared.

Networks of Support includes a 2-day visit, once per month at the rate of $800/day to help implement the program. Training will take place in the first two years to have a self-sustained program in the 3rd and 4th years that will require some, but very little follow up. The whole idea is to create a program that is self-sustaining that we then would extend to other schools in the surrounding area and “spread” the circle of influence to other schools. We would provide the leadership for schools on Standing Rock Reservation to self-sustain the program.

39 Budget Narrative

Professional Development

The budget for Professional Development is based upon the following:  The following topics will be explored each year for Professional Development. A menu will be provided to staff and one or more areas will be explored for training for each school year based on fund amount each year. Teachers may also seek out professional development nationally to help with their professional growth. o Classroom Management o Project Based Learning o Differentiated Learning o Assessment o Mass Customized Learning o Parent Involvement o Behavior o MTSS/PBIS o SPED/Inclusion o Cognitive Development

Calculation – Year 1  Professional Development Topics--$20,000

Professional Development – Year 1 Type Cost Professional Development $20,000 Totals $20,000 Calculation – Year 2  Professional Development Topics--$15,000

Professional Development – Year 2 Type Cost Professional Development $15,000 Totals $15,000 Calculation – Year 3  Professional Development Topics--$10,000

Professional Development – Year 3 Type Cost Professional Development $10,000 Totals $10,000

40 Calculation – Year 4  Professional Development Topics--$5000

Professional Development – Year 4 Type Cost Professional Development $5,000 Totals $5,000

Justification Staff at McLaughlin Middle School have shown they do not have the necessary skills in the topics listed above. A menu will allow staff as professionals to select the topics that they feel are most important depending on the year and needs of the staff. A stable amount of money is needed each year to provide additional professional development on these topics to pay for professional development services from outside agencies.

41 Planning, Year 1: Jan 1, 2016 - June 30, 2017 (Planning year examples include: Hold community meetings to review school performance; compensate staff for instructional planning outside of contract hours, such as examining student data; Train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s comprehensive instructional plan and the school’s intervention model)

Category Description of Activities: Describe specifically what Requested will be purchased. Add or delete lines as Funding necessary. Personnel 6 FTE Paraprofessionals $120,000

Employee Benefits SDRS—South Dakota Retirement—4 Paras @ 6% $7,200 OASI—4 Paras @ 7.65% $9,180 Travel Professional Development Travel $18,000 Equipment Active Learning Classroom Re-Model $90,000

Supplies: Back To School Night $3,000 Evening of Excellence $5,000 Honoring Ceremony $4,500 Paraprofessional Training $1,000

Contractual: All About Respect—Assemblies and Classroom Lessons $26,000 Networks of Support $10,000

Professional Professional Development Book Studies, Training on $20,000 Development: Classroom Management, Project based Learning, Differentiated Learning, Assessment, Customized Learning, Parent Involvement, Behavior, Cognitive Development

Total Direct Costs: $313,880 Indirect Costs*: District Rate of 3.62% $11,362 Total: $325,242 * The school can only apply indirect costs to the first $25000 of a contract.

42 Grant Year 2: July 1, 2017- June 30, 2018

Employee Benefits SDRS—South Dakota Retirement—4 Paras @ 6% $7,200 OASI—4 Paras @ 7.65% $9,180 Travel Professional Development Travel $18,000 Equipment Active Learning Classroom Re-Model $10,000

Employee Benefits SDRS—South Dakota Retirement—4 Paras @ 6% $6,000 OASI—4 Paras @ 7.65% $7,650 Travel Professional Development Travel $12,000 Equipment Active Learning Classroom Re-Model $0

Employee Benefits SDRS—South Dakota Retirement—4 Paras @ 6% $4,800 OASI—4 Paras @ 7.65% $6,120 Travel Professional Development Travel $8,000 Equipment Active Learning Classroom Re-Model $0

Total Direct Costs: $123,920 Indirect Costs*: District Rate of 3.62% $4,486 Total: $128,406 * The school can only apply indirect costs to the first $25000 of a contract. Budget Information Title I School Improvement Grant 1003(g) Name of School: McLaughlin Middle School—McLaughlin School District 15-2 Budget Summary

45 Pre-implementation Budget (Optional) Project Year Project Project Year Project Year 3 Categories 1 4

Include dates of Sep 2016- Sep 2017- Sep 2018-May Sep 2019- planning period May 2017 May 2018 2019 May 2020 (up to one academic year) NA and implementation project years 1. Personnel NA $120,000 $120,000 $100,000 $80,000 2. Employee NA $16,380 $16,380 $13,650 $10,920 Benefits 3. Travel NA $18,000 $18,000 $12,000 $8,000

4. Equipment NA $90,000 $10,000 $0 $0

5. Supplies NA $13,500 $13,500 $10,000 $7,000

6. Contractual NA $36,000 $35,000 $20,000 $13,000 7. Professional NA $20,000 $15,000 $10,000 $5,000 Development 8. Total Direct NA $313,880 $227,880 $165,650 $123,920 Costs (line 1-7) 9. Indirect Costs* NA $11,362 $8,249 $5,997 $4,486 10. Total Costs NA $325,242 $236,129 $171,647 $128,406 (lines 8-9) *Use restricted indirect cost rate (same rate as regular Title I program) and the school can only apply indirect costs to the first $25000 of a contract.

Reviewer: District: Submitted By: School: Focus: Priority: Model Chosen: Questions within the School SIG Application

Questions to Review Score Strong -3 points Moderate-2 points Limited-1 point Not Evident-0 points (1) The school has conducted a needs Sufficient data, using Sufficient data was Data was analyzed, but There is no evidence analysis which has revealed the multiple sources, has analyzed and a rational lacks a justification as that data was analyzed need for a School Improvement been analyzed by justifies the need for to why the school and no justification is Grant. multiple staff School Improvement needs a School provided for the need members and a clear Grant. Improvement Grant. for a School rational justifies the Multiple staff members Improvement Grant. need for a School were not involved in Improvement Grant. the process. Needs Analysis Comments: Questions within School SIG Application

(2) The School must describe actions it has taken, or will take, to design and implement interventions consistent with the final requirements. Select the intervention model chosen for this. (A)The Turnaround Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points a. Describe the process the district Response was Response included Response was missing Response was unclear will use to replace the principal and thorough and included details regarding the details regarding the and lacked details and the operational flexibility the new specific details process used to replace process used to replace evidence of a process principal will be given. regarding the process principal and allow the the principal and/or to replace the principal. used to replace the new principal flexibility. allow the new principal It was unclear how the principal and allow the flexibility. new principal would be new principal provided flexibility. flexibility. b. Describe the process the district Response was Response included Response was missing Response was unclear will use to replace staff and refresh thorough and included details regarding the details regarding the and lacked details and the teacher pool for this school. specific details process to screen and process used to screen evidence of a process regarding the process replace staff. and replace staff. to screen and replace to screen and replace staff. staff. c. What strategies are designed to Response was Response included Response was missing Response was unclear recruit, place, and retain staff with thorough and included details regarding details regarding and lacked details and the skills necessary to meet the specific details strategies to recruit, strategies to recruit, evidence of the needs of the students in the regarding strategies to place, and retain staff. place, and retain staff. strategies in place to turnaround school? recruit, place, and recruit, place, and retain staff. retain staff. d. How will the district provide staff Response was Response included Response was missing Response was unclear on-going, high quality job- thorough and included details regarding the details regarding the and lacked details and embedded professional specific details professional professional evidence of the development? regarding the development provided development provided professional professional to staff. to staff. development provided development provided to staff. to staff. e. Describe the new governance Response was Response included Response was missing Response was unclear structure that will be adopted for thorough and included details regarding the details regarding the and lacked details and this school. specific details new governance new governance evidence of the new regarding the new structure to be in place. structure to be in place. governance structure to governance structure be in place. to be in place. f. Describe how an instructional Response was Response included Response was missing Response was unclear program will be determined and thorough and included details regarding the details regarding the and lacked details and designed. specific details instructional program to instructional program evidence of an regarding the be put in place. to be put in place. instructional program instructional program to be put in place. to be put in place. g. Describe the process the school will Response was Response included Response was missing Response was unclear use to promote the continuous use thorough and included details of how the details regarding how and lacked details and of student data. specific details of how school will promote the school will promote evidence of how the the school will continuous use of data. continuous use of data. school will promote the promote continuous continuous use of data. use of data. h. Describe how the school will Response was Response included Response was missing Response was unclear increase learning time. thorough and included details of how the details of how the and lacked details and specific details of how school will increase school will increase evidence of how the the school will learning time. learning time. school will increase increase learning time. learning time. i. How will the school provide Response was Response included Response was missing Response was unclear appropriate social-emotional and thorough and included details of how the details of how the and lacked details and community-oriented services and specific details of how school will provide school will provide evidence of how the supports for students? the school will provide social-emotional and social-emotional and school will provide social-emotional and community-orientated community-orientated social-emotional and community-orientated services and supports. services and supports. community-orientated services and supports. services and supports.

Turnaround Model Comments: Questions within the School SIG Application

(B) The Restart Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points a. Describe the rigorous review Response was Response included Response was missing Response was unclear process the district undertook to thorough and included details of the review details of the review and lacked details and select a partner to restart the specific details of the process to select a process to select a evidence of the review school. review process to partner to restart the partner to restart the process to select a select a partner to school. school. partner to restart the restart the school. school. b. How will the district ensure Response was Response included Response was missing Response was unclear that the new school will enroll, thorough and included details of how the details of how the and lacked details and within the grades it serves, any specific details of district will ensure district will ensure evidence of how the former student who wishes to how the district will enrollment of former enrollment of former district will ensure attend the school? ensure enrollment of students. students. enrollment of former former students. students. c. How will funds from this grant Response was Response included Response was missing Response was unclear be used to support the restart thorough and included details of how the SIG details of how the SIG and lacked details of model? specific details of funds will support the funds will support the how the SIG funds will how the SIG funds restart model. restart model. support the restart will support the model. restart model. Restart Model Comments: Questions within the School SIG Application

(C)The School Closure Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points a. Describe the process the district Response was Response included Response was missing Response was unclear used to determine to close this thorough and included details of the process in details of the process in and lacked details and school. specific details of the place to determine to place to determine to evidence of a process process in place to close the school. close the school. in place to determine to determine to close the close the school. school. b. Which higher achieving schools Response was Response included Response was missing Response was unclear have been identified that have the thorough and included details of the higher details of the higher and lacked details of capacity to receive students from specific details of the achieving school(s) in achieving school(s) in the higher achieving this school? higher achieving the area with capacity to the area with capacity school(s) in the area school(s) in the area serve students from this to serve students from with capacity to serve with capacity to serve school. this school. students from this students from this school. school. School Closure Model Comments: Questions within the School SIG Application (D)The Transformation Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points a. Describe the process the district Response was Response included Response was missing Response was unclear will use to replace the principal. thorough and included details regarding the details regarding the and lacked details and specific details process used to replace process used to replace evidence of a process regarding the process principal. the principal. to replace the principal. used to replace the principal. b. Describe how the school will use Response was Response included Response was missing Response was unclear rigorous, transparent, and equitable thorough and included details of how the details of how the and lacked details and evaluation systems for teachers and specific details of how school will implement school will implement evidence of how the principals, including factors such as the school will teacher and principal teacher and principal school will implement student growth and observation- implement teacher and evaluations using evaluations using teacher and principal based assessments. principal evaluations student growth and student growth and evaluations using using student growth observations. observations. student growth and and observations. observations. c. Describe how the school will Response was Response included Response was missing Response was unclear reward school leaders, teachers, and thorough and included details of how the details of how the and lacked details and other staff who have increased specific details of how school will reward staff school will reward staff evidence of how the student achievement and HS the school will reward who have increased who have increased school will reward staff graduation rates and identify and staff who have achievement and achievement and who have increased remove those who have not done increased achievement graduation rates and graduation rates and achievement and so. and graduation rates remove those who have remove those who have graduation rates and and remove those who not. not. remove those who have have not. not. d. Describe how the district will Response was Response included Response was missing Response was unclear provide staff ongoing, high quality, thorough and included details regarding the details regarding the and lacked details and job-embedded professional specific details professional professional evidence of the development. regarding the development provided development provided professional professional to staff. to staff. development provided development provided to staff. to staff. e. Describe how the district will Response was Response included Response was missing Response was unclear implement strategies to recruit, thorough and included details of how the details of how the and lacked details and place, and retain staff with the skills specific details of how district will recruit, district will recruit, evidence of how the necessary to meet the needs of the district will recruit, place, and retain staff. place, and retain staff. district will recruit, students in a transformation school. place, and retain staff. place, and retain staff. f. Describe how an instructional Response was Response included Response was missing Response was unclear program will be determined and thorough and included details regarding the details regarding the and lacked details and designed. specific details instructional program to instructional program evidence of an regarding the be in place. to be in place. instructional program instructional program to be put in place. to be in place. g. Describe the process the school will Response was Response included Response was missing Response was unclear use to promote the continuous use thorough and included details of how the details regarding how and lacked details and of student data. specific details of how school will promote the school will promote evidence of how the the school will continuous use of data. continuous use of data. school will promote the promote continuous continuous use of data. use of data. h. Describe how the school will Response was Response included Response was missing Response was unclear increase learning time. thorough and included details of how the details of how the and lacked details and specific details of how school will increase school will increase evidence of how the the school will learning time. learning time. school will increase increase learning time. learning time. i. Describe how the school will Response was Response included Response was missing Response was unclear provide appropriate social- thorough and included details of how the details of how the and lacked details and emotional and community oriented specific details of how school will provide school will provide evidence of how the serves and supports for students. the school will provide social-emotional and social-emotional and school will provide social-emotional and community-orientated community-orientated social-emotional and community-orientated services and supports. services and supports. community-orientated services and supports. services and supports. j. Describe the operational flexibility Response was Response included Response was missing Response was unclear that will be given to this school. thorough and included details of the operational details of the and lacked details and specific details of the flexibility given to the operational flexibility evidence of the operational flexibility school. given to the school. operational flexibility given to the school. given to the school.

k. Describe the ongoing, intensive Response was Response included Response was missing Response was unclear technical assistance and related thorough and included details of the intensive details of the intensive and lacked details and support that will be provided to the specific details of the assistance and support assistance and support evidence of the school. intensive assistance provided to the school. provided to the school. intensive assistance and and support provided support provided to the to the school. school.

Transformation Model Comments:

Questions within the School SIG Application (E) The Evidence Based/Whole School Reform Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points 1. Name the Whole School Response was Response included Response was missing Response was unclear Reform model that was chosen thorough and included details of how the details of how the and lacked details of and describe how the sample specific details of how sample population of the sample population of how the sample population of the chosen model is the sample population Whole School Reform the Whole School population of the similar to the school being served. of the Whole School model is similar to the Reform model is Whole School Reform Reform model is school being served. similar to the school model is similar to the similar to the school being served. school being served. being served.

2. The school assures that the Response was Response included Response was missing Response was unclear model developer chosen will thorough and included details of how the details of how the and lacked details and improve student academic specific details of how school assures that the school assures that the evidence of how the achievement or attainment the school assures that model developer chosen model developer school assures that the the model developer will improve student chosen will improve model developer chosen will improve academic achievement student academic chosen will improve student academic or attainment achievement or student academic achievement or attainment achievement or attainment attainment 3. The school assures that the Response was Response included Response was missing Response was unclear model developer chosen will be thorough and included details of how the details of how the and lacked details and implemented for all students in a specific details of how school assures that the school assures that the evidence of how the school the school assures model developer chosen model developer school assures that the that the model will be implemented for chosen will be model developer developer chosen will all students in a school implemented for all chosen will be be implemented for all students in a school implemented for all students in a school students in a school

4. The school assures that the model Response was Response included Response was missing Response was unclear developer chosen will address: thorough and included details of how the details of how the and lacked details of school leadership; teaching and specific details of how school assures that the school assures that the how the school assures learning in at least on full the school assures that model developer chosen model developer that the model academic content area (including the model developer will address: school chosen will address: developer chosen will professional learning for chosen will address: leadership; teaching and school leadership; address: school educators); student non-academic school leadership; learning in at least on teaching and learning leadership; teaching support; and family and teaching and learning full academic content in at least on full and learning in at least community in at least on full area (including academic content area on full academic academic content area professional learning for (including professional content area (including (including educators); student non- learning for educators); professional learning professional learning academic support; and student non-academic for educators); student for educators); student family and community support; and family and non-academic support; non-academic support; community and family and and family and community community

Evidence Based/Whole School Reform Model Comments: Questions within the School SIG Application (F) The Early Learning Model

Sub Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points 1.a. Describe how the full day Response was Response included Response was missing Response was unclear kindergarten will be offered. thorough and included details regarding how details regarding how and lacked details and specific details the full day kindergarten the full day evidence of how the regarding how the full will be offered. kindergarten will be full day kindergarten day kindergarten will offered. will be offered. be offered.

1.b. Describe how a high quality Response was Response included Response was missing Response was unclear preschool program will be thorough and included details of how the details of how the and lacked details and established or expanded specific details of how school will establish or school will establish or evidence of how the the school will expand a high quality expand a high quality school will. establish or expand a preschool program. preschool program. high quality preschool program.

1.c. Describe how educators will be Response was Response included Response was missing Response was unclear provided joint planning time across thorough and included details of how the details of how the and lacked details and grades to facilitate effective specific details of how school will provide joint school will provide evidence of how the teaching and learning and positive the school will planning time across joint planning time school will provide teacher-student interactions. provide joint planning grades to facilitate across grades to joint planning time time across grades to effective teaching and facilitate effective across grades to facilitate effective learning and positive teaching and learning facilitate effective teaching and learning teacher-student and positive teacher- teaching and learning and positive teacher- interactions. student interactions. and positive teacher- student interactions. student interactions.

1.d. Describe the process the district Response was Response included Response was missing Response was unclear will use to replace the principal. thorough and included details regarding the details regarding the and lacked details and specific details process used to replace process used to replace evidence of a process regarding the process principal. the principal. to replace the principal. used to replace the 1.e. Describe how the school will principal. Response included Response was missing Response was unclear use rigorous, transparent, and Response was details of how the details of how the and lacked details and equitable evaluation systems for thorough and included school will implement school will implement evidence of how the teachers and principals, including specific details of how teacher and principal teacher and principal school will implement factors such as student growth and the school will evaluations using evaluations using teacher and principal observation-based assessments. implement teacher and student growth and student growth and evaluations using principal evaluations observations. observations. student growth and using student growth observations. and observations.

1.f. Describe how the school will Response was Response included Response was missing Response was unclear reward school leaders, teachers, thorough and included details of how the details of how the and lacked details and and other staff who have increased specific details of how school will reward staff school will reward staff evidence of how the student achievement and HS the school will reward who have increased who have increased school will reward staff graduation rates and identify and staff who have achievement and achievement and who have increased remove those who have not done increased achievement graduation rates and graduation rates and achievement and so. and graduation rates remove those who have remove those who have graduation rates and and remove those who not. not. remove those who have have not. not.

g. Describe how the district will implement strategies to recruit, Response was Response included Response was missing Response was unclear place, and retain staff with the thorough and included details of how the details of how the and lacked details and skills necessary to meet the needs specific details of how district will recruit, district will recruit, evidence of how the of students in a transformation the district will place, and retain staff. place, and retain staff. district will recruit, school. recruit, place, and place, and retain staff. retain staff. h. Describe how an instructional Response was Response included Response was missing Response was unclear program will be determined and thorough and included details regarding the details regarding the and lacked details and designed. specific details instructional program to instructional program evidence of an regarding the be in place. to be in place. instructional program instructional program to be put in place. to be in place. i. Describe the process the district Response was Response included Response was missing Response was unclear will use to promote the continuous thorough and included details of how the details regarding how and lacked details and use of student data. specific details of how school will promote the school will promote evidence of how the the school will continuous use of data. continuous use of data. school will promote the promote continuous continuous use of data. use of data. j. Describe how the district will Response was Response included Response was missing Response was unclear provide staff ongoing, high thorough and included details regarding the details regarding the and lacked details and quality, job-embedded specific details professional professional evidence of the professional development. regarding the development provided development provided professional professional to staff. to staff. development provided development provided to staff. to staff.

Early Learning Model Comments: Questions within the School SIG Application

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (3) Describe the strategies used to Response was Response included Response was missing Response was unclear increase the involvement and thorough and included details of how the details of how the and lacked details and contributions of parents and specific details of how school will increase school will increase evidence of how the community partners in the school will family and community family and community school will increase supporting classroom instruction increase family and involvement. involvement. family and community and increase student achievement community involvement . involvement. Timeline Comments:

Questions within the School SIG Application

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (4) Describe the timeline that Response was Response included Response was missing Response was unclear addresses the steps the school will thorough and included details of the timeline details of the timeline and lacked details and take for the appropriate activities specific details of the needed to implement the needed to implement evidence of the within the chosen model. timeline needed to chosen model. the chosen model. timeline needed to implement the chosen implement the chosen model. model. Timeline Comments:

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (5) List the reading and math annual Response was Response included Response was missing Response was unclear goals for this priority/focus thorough and included details of the math and details of the math and and lacked details and school. specific details of the reading goals for the reading goals for the evidence of the math math and reading school. Goals were school. (Goal may be and reading goals for goals for the school. SMART (specific, missing a few details of the school. Goals were Goals were SMART measurable, attainable, the SMART Goal not SMART Goals (specific, measurable, realistic, and timely). (specific, measurable, (specific, measurable, attainable, realistic, attainable, realistic, and attainable, realistic, and and timely). timely). timely). Goals Comments:

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (6) Give an overview of the Response was Response included Response was missing Response was unclear interventions/strategies the thorough and included interventions/strategies interventions/strategies and lacked school will be implementing with specific the school will the school will interventions/strategies the SIG funds. interventions/strategie implement to get an implement to get an the school will s the school will understanding of the understanding of the implement to get an implement to get an SIG program. SIG program. understanding of the understanding of the SIG program. SIG program. Interventions/Strategies Comments:

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (7) The school assures to report to Assurance was N/A N/A Assurance box was not the SEA the school-level data marked. marked. required under section III of the final requirements. (8) A budget narrative has been Response was Response included Response was missing Response was unclear completed and includes a thorough and included details of the SIG details of the SIG and missing many planning year and three specific details of the budget for this school in budget for this school. details of the SIG implementation years in the SIG budget for this the format requested. Details were not budget for this school. format requested in the school in the format included in the format Details were not in the application. requested. requested. format requested. Interventions/Strategies Comments: Questions within the School SIG Application

Questions to Review Score Strong- 3 points Moderate- 2 points Limited- 1 point Not Evident-0 points (9) The school has requested Amount requested is Amount requested is Amount requested is Amount requested does sufficient funds to fully appropriate and satisfactory to fully inadequate and/or not justify evidence to implement interventions selected, necessary to fully implement the chosen unreasonable to fully fully implement the including pre-implementation implement the chosen model, including pre- implement the chosen chosen model including costs and three years of model, including pre- implementation costs model including pre- pre-implementation implementation costs. implementation costs and three years of implementation costs costs and three years of and three years of implementation costs. and three years of implementation costs. implementation costs. implementation costs. Interventions/Strategies Comments:

Questions within the School SIG Application Approvals Sub Questions to Review Scor Strong- 3 points Not Evident-0 points e

(10) The School Principal has Signature is present. Signature is missing. signed off on the proposal. Overall Application Comments:

Total Score:______A value in the Limited or Not Evident column will require a revision before the grant can be awarded. Applications will be ranked according to percent of possible points. Decision: O Award grant O Award grant with revisions O Do Not Award Grant Possible Points: 27 possible points - all applications must have, plus points from one of the models below:

27 possible points - Turnaround Model (Possible total of 51 for all questions if this model is selected) 9 possible points - Restart Model (Possible total of 33 for all questions if this model is selected)

6 possible points - Closure Model (Possible total of 30 for all questions if this model is selected)

33 possible points - Transformational Model (Possible total of 57 for all questions if this model is selected)

12 possible points – Evidence Based/Whole School Reform Model (Possible total of 36 for all questions if this model is selected) 30 possible points – Early Learning Model (Possible total of 54 for all questions if this model is selected)