School Improvement Grant

Board of Education Agenda Request

Name: Phone Number(s):

Address or Site/Department:

E-Mail Address:

Regular Meeting Special Meeting Work Session

Requested Meeting Date:

Agenda Topic:

Agenda Category: Action Item Presentations/Recognitions

Consent Agenda (Action) Departmental Reports

Information to the Board APS Board Policy Manual

Name and Title of Person(s) Presenting Agenda Item:

Please e-mail this form to [email protected] and attach all supporting documents to the e-mail.

Regular Meeting materials are due by 4:30 p.m. the Tuesday before the meeting. Materials for Special Meetings and Work Sessions are due by 4:30 p.m. one week (seven calendar days) before the meeting date. Fund 24190 - Comprehensive Support and Improvement Planning Awards FY19-20 Please Note: LEAs must budget and expend each award by location code per school for reporting purposes Entity Name School Name CSI Initial Planning Total Allocation/LEA Allocation Alamogordo Public Schools Academy Del Sol Alternative $30,772.42 $30,772.42 Albuquerque Public Schools Albuquerque Charter Academy $53,971.40 Albuquerque Public Schools Architecture Construction and Engineering Leadership High School $77,832.56 Albuquerque Public Schools Del Norte High School $234,401.82 Albuquerque Public Schools Digital Arts And Technology $44,892.82 Albuquerque Public Schools El Camino Real Academy $100,239.18 Albuquerque Public Schools Freedom High School $38,901.67 Albuquerque Public Schools Gilbert L Sena Charter High School $45,866.15 Albuquerque Public Schools Gordon Bernell Charter $25,000.00 Albuquerque Public Schools Hawthorne Elementary School $148,267.28 Albuquerque Public Schools Hayes Middle School $122,776.04 Albuquerque Public Schools Health Leadership High School $35,436.69 Albuquerque Public Schools Highland High School $323,844.65 Albuquerque Public Schools Janet Kahn Fine Arts Academy $146,599.95 Albuquerque Public Schools La Academia De Esperanza $73,370.40 Albuquerque Public Schools La Luz Elementary School $63,262.75 Albuquerque Public Schools Los Padillas Elementary School $58,821.86 Albuquerque Public Schools Los Puentes Charter $25,000.00 Albuquerque Public Schools Manzano High School $314,037.26 Albuquerque Public Schools Maryann Binford Elementary School $222,868.92 Albuquerque Public Schools Mc Kinley Middle School $134,519.13 Albuquerque Public Schools Navajo Elementary School $155,173.23 Albuquerque Public Schools New America School $67,286.11 Albuquerque Public Schools New Futures School $29,365.73 Albuquerque Public Schools Nuestros Valores Charter $44,467.41 Albuquerque Public Schools Rio Grande High School $381,937.84 Albuquerque Public Schools Robert F. Kennedy Charter $138,805.85 Albuquerque Public Schools School On Wheels $29,254.04 Albuquerque Public Schools Siembra Leadership High School $25,000.00 Albuquerque Public Schools Technology Leadership $40,640.78 Albuquerque Public Schools The Albuquerque Talent Development Charter $37,508.23 Albuquerque Public Schools Van Buren Middle School $161,922.36 Albuquerque Public Schools Washington Middle School $141,236.31 Albuquerque Public Schools West Mesa High School $345,663.37 Albuquerque Public Schools Whittier Elementary School $105,198.61 Albuquerque Public Schools Wilson Middle School $135,175.95 $4,128,546.35 Aztec Municipal Schools Vista Nueva High School $25,000.00 $25,000.00 Belen Consolidated Schools Belen High School $191,548.51 Belen Consolidated Schools Belen Infinity High School $27,179.85 $218,728.36 Bernalillo Public Schools Bernalillo High School $201,073.92 $201,073.92 Bloomfield Schools Charlie Y Brown Alternative $26,211.89 Bloomfield Schools Mesa Alta Jr High School $88,022.67 $114,234.56 Central Consolidated Schools Career Prep Alternative $25,000.00 Central Consolidated Schools Newcomb Middle School $25,000.00 $50,000.00 Cesar Chavez Community School Cesar Chavez Community School $63,395.72 $63,395.72 Clovis Municipal Schools Clovis High Freshman Academy $97,391.04 $97,391.04 Cuba Independent Schools Cuba High School $63,650.98 $63,650.98 Deming Public Schools Deming Cesar Chavez Charter $42,866.56 $42,866.56 Dulce Independent Schools Dulce Elementary School $63,369.07 $63,369.07 Espanola Public Schools Carlos F. Vigil Middle School $25,000.00 Espanola Public Schools Espanola Valley High School $40,911.66 Espanola Public Schools Tony Quintana Elementary School $25,000.00 $90,911.66 Farmington Municipal Schools Rocinante High School $48,961.46 $48,961.46 Gallup McKinley County Schools Catherine A. Miller Elementary School $117,210.29 Gallup McKinley County Schools Gallup Central Alternative $66,283.62 Gallup McKinley County Schools Miyamura High School $223,259.66 $406,753.57 Grants-Cibola County Schools Grants High School $193,029.78 Grants-Cibola County Schools Laguna-Acoma Middle School $25,000.00 $218,029.78 House Municipal Schools House High School $25,000.00 $25,000.00 Jemez Mountain Public Schools Coronado Middle School $25,000.00 $25,000.00 Las Cruces Public Schools Rio Grande Preparatory Institute $97,143.80 $97,143.80 Las Montanas Charter Las Montanas Charter $25,000.00 $25,000.00 Logan Municipal Schools Logan High School $25,000.00 $25,000.00 Los Lunas Public Schools Century Alternative High School $15,612.21 $15,612.21 Lovington Municipal Schools New Hope Alternative High School $25,000.00 $25,000.00 Media Arts Collaborative Charter Media Arts Collaborative Charter $38,984.06 $38,984.06 Mesa Vista Consolidated Schools Mesa Vista Middle School $25,000.00 $25,000.00 Mora Independent Schools Lazaro Larry Garcia Middle School $25,000.00 $25,000.00 Pecos Independent Schools Pecos High School $25,000.00 $25,000.00 Pojoaque Valley Public Schools Sixth Grade Academy $28,384.44 $28,384.44

Date Printed: Revised 5/8/2019 12:36 PM Page 1 of 2 Fund 24190 - Comprehensive Support and Improvement Planning Awards FY19-20 Please Note: LEAs must budget and expend each award by location code per school for reporting purposes Entity Name School Name CSI Initial Planning Total Allocation/LEA Allocation Questa Independent Schools Questa High School $33,444.96 $33,444.96 Rio Rancho Public Schools Independence High School $37,149.23 $37,149.23 Roswell Independent Schools University High School $33,293.37 $33,293.37 Santa Fe Public Schools Academy at Larragoite $25,000.00 Santa Fe Public Schools Early College Opportunities $27,748.90 Santa Fe Public Schools Edward Ortiz Middle School $141,140.52 $193,889.43 School of Dreams Academy School of Dreams Academy $110,197.88 $110,197.88 Silver Consolidated School District Opportunity High School $19,473.44 $19,473.44 Six Directions Indigenous School Six Directions Indigenous School $25,000.00 $25,000.00 Socorro Consolidated Schools R. Sarracino Middle School $99,845.58 Socorro Consolidated Schools Socorro High School $96,428.46 Socorro Consolidated Schools Zimmerly Elementary School $55,574.97 $251,849.00 SW Aeronautics Mathematics and Science Academy SW Aeronautics Mathematics and Science Academy $35,766.39 $35,766.39 Taos Municipal Schools Vista Grande High School $25,000.00 $25,000.00 The ASK Academy The ASK Academy $25,000.00 $25,000.00 Tierra Encantada Charter School Tierra Encantada Charter School $53,069.92 $53,069.92 Zuni Public Schools Shiwi Ts'Ana Elementary School $203,015.21 Zuni Public Schools Zuni High School $69,017.27 Zuni Public Schools Zuni Middle School $73,585.83 $345,618.31 GRAND TOTAL $7,432,561.88 $7,432,561.88

Date Printed: Revised 5/8/2019 12:36 PM Page 2 of 2

Request for Application (RFA) for Comprehensive Support & Improvement Schools (CSI) Title I Sec. 1003[a]

Every Student Succeeds Act CFDA Number: 84.010A

Deadline to Submit RFA: Friday, June 28, 2019

This is only a Request for Application (RFA) and does NOT constitute an award. Should this RFA result in an award, the LEA Superintendent/Charter Director will be notified by an official award letter. Only upon receipt of an award letter, signed by Secretary Karen Trujillo, may the LEA/charter school submit a Budget Adjustment Request (BAR).

New Mexico Public Education Department 300 Don Gaspar Ave, Santa Fe, NM 87501

New Mexico Public Education Department: Comprehensive Support and Improvement Schools Request for Application 2019-21

New Mexico Public Education Department: School Improvement 1003[a]

I. Background Under the New Mexico Public Education Department’s (NMPED) approved Every Student Succeeds Act (ESSA) plan, the state’s lowest-achieving schools are identified as Comprehensive Support and Improvement (CSI) schools. As a result, CSI schools, with the support of the larger Local Education Agency (LEA/District) and school community, have an opportunity to develop and implement targeted interventions, as defined in their NM DASH, with the goal of achieving dramatic student achievement gains such that the school is in good academic standing within three years.

II. Purpose The primary purpose of the CSI Request for Application process is to provide LEAs with schools identified as CSI the opportunity to apply for additional funding through an application process to support participation in an evidence-based school improvement program or innovative school interventions designed to address Tier 1 (Core) Instruction. Tier 1 (Core) Instruction must be an identified Focus Area for purposes of this application and for the CSI school’s NM DASH for 2019-20 and 2020-21 SY. This may be in addition to, or in support of, state- sponsored programs funded via targeted investments.

III. Eligibility This supplemental funding opportunity is open to LEAs with CSI Schools1. There are two ways a school can be identified as being in need of Comprehensive Support and Improvement: 1. Being among the lowest-performing 5% of Title I schools in the state, based on the total number of points earned on the School Grade Report Card; 2. Having a 4-year graduation rate below 67% for two out of the past three years (Title I and non-Title I high schools).

LEAs may submit multiple applications in response to this RFA, however; only separate and complete applications for each CSI school will be accepted.

IV. Evidence-based Interventions2 LEAs are charged with implementing ESSA and ensuring the utilization of evidence-based strategies, activities, and interventions in schools in need of significant improvement.

While some ESSA programs allow the use of all four levels of evidence, Section 1003[a] of New Mexico’s ESSA Plan requires that CSI schools use these funds only for interventions reflecting one of the highest three levels of evidence (Strong, Moderate, and/or Promising).  Strong: at least one well-designed and well-implemented experimental study (i.e., a randomized controlled trial).  Moderate: at least one well-designed and well-implemented quasi-experimental study.

1NMPED must identify “not less than the lowest-performing five percent” of Title I schools. This allows NMPED to re-classify the schools identified in 2017 as MRI to CSI. 2 Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

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 Promising: at least one well-designed and well-implemented correlation study with statistical controls for selection bias.

The PED will not provide a list of potential evidence-based interventions for school turnaround programs for use by LEAs in schools identified as CSI that choose to apply for the Competitive Grants for School Improvement. It is incumbent upon the LEA to demonstrate that the selected intervention falls into one of the three ESSA tiers of evidence in Category 1 (see Table1).

Table 1: Tiers of Evidence in ESSA Category 1: Tier 1 Tier 2 Tier 3 “demonstrates a “strong evidence “moderate evidence “promising evidence statistically from at least 1 well- from at least 1 well- from at least 1 well- significant effect on designed and well- designed and well- designed and well- improving student implemented implemented quasi- implemented outcomes or other experimental study” experimental study” correlational study relevant outcomes with statistical based on.” controls for selection bias”

V. LEA Organizational Conditions LEAs must demonstrate that they have the organizational conditions necessary for dramatic school improvement success. Those organizational conditions include:  Instructional Infrastructure Conditions: While all the conditions are critical in the school improvement process, for purposes of this grant, improvements to the Instructional Infrastructure Condition (Tier 1 “CORE” Instruction Focus Area) must be the primary focus of initiatives funded through CSI awards.  LEAs must create an instructional infrastructure where data is well-organized and the pathway to use data to adapt instruction is clear. Improvements to the instructional infrastructure may be accomplished through addressing the other three conditions as well, but the activities funded through this application must result in improved instructional infrastructure conditions.

 Leadership Conditions: LEAs must commit to lead for success by identifying priorities, aligning resources, investing in change that is sustainable, and clearly and consistently communicating that change is not optional.

 Differentiated Support and Accountability Conditions: To achieve ambitious results, LEAs committed to turnaround must prioritize low-performing schools and provide both additional, core support beyond what non-turnaround schools receive, and individualized supports aligned with unique school needs, including the identification of resource inequities.

 Talent Management Conditions: Public education is human capital intensive and efforts to turnaround low-performing schools must prioritize how talent policies and approaches will be bolstered to support turnaround.

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VI. Funding For the 2019-2020 SY, ESSA requires states to set aside seven percent of Title I, Part A funds for school improvement activities. Ninety-five percent of these funds must pass through to LEAs to support CSI schools, consistent with the state’s new accountability system3.

PED is making multi-year awards (2019-20 and 2020-21), through the period of availability of funds4, to successful applicants.

Estimated funds available5: The Comprehensive Support and Improvement (CSI) Awards are posted on the Administrative Services Division page of the NM PED Website: https://webnew.ped.state.nm.us/wp-content/uploads/2019/05/24190-CSI-SIG-Initial- PLANNING-Allocation-FY19-20_Updated_05.08.19-Web-Post-Revised.pdf 6

VII. Maximum Funding Amounts  Ninety-percent (90%) of the maximum funding requests for each period must be directed toward school-level activities supporting the implementation of the evidence-based intervention.  Applicants must describe and justify in the budget narrative any specific LEA-level expenses (indirect cost) to be supported by funds at no more than 10% of total request for each period.  Normal indirect cost may also be claimed at the PED approved rate for the district.  Supplies and materials are allowable for CSI schools, if necessary to meet the project goals and objectives, but must not exceed 10% of the total budget for each project period.

VIII. Project Period For applications, the full project period for this award is two years. Continuation funding after each period of the project is contingent upon progress toward meeting achievement goals, leading indicators, fidelity of implementation of required model actions, and maintenance of all award requirements.

Project Period Timeline Applications Released by PED May 15, 2019 Letter of Intent to Apply due to PED (Appendix A) May 31, 2019 Applications Due to PED June 28 2019 Announcement of Awards July 12, 2019 Year-One Implementation Period BAR Approval Date to June 30, 2020 Year-Two Implementation Period July 1, 2020 to June 30, 2021

3 ESSA §1003(b) 4 Continuing awards are dependent upon continued appropriation from congress. 5 Continuing awards are dependent upon continued appropriation from congress.

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IX. Full Application Submission Complete applications must be submitted electronically through the Priority Schools Bureau portal available at the following link: [email protected].

In addition, one original application plus one hardcopy must be mailed by postal service to: New Mexico Public Education Department Attn: Elisabeth Nixon Peterson Director, Priority Schools Bureau Room 123 300 Don Gaspar Avenue Santa Fe, New Mexico 85701

Complete hardcopy applications must be postmarked by June 28, 2019, and complete electronic copies must be submitted through the Priority Schools email portal ([email protected].) no later than 4:00 p.m. on June 28, 2019.

X. Budget Requirements The budget documents requested in response to this RFA must identify and explain funded costs for activities that are necessary to carry out all aspects of the whole-school change. In addition, through the budget narrative, the LEA will be asked to identify other sources and amounts of funding that will support and sustain the activities that are crucial to rigorous implementation of the chosen evidence-based intervention.

 Budget Narrative The budget narrative, described in the Proposal Narrative sections of this RFA, should identify and explain all funded costs for the entire project period (two years of implementation).

 Budget Summary Chart This chart summarizes the budget for the entire project period, two years of implementation.

XI. Additional Budget Guidance Appropriate Costs Funds are intended to supplement and support comprehensive school reform by funding specific initiatives designed to promote targeted and sustainable school improvement and aligned with the school’s NM DASH Annual and 90-day Plans. The actions and practices identified through each category of the project narrative drive the appropriate costs.

Appropriate costs are those costs that are directly connected to the actions and to sustaining the practices prompted in the categories of the project narrative (e.g., the implementation of a curriculum aligned the New Mexico Common Core State Standards (NM CCSS), continuous use of data to drive decision making, extended/expanded learning time, etc.)

Generally, there is a very high burden of proof to show that paying for food and beverages with Federal funds is necessary to meet the goals and objectives of a Federal grant. When a grantee is

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hosting a meeting, the grantee should structure the agenda for the meeting so that there is time for participants to purchase their own food, beverages, and snacks. In addition, when planning a meeting, grantees may want to consider a location in which participants have easy access to food and beverages.

While these determinations will be made on a case-by-case basis, and there may be some circumstances where the cost would be permissible, it is likely that those circumstances will be rare. Grantees, therefore, will have to make a compelling case that the unique circumstances they have identified would justify these costs as reasonable and necessary. This does not preclude an LEA from paying the travel expense of those attending a conference or meeting that is necessary to carry out its federal grant program, which could include per diem for food.

It is incumbent upon the applicant to demonstrate the close connections between the costs proposed and the organizational or pedagogical purposes those costs will support from the project narrative.

XII. Budgeting and Planning for Sustainability In budgeting and planning for sustainability, LEAs should be certain to support critical, ongoing activities through reliable and stable funding sources. In budgeting and planning for sustainability, funds should support but not serve as the sole source of funding for this work.

XIII. Reporting Requirements The identified point(s)-of-contact at the LEA responsible for oversight, monitoring, and support of the CSI School are required to participate in progress site visits and monitoring telephone calls with PED7.

In addition, LEAs will be responsible for submitting monthly, quarterly and/or annual reports on school progress8 that may include, but are not limited to:

NM DASH  NM DASH Feedback Tool completed by District Reviewer for each school (annually by September 1.

Leading Indicators  Student attendance and school average daily attendance  Attendance by instructional staff and staff average daily attendance  Interim assessment data  Student course completion data  Instructional staff turnover rate  NM TEACH information  In-school and out-of-school suspension rates and average in-school and out-of-school suspension rates by total school and broken down by sub-group

7 Please note - if awarded, the sub-grantee will be required to revise Step 2 - Analyze Data and Set Student Achievement Goals of the school NM DASH, identifying new goals that will be targeted with the RFA funds. 8 Templates will be provided by PED.

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 Chronic absenteeism rates  Dropout rates  Number of students completing advanced coursework by subgroup (e.g., advanced Placement/ International Baccalaureate, college pathways or dual enrollment classes [high schools only])  Other program evaluation and indicator data as needed

Lagging indicators  Student achievement rates  State assessment data disaggregated by sub-group  Student achievement rates compared to the State  Student achievement rates compared to the LEA  Student growth data  College readiness data  Graduation and transition data

Behavioral and Academic Data  Evidence that the LEA has a multi-tiered framework with proven evidence-based practices that improve behavioral and academic outcomes for students.  Evidence that the school implements the practices that support student in a Multi-tier System of Supports (MTSS) model to ensure that struggling students receive the targeted and intensive supports they need.  PED-approved K-3 reading assessment used to measure student growth, inform instructional practice, and identify professional development needs.  School-developed and/or LEA-directed formative/interim assessments used by the school to determine the likelihood of meeting academic achievement targets.  School-developed and/or LEA-directed formative/interim assessments used to determine the impact of instructional practice.

XIV. Application Approval Process

CSI RFA Title I Sec. 1003[a] Not Evident Approaching/ Application Approval Guide Eviden Missing t Documentation I. LEA Organizational Culture A. LEA Overview B: Instructional Infrastructure C. LEA Support and Accountability

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II School Level Context A. School Overview - NM DASH (2018 – 2019) B. NM TEACH Data Analysis (2017 – 2018) C. Collaboration Structures III Evidence-Based Interventions A. Root Cause and Focus Areas (NM DASH aligned) B. Choice of Evidence-based Interventions IV. Budget A. Budget Narrative B. Budget Summary Chart (Excel Files)

XV. Review of Applications Only complete applications from eligible LEAs received at PED by the due date will be accepted. LEAs must clearly identify in the application cover page the specific CSI schools for which they are applying, or the application will be rejected as incomplete. All complete applications will be reviewed by knowledgeable staff to determine evidence of required components utilizing Appendix D, Application Reviewer Rubric.

XVI. Continuation or Redistribution of Funding Continuation funding after each period of the project is contingent upon progress toward meeting achievement goals, leading indicators, fidelity of implementation of required model actions, and maintenance of all award requirements.

If a sub-grantee fails to comply with Federal statutes, regulations or the terms and conditions of this award, the State Education Agency (SEA) may impose additional conditions, as described in §200.207 Special Conditions (below).

If the SEA determines that noncompliance cannot be remedied by imposing additional conditions, the SEA may take one or more of the following actions, as appropriate in the circumstances: a) Temporarily withhold cash payments pending correction of the deficiency by the sub-grantee or more severe enforcement action by the SEA. b) Disallow all or part of the cost of the activity or action not in compliance. c) Wholly or partly suspend or terminate the award. d) Recommend the USED initiate suspension or department proceedings as authorized under 2 CFR part 200. e) Withhold further Federal awards to the project or program9.

The SEA may impose additional award conditions10 as needed, which may include the following: 1) Requiring payments as reimbursements rather than advance payments; 2) Withholding authority to proceed to the next phase until receipt of evidence of acceptable performance within a given period of performance;

9 2 CFR Part 200 §200.338 Remedies for Noncompliance 10 §200.207 Special Conditions

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3) Requiring additional, more detailed financial reports; 4) Requiring additional project monitoring; 5) Requiring the sub-grantee to obtain technical or management assistance; or 6) Establishing additional prior approvals.

If any funded LEAs withdraw or become ineligible within the first year of funding due to not progressing toward meeting achievement goals, leading indicators, fidelity of implementation of required model actions, and maintenance of all grant requirements, the leftover funds may be used to fund the next highest-ranking applications.

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LEA Comprehensive Support and Improvement Application Cover Sheet

LEA Information LEA/State Charter Name: Alamogordo Public LEA NCES ID #: 046 Schools Mailing Address: 1211 Hawaii Ave., Alamogordo, NM 88310 Phone: 575-812-6000 Fax: 575-812-6003 Superintendent/Charter Director: Jerrett Perry Email: [email protected] Title I Director: Kristie Eamello Email: [email protected] Federal Programs Director: Cara Malone Email: [email protected] Business Manager: Rebekah Runyan Email: [email protected] Comprehensive Support and Improvement Email: [email protected] Schools LEA Lead: Brenda Dorsey

NM DASH District Core Team Email: [email protected] Representative: Cara Malone

NM DASH District Reviewer: Cara Malone Email: [email protected]

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CSI RFA Application

Proposal Requirements 1. The proposal narrative should not exceed 15 pages (not including required charts, forms, and requested artifacts submitted as appendices).

2. It should be typed, single-spaced, with LEAs addressing each of the subsections by entering text where indicated.

3. Font may NOT be less than 12 pt. Times New Roman.

4. Charts and forms do not require 12 pt. Times New Roman font.

5. The complete LEA application including budgets, charts, and forms will be posted on the PED ESSA webpage.

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LEA Comprehensive Support and Improvement Application

LEA Name: Alamogordo Public Schools

Submitting on Behalf of (name of Academy Del Sol school):

Number of Students Enrolled: 70 Day School 53 Night School Number of Licensed Staff: Principal 1, Counselor 1, 7 Teachers

Of the Number of Licensed Staff Above, 0 the Number of Alternatively Licensed Staff:

Number of Unfilled Licensed Staff 0 Positions:

I. LEA Organizational Culture A. LEA/District Overview How does the District support the development, implementation, and monitoring of the CSI school’s NM DASH?

Alamogordo Public Schools’ supports the development of the NM DASH by ensuring that Academy Del Sol has a CORE Leadership Team that represents all stakeholders. The team meets to establish a schedule for monthly meetings and activities. During the month of May, the team meets and analyzes data and sets tentative student achievement goals. The team then selects focus areas and conducts root cause analyses. The team creates desired outcomes, defines critical actions and develops progress indicators. After state testing results are received, the team reconvenes to analyze data and make adjustments as necessary. The district reviews schools 90-day plan before it is uploaded to NM DASH. The school principal, along with the leadership team, is responsible for the implementation of the 90-day plan. The 90-day plan is monitored every 30, 60, and 90 days by both the principal and the director of schools. Throughout school year 2018-19, the principal participated in principals pursuing excellence. Due to this involvement, support was received through a turn-around leader and a district thought partner.

B. Instructional Infrastructure Instructional Materials: What is the current status district-wide of grade-level scope and sequence alignments with the NM Common Core State Standards for ELA/Reading and math?

Grade level scope and sequences across the district align with Common Core State Standards (CCSS) for ELA/Reading and Math. APS uses benchmark assessment tools

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that are reflective of the Transition Assessment for ELA and Math in both format and content. Utilizing these benchmark assessments three times a year, teachers alter and modify instruction so students receive Data Driven Instruction that is timely and impactful toward mastering the CCSS. In addition, ELA and Math teams can create Common Formative assessments to be administered between the tri-annual benchmark assessments. This year Alamogordo Public Schools will be utilizing Illuminated as our new platform for our benchmark assessments. Test questions align to heavily weighted CCSS. We will be administering BOY, MOY and EOY.

Instruction: Describe the school-site and district-level system of support and accountability for teachers and leaders in implementing rigorous standards-aligned instruction.

Utilizing the NM Teach Framework and Oasys protocols, teachers are evaluated in their effectiveness in delivering the adopted scope and sequence. Principals also conduct “observation and feedback” opportunities for the teachers to receive scaffolded support in improving instruction. All lesson plans (per district lesson plan template) include a CCSS for each lesson. Teachers are prompted to make adjustments to instruction through the Data Analysis Tool which explicitly supports item analysis for questions based in CCSS. Principals utilize the 90-day plan which is created by a site-level team. In addition, teachers utilize the Teacher Learning Plan to identify professional goals that support the goals of the 90-Day Plan.

Assessment: What is the district cycle of interim assessment for school sites?

Benchmark Assessments are delivered through an online portal Illuminated. The cycle of Data Driven Instruction (DDI) is driven by the occurrences of the assessments. Teachers will utilize the Data Analysis Tool and relative reports generated by Illuminated in the weeks following the administration of the assessments. Teachers also use other forms of classroom- based formative assessment such as exit tickets and performance assessments.

Identify the interim assessments being used district-wide.

Illuminated

What is the district timeframe and process in providing timely data collection and subsequent easily accessed and user-friendly data analysis reports to school sites?

Immediately upon students’ completing assessments all data is available to teachers.

Describe the district process for test-in-hand analysis and adaptation of instructional plans based on interim assessment data (e.g. common planning time, teacher-administrator one-on- one meetings, and group professional development).

Teachers and leaders are effectively introduced to data-driven instruction—APS teachers understand how interim assessments define rigor and experience the process of analyzing results

Page | 13 New Mexico Public Education Department: School Improvement 1003[g] Application 2019-2020 and adapting instruction. Data Driven Instruction and Inquiry (DDI) is a precise and systematic approach to improving student learning throughout the year. The inquiry cycle of data-driven instruction includes assessment, analysis, and action and is a key framework for school-wide support of all student success. APS uses a variety of tests for data-driven instruction, all of them are reliable, valid, and aligned to the standards, concepts, and skills students are expected to learn. These standards-aligned tests include state tests and benchmark tests that are administered several times each year and cover all standards. APS teachers use chapter or unit tests that assess a speciﬁc standard or subset of standards. We utilize baseline data to inform us where students are, at the beginning of the year. Clear goals are established for students learning expectations related to state standards and grade-level expectations. Teachers have a common prep period which enables them to analyze data with test-in-hand after each benchmark or assessment.

C. LEA Support and Accountability Identify the district representative/title on the CSI school’s NM DASH Core Team. Identify the district reviewer (including title) of the school’s NM DASH. Describe the specific participation of the district representative in the development, implementation and monitoring[of the school’s NM DASH.

The district representative/title on the CSI schools’ NM DASH Core team will be Cara Malone, Deputy Superintendent of Teaching and Learning. The district reviewer will be Cara Malone, Deputy Superintendent of Teaching and Learning. Alamogordo Public Schools’ supports the development of the NM DASH by ensuring that Academy Del Sol has a CORE Leadership Team that represents all stakeholders. The team meets to establish a schedule for monthly meetings and activities. During the month of May, the team meets and analyzes data and sets tentative student achievement goals. The team then selects focus areas and conducts root cause analysis. The team creates desired outcomes, defines critical actions and develops progress indicators. After state testing results the team reconvenes to analyze data and make adjustments as necessary. The district reviews schools 90-day plan before it is uploaded to NM DASH. The school principal, along with the leadership team, is responsible for the implementation of the 90- day plan. The 90-day plan is monitored every 30, 60, and 90 days by both the principal and the director of schools. In addition, the district will incorporate principal data conferences 3-4 times during the year for the principal to share the data analysis with the instructional team and together they will discuss ways to support the principal in increasing student growth.

Describe the LEA’s plan for communication with stakeholders, including timeframe and staff members responsible for that communication.

It is the expectation that the principal of Academy Del Sol, along with CORE Team members will communicate the contents of the CSI Grant to all stakeholders at the beginning of the year meeting and subsequent meetings throughout the year.

II. School-level Context A. School Overview

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The school’s current NM DASH – 2018 – 2019 and 30-, 60- and 90-day Progress Reports for the same time period will be reviewed online by NM PED application reviewers. (No action is necessary by the LEA/School to satisfy this item.)

BC. Collaboration Structures For the school the LEA is applying on behalf of, describe the collaboration structures in place to include the:  Schedule of grade-level, grade-band, or content area collaboration meetings, including frequency and length and a process and procedures utilized during collaboration meetings (e.g. agendas, protocols)  Systems in place for principal and/or other instructional leaders to support and hold teachers accountable for meeting effectiveness.

Academy Del Sol currently has common prep periods at the beginning and the end of each day. This common time includes 35 minutes in the morning and 45 minutes in the afternoon. The data analysis tool is utilized to ensure continuity in analysis and instructional adjustments. Instructional leaders embrace the observation and feedback cycle as a means of supporting teacher development and improving student learning. Through daily observations of teacher practice and ongoing discussions of student data, they establish a shared vision and common language to describe effective teaching and its impact on student learning. In schools where teachers and leaders embrace this practice, classroom visits cease to be a stressful experience. School leaders gather evidence during observations and thoughtfully determine what to prioritize in their feedback and suggested next steps. Teachers reflect on their practice as well and come to feedback conversations ready to engage with questions and proposed means of improving their instruction. Together they focus on what will benefit their students. The observation and feedback cycle, implemented well, can change school culture by bringing teachers and students together in a shared commitment to improvement.

III. Evidence-based Interventions A. Root Cause Describe the process used by the school’s Core Team, in collaboration with the district representative, to identify performance challenges, complete root cause analysis, and identify focus area(s) for DRAFT 2019-20 NM DASH Annual Plan and for this CSI application.

The process used by the LEA utilized parent/student input, teacher input, community stakeholder input and review of attendance and achievement data. There are major factors that contribute to the low graduation rate at ADS. One of those factors is directly tied to the admission process for transfer students from AHS. The ideal admission process would include a Student Assistance Team (SAT) referral. This SAT process must be refined and utilized so ADS does not receive students who cannot (due to lack of credits) graduate in four years (even with the accelerated class schedule). In addition, there must be a diligent effort to provide a systemized summer program in which students make up credit between the freshman and sophomore years and sophomore and junior years.

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Another major factor that contributes to the low graduation rate at ADS is the student interest and motivation around learning academic content. Students at ADS often experience competing interests and find the typical school learning environment restraining and difficult. Students at ADS would benefit from blended learning environments, computer-based learning environments and project-based learning.

What is the school’s performance challenge(s) and root cause of the barrier(s) interfering with Tier 1 instruction?

The school’s performance challenge is the lack of student interest and motivation around academic and learning content which leads to a low graduation rate. The root cause of low graduation rates include the following: truancy, low academic achievement levels, high need of credit recovery (behind graduation cohort), low student motivation and interest, and high social-emotional needs.

B. Choice of Evidence-Based Interventions Identify the school’s chosen intervention(s), as detailed on Page 3 of this document, and describe its alignment to the performance challenges and root cause analysis.

Introduction of the intervention of On-Site Coaching with Technology Google for Education for Teachers. Also continuation of: extended school year, before and after school tutoring, Edgenuity computer based programs

IV. Budget A. Budget Narrative The LEA/school must provide an appropriate and complete budget narrative that identifies and explains all proposed costs for LEA and school-level activities for the entire project period (two years of implementation). Year ONE: ● Extended teacher and staff contracts for Jump Start Academy ● On-Site Coaching w/Technology and Google for Education Professional Development ● New Mexico Precision Skills Exams Certificate Program (CTE certifications) ● Z-Space On-line Program

Year TWO: ● Extended teacher and staff contracts for Jump Start Academy ● Professional Development-On-Site Coaching Nex Ready Software Career Ready Skills ● New Mexico Precision Skills Exams Certificate Program (CTE certifications)

For each major activity, describe the LEA’s strategies for why and how the LEA/school will sustain these actions past the whole project period of the grant.

It is vital that APS use long-term planning to sustain the major activities of this proposal. As many major activities are technology-based, it is vital that the District Technology Plan is utilized and followed. One of the major components of the District Technology

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Plan is that all students are provided a device for purposes engaging digitally with their learning. ADS will serve as a pioneer in this effort. In addition, the use of Edgenuity at APS has been dependable and positive. APS has built a solid relationship with this company and will continue to utilize this company or a similar one if costs become too burdensome. APS is dedicated to instructional technology being embedded and utilized in instructional delivery. As NGSS standards are embedded with STEM concepts (Science and Engineering Practices), it is not difficult to continue the utilization of STEM as the NGS standards have been adopted by NM. In meeting the demands of our state’s adopted standards and practices, ADS will excel at delivering the NGS standards in a meaningful and purposeful way during the life-span of the CSI funding and beyond. ADS already uses project based learning (PBL) as the means to providing meaningful learning experiences to its students. ADS will benefit from expanding this delivery mechanism by connecting the PBL to more rigorous expectation and CCSS. Teachers will professionally benefit from the professional development and training, and the students will reap those meaningful benefits year after year.

Clearly describe and justify any specific LEA-level administration and support expenses to be funded by CSI grant at no more than 10% of the total funding request for each period. Normal indirect cost may also be claimed at the PED-approved rate for the district.

Applicable Indirect Cost

B. Budget Summary Chart ☐A complete Budget Summary Chart for the entire project period (two years of implementation) (as an attachment).

The budget items must be clear and obvious as to how the proposed activities are directly impacting the school-level implementation of the evidence-based intervention(s) proposed in this application. The proposed expenditures must be reasonable and necessary to support the application’s initiatives and goals/objectives. Grant funding must supplement, not supplant, existing funding sources.

Page | 17 Comprehensive Support and Improvement Grant: Title One School Improvement Fund 24190 2018-2019 CSI Award Carryover

2019-2020 CSI Award Posted to the ASD Webpage 5.1.2019

Total Allocation $30,772.42

Comprehensive Support and Improvement Grant: Title One School Improvement Fund 24190 Expenditures 2019-2020 School-Level Activities Timeline Alignmen to Root Description Cost Cause/Focus Area, and meets one of the three Tiers of Evidence in ESSA

Jumpstart Academy -Credit Recovery Opportunity of 1-3 Credits (Consisting of 1 Teacher, 1 Counselor, 1 School July 1, 2019-August 2, 2019 Tier 1 Secretary and Principal) $ 10,000.00 SY 2019-20 Tier 1 Professional Development-On-Site Coaching w/Technology and Google for Education $ 10,000.00 SY 2019-20 Tier 1 New Mexico Precision Skills Exams Certificate Program (CTE certifications) $ 3,000.00 SY 2019-20 Tier 1 Z-Space On-line Program $ 4,000.00 SY 2019-20 Tier 1

TOTAL SCHOOL-LEVEL ACTIVITIES (Must be at least 90% of funding request) $ 27,000.00

Timeline Alignmen to Root Supplies and Materials Cause/Focus Area, and meets one of the three Tiers of Evidence in ESSA

SY 2019-20 Tier 1 Supplies and Materials (ie Filaments, Testing Materials etc) $ 3,000.00

TOTAL SUPPLIES AND MATERIALS (Can't exceed 10% of funding request) $ 3,000.00

LEA Indirect Cost TOTAL LEA-LEVEL ACTIVITIES (At no more than 10% of ttoatl request for each period)

TOTAL YEAR-TWO BUDGET $ 30,000.00 Comprehensive Support and Improvement Grant: Title One School Improvement Fund 24190 2018-2019 CSI Award Carryover

2019-2020 CSI Award Posted to the ASD Webpage 5.1.2019

Total Allocation $30,772.42

Jumpstart Academy -Credit Recovery Opportunity of 1-3 Credits (Consisting of 1 Teacher, 1 Counselor, 1 School July 1, 2020-August 2, 2021 Tier 1 Secretary and Principal) $ 10,000.00 SY 2020-21 Tier 1 Professional Development-On-Site Coaching Nex Ready Software Career Ready Skills $ 15,000.00 SY 2020-21 Tier 1 New Mexico Precision Skills Exams Certificate Program (CTE certifications) $ 3,000.00

TOTAL SCHOOL-LEVEL ACTIVITIES (Must be at least 90% of funding request) $ 28,000.00

Timeline Alignmen to Root Supplies and Materials Cause/Focus Area, and meets one of the three Tiers of Evidence in ESSA

SY 2019-20 Tier 1 Supplies and Materials (ie Filaments, Testing Materials etc) $ 2,000.00

TOTAL SUPPLIES AND MATERIALS (Can't exceed 10% of funding request) $ 2,000.00

LEA Indirect Cost TOTAL LEA-LEVEL ACTIVITIES (At no more than 10% of ttoatl request for each period)

TOTAL YEAR-TWO BUDGET $ 30,000.00 New Mexico Public Education Department: School Improvement 1003[g] Application 2019-2020

Appendix B: Comprehensive Support and Intervention Assurances

The following assurances indicate support of the Board of Education (BOE), Local Education Agency (LEA), and School Leadership for the 2019-20 and 2020-21school years in the areas specified. By signing these assurances, the parties agree to two years full participation in the Comprehensive Support and Improvement Evidence-Based Intervention Implementation.

If at any time a signed party does not adhere to the agreed assurances, the Request for Application will be deemed incomplete.

LEA: Alamogordo Public Schools

The Board of Education commits to the following: 1. Provide the prioritized support, autonomy, and accountability for urgent and sustainable success, including: a. The BOE assures that it was involved in the discussion and application process with the LEA applying on behalf of eligible schools and supports the application/s. b. The BOE commits to supporting the superintendent in modifying practice and policy, if necessary, to enable schools and teachers to fully participate and implement evidence-based interventions. c. The BOE commits to flexibility in scheduling as it relates to evidence-based intervention activities, to include but not limited to allocating time for professional development and collaboration. d. The BOE supports the use of summative and formative assessments to assess student proficiency and reviews LEA and school growth regularly to inform superintendent’s progress toward LEA proficiency targets. e. The BOE commits to successful completion of the evidence-based intervention in the event of LEA or school leadership changes. The LEA commits to the following: 1. Assuring that each school the LEA proposes to serve will receive all of the State and local funds it would have received in the absence of funds received under Title 1, Part A, Sec. 1003a 2. Provide the prioritized support, autonomy, and accountability for urgent and sustainable success, including: a. Partner with principal to establish a comprehensive school NM DASH Annual and 90-day plan that is aligned with the LEA’s strategic plan b. Partner with principal on critical decisions like staffing, scheduling, budgeting, targeted professional development, and other operational issues c. Put into place rigorous and aligned interim assessments 3-4 times per year along with efficient data collection and distribution for use at the school level d. Proactively engage all stakeholders to acknowledge current reality and present a bold vision for the future of the school e. Hold turnaround schools and principals accountable through a robust monitoring system as defined by the LEA

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3. Ensure that conditions are in place at the school level to support turnaround, including: a. Rigorous aligned interim assessments 3-4 times per year b. Deep item analysis of interim assessments 3-4 times per year with one-on-one teacher-leader (principal, assistant principal, instructional coach) analysis meetings c. Teacher action plans addressing root cause analysis of interim assessment data will be developed by all teachers and leaders prior to one-on-one teacher-leader analysis meetings d. Structured weekly collaboration time for ongoing data analysis by PLCs e. Student and staff culture of learning f. Short-cycle observation walkthroughs and one-on-one teacher-leader feedback meetings 4. Message the evidence-based intervention to all stakeholders to include school board members and collective bargaining units as necessary 5. Develop a sustainability plan prior to the end of Year 2

School Leadership Commits to the Following: 1. Partner with LEA leadership to create and/or align systems at the school level to support the NM DASH Annual and 90-day plan aligned with the LEA’s strategic plan, including: a. Rigorous aligned interim assessments 3-4 times per year b. Timely dissemination of interim assessment data to teachers c. Deep item analysis of interim assessments 3-4 times per year with one-on-one teacher-leader (principal, assistant principal, instructional coach) analysis meetings d. Teacher action plans addressing root cause analysis of interim assessment data developed by all teachers prior to one-on-one teacher-leader analysis meetings e. Structured weekly collaboration time for ongoing data analysis by PLCs/grade level meeting/collaboration time f. Student and staff culture of learning g. Short-cycle observation walkthroughs and one-on-one teacher-leader feedback meetings 2. Align school policies and structures to provide ongoing school-site support for all teachers to support implementation of the evidence-based intervention

President, Board of Education Signature Date

Superintendent Signature Date

School Leadership Signature Date

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Appendix B: Certification and Approval I hereby certify that I am the applicant’s Superintendent/Charter Director, and that the information contained in this application is, to the best of my knowledge, complete and accurate. I further certify, to the best of my knowledge, that any ensuing program and activity will be conducted in accordance with all applicable application guidelines and instructions, and that the requested budget amounts are necessary for the implementation of this project.

I understand that this application constitutes an offer and, if accepted by the PED or renegotiated to acceptance, will form a binding agreement. I also agree that immediate written notice will be provided to PED if at any time I learn that this certification was erroneous when submitted or has become erroneous by reason of changed circumstances.

Jerrett Perry June 6, 2019 Superintendent/Charter Director Printed Name Date

Superintendent/Charter Director Signature (blue ink) Date

Certification and Approval I hereby certify that I am the applicant’s School Board President, and that the information contained in this application is, to the best of my knowledge, complete and accurate. I further certify, to the best of my knowledge, that any ensuing program and activity will be conducted in accordance with all applicable application guidelines and instructions, and that the requested budget amounts are necessary for the implementation of this project.

Timothy Wolfe Board President Printed Name Date

Board President Signature (blue ink) Date

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Appendix C: Application Approval Guidelines

CSI RFA Title I Sec. 1003[a] Not Evident Approaching/ Application Approval Guide Evident Missing Documentation I. LEA Organizational Culture A. LEA Overview B: Instructional Infrastructure C. LEA Support and Accountability II School Level Context A. School Overview - NM DASH (2018 – 2019) B. Collaboration Structures III Evidence-Based Interventions A. Root Cause and Focus Areas (NM DASH aligned) B. Choice of Evidence-based Interventions IV. Budget A. Budget Narrative B. Budget Summary Chart (Excel Files)

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APPENDIX D: Application Reviewers’ Rubric

I. LEA Organizational Culture: A: LEA Overview Not Evident Approaching Evident Fully Evident  Does not provide a description  Provides a partial or  Provides a clear and of the District participation and somewhat convincing convincing description of the engagement in the description of the District District participation and development, monitoring and participation and engagement engagement in the implementation of the school’s in the development, development, monitoring and NM DASH. monitoring and implementation of the school’s implementation of the school’s NM DASH. NM DASH.

I. LEA Organizational Culture: B: Instructional Infrastructure Not Evident Approaching Evident Fully Evident  Does not describe the status of  Provides a partial/somewhat  Provides a clear and alignment between grade level convincing description of the convincing description of the scope and sequence and the current status of the alignment current status of alignment NM CCSS for ELA/Reading between grade level scope and between grade level scope and or math. sequence and the NM CCSS sequence and the NM CCSS for ELA/Reading and/or math. for ELA/Reading and math.

 Does not describe the system  Provides a partial/somewhat  Provides a clear and of support and accountability convincing description of the convincing description of the for teachers and leaders in system of support and system of support and implementing rigorous accountability for teachers and accountability for teachers and standards-aligned instruction. leaders in implementing leaders in implementing rigorous standards-aligned rigorous standards-aligned instruction. instruction.

 Does not describe the LEA’s  Provides a partial/somewhat  Provides a clear and cycle of interim assessments convincing description of the convincing description of the being used for school site. LEA’s cycle of interim LEA’s cycle of interim District-wide interim assessments being used for assessments being used for assessments are not identified. school site. District-wide school site. District-wide interim assessments are interim assessments are partially identified. identified.

 Does not provide a clear and  Provides a partial/somewhat  Provides a clear and convincing description of description of timeframe and convincing description of timeframe and process for process for timely data timeframe and process for timely data collection and collection and subsequent timely data collection and subsequent easily accessed and easily accessed and user- subsequent easily accessed and user-friendly data analysis friendly data analysis reports. user-friendly data analysis reports. reports.

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 Does not describe the process  Provides a partial/somewhat for test-in-hand analysis and convincing description of the  Provides a clear and adaptation of instructional process for test-in-hand convincing description of the plans based on interim analysis and adaptation of process for test-in-hand assessment data. instructional plans based on analysis and adaptation of interim assessment data. instructional plans based on interim assessment data.

I. LEA Organizational Culture: C: LEA Support and Accountability Not Evident Approaching Evident Fully Evident  Does not identify specific senior  Identifies only one or two specific Clearly identifies all specific leadership that will direct and senior leadership that will direct senior leadership that will direct coordinate LEA participation in and coordinate LEA participation and coordinate LEA participation supporting the CSI school. Does in supporting the CSI school, in supporting the CSI school not provide specific participation including District Representative including District Representative of the District Representative in to school’s Core Team (name/title) to school’s Core Team (name/title) the development, implementation and District Reviewer of school’s and District Reviewer of school’s and monitoring of the school’s NM DASH (name/title); and NM DASH (name/title); and NM DASH. provides specific participation of provides specific participation of the District Representative in the the District Representative in the development, implementation and development, implementation and monitoring of the school’s NM monitoring of the school’s NM DASH. DASH.

 Does not provide a clear and  Provides a partial/somewhat  Provides a clear and convincing description of the convincing description of the convincing description of the LEAs plan for communication LEAs plan for communication LEAs plan for communication with stakeholders. with stakeholders. with stakeholders.

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II. School Level Context: A. School Overview – NM DASH Not Evident Approaching Evident Fully Evident  The results of in-depth student  The results of in-depth student  The results of in-depth student benchmark achievement data benchmark achievement data benchmark achievement data analysis of the school’s current analysis of the school’s current analysis of the school’s current NM DASH – 2018 – 2019 and NM DASH – 2018 – 2019 and NM DASH – 2018 – 2019 and 30-, 60-, 90-day Progress 30, 60, 90-day Progress Report 30-, 60-,90-day Progress Reports and 90-day Reflection and 90-day Reflection Report Reports and 90-day Reflection Report will be reviewed online will be reviewed online by NM Report will be reviewed online by NM PED application PED application reviewers. by NM PED application reviewers. (No action is (No action is necessary by the reviewers. (No action is necessary by the LEA/School LEA/School to satisfy this necessary by the LEA/School to satisfy this item.) item.) to satisfy this item.)

II. School Level Context: B. Collaboration Structures Not Evident Approaching Evident Fully Evident  Does not describe the schedule  Provides partial/somewhat  Provides clear and of grade-level, grade-band, or convincing description of the convincing description of the content area collaboration schedule of grade-level, grade- schedule of grade-level, grade- meetings, including frequency band, or content area band, or content area and length or a process and collaboration meetings, collaboration meetings, procedures utilized during including frequency and length including frequency and length collaboration meetings. and/or a process and and a process and procedures procedures utilized during utilized during collaboration collaboration meetings. meetings.

 Does not describe the systems  Provides partial/somewhat in place for principal and/or convincing description of the  Provides clear and other instructional leaders to systems in place for principal convincing description of the support or hold teachers and/or other instructional systems in place for principal accountable for meeting leaders to support and/or hold and/or other instructional effectiveness. teachers accountable for leaders to support and hold meeting effectiveness. teachers accountable for meeting effectiveness.

III. Evidence-based Interventions A. Root Cause and Focus Areas Not Evident Approaching Evident Fully Evident  Does not describe the process  Provides partial/somewhat  Provides clear and used by the school’s Core convincing description of the convincing description of the Team in collaboration with the process used by the school’s process used by the school’s District Representative to Core Team in collaboration Core Team in collaboration identify needs and with the District with the District performance challenges, Representative to identify Representative to identify complete root cause analysis, needs and performance needs and performance Page | 24 New Mexico Public Education Department: School Improvement 1003[g] Application 2019-2020

and identify focus area(s) for challenges, complete root challenges, complete root DRAFT 2019-20 NM DASH cause analysis, and identify cause analysis, and identify Annual Plan and for this CSI focus area(s) for DRAFT focus area(s) for DRAFT application. 2019-20 NM DASH Annual 2019-20 NM DASH Annual Plan and for this CSI Plan and for this CSI application. application.

 Does not identify the school’s  Partially identifies the  Specifically identifies the performance challenge(s) and school’s performance school’s performance root cause of barrier(s) challenge(s) and root cause of challenge(s) and root cause of interfering with Tier 1 barrier(s) interfering with Tier barrier(s) interfering with Tier instruction. 1 instruction. 1 instruction.

III. Evidence-Based Interventions B. Choice of Evidence-based Interventions Not Evident Approaching Evident Fully Evident  Does not identify the school’s  Identifies only one or two of  Clearly and convincingly chosen intervention(s) nor the school’s chosen identifies the school’s chosen describes its alignment to the intervention(s) and describes intervention(s) and describes performance challenges and its alignment to the its alignment to the root cause analysis. performance challenges and performance challenges and root cause analysis. root cause analysis.

IV. Budget: A. Budget Narrative Not Evident Approaching Evident Fully Evident  Does not provide a budget  Provides a partial/incomplete  Provides an appropriate and narrative and/or does not budget narrative that identifies complete budget narrative that identify and explain proposed and explains some proposed identifies and explains all costs for LEA and school-level costs for LEA and school-level proposed costs for LEA and activities for the entire project activities for the entire project school-level activities for the period (two years of period (two years of entire project period (two years implementation). implementation). of implementation).

 Does not describe the  For each major activity,  For each major activity, strategies for why or how the provides partial/incomplete provides clear and convincing LEA/school will sustain these description of the strategies for description of the strategies for actions past the whole project why and/or how the why and how the LEA/school period of the grant. LEA/school will sustain these will sustain these actions past actions past the whole project the whole project period of the period of the grant. grant.

 Does not provide description  Provides partial/somewhat  Provides clear and or justification of any specific convincing description and/or convincing description and LEA-level administration and justification of any specific justification of any specific support expenses to be funded LEA-level administration and LEA-level administration and by CSI grant at no more than support expenses to be funded support expenses to be funded 10% of the total funding by CSI grant at no more than by CSI grant at no more than Page | 25 New Mexico Public Education Department: School Improvement 1003[g] Application 2019-2020

request for each period. 10% of the total funding 10% of the total funding Normal indirect cost may also request for each period. May request for each period. May be claimed at the PED- also include normal indirect also include normal indirect approved rate for the district. costs to be claimed at the PED- costs to be claimed at the PED- approved rate for the district. approved rate for the district.

IV. Budget: B. Budget Summary Chart (Excel File) Not Evident Approaching Evident Fully Evident  Did not submit a Budget  Submitted a  Submitted a complete and Summary Chart for the project partial/incomplete Budget detailed Budget Summary period (two-years of Summary Chart for less than Chart for the entire project implementation). the entire project period (two- period (two-years of years of implementation). implementation). 

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