Complete this form for each year that each school will receive SIG funds Check the box below that applies to this budget itemization (Check only one box)

YEAR ONE - 0 PRE-IMPLEMENTATION or 0 IMPLEMENTATION

YEAR TWO -0 IMPLEMENTATION

YEAR THREE - 0 IMPLEMENTATION

FORD ELEMENTARY SCHOOL

BUDGET ITEMIZATION

6100 Certificated Salaries

After School Extra Service Pay (11 Teachers x 70 hrs at $2552 per hour)

3 Supplemental Instructional Support Tutors (16 Hrs per week 2552 hour)

Professional Development Extra Service (5 teachers 39 hrs $2552 per hour)

YEAR FOUR -0 IMPLEMENTATION or O mNTINUATION

YEAR FIVE - 0 CONTINUATION

COUNTY-DISTRICT CODE

115-115 - l[

6150 Non-Certificated Salaries

Social Worker - 6 (FTE) allocation

Restorative Justice Student Support Coach (1 FTE)

6100 Subtota I $

$ $

6783712

3667090

3100000

t

6200 Employee Benefits (optiona I categories)

6150 Subtota $ 6767090 I

FTE Blended Benefits $ 4466643

6300 Purchased Services 6200 Subtota I $ 4466643

Travel for Conferences for A SCD PLC and IRA and Trauma Training for 3 staff for

travel registration and hotel $ 900000

Transportation for after school tutoring

PLC Training for job embedded training for leadership and data teams monthly

these are additional days for Ford

$

$

700000

2700000

6400 MaterialsSupplies

6300 Subtota I $ 4300000 Q

Student educational Incentives for the BIG 3 attendance discipline and academics such as

field trips achievement recognition activities

Staff Incentive for Student Achievement

Supplemental instructional Materials and Supplies for LEA and Math

Indirect Cost Optional (Restricted Rate _ _ X Subtotal)

6500 Ca pitaI Outlay

$ $

$ $

6100-6400 Subtota I $

$

322089

100000

S17166

939255

23256700

P

6500 Subtota I $ TOTAL $ 23256700 bull

_-SC

GRANT FUNDS REQUESTED

$ 1235168

$ 4148544

$ 1400000

SECTION X NARRATIVE FORD

The Superintendents Zone and the Office of Priority Schools

In order to ensure that the school transformation structure is as effective and streamlined as possible the

superintendent has overhauled the structure of the Superintendents Zone and how it connects to the Office of

Priority Schools The Superintendents Zone along with the Assistant Superintendent to Priority Schools

Instructional Leadership Officers Systems Management Officer and Data Compliance manager and the Office of

Priority Schools are the dedicated team which remains intact for the purpose of ensuring that each Priority School

implements the research-based Five Turnaround Strategies with fidelity

Ford Elementary School was commissioned in 1963 by the following Board Members

Daniel L Schlafly (President) Alex Aboussie John M Acee H Lee Bruns Frederick E Busse Mrs Gilbert Harris

Rev John J Hicks James E Hurt Jr James S McClellan Elmer Bunds Robert Rainey MD James F Robinson

Phillip J Hickey (Superintendent of Instruction) and James F Morrell (Commissioner of School Buildings)

Ford Elementary was named after businessman Henry Ford (1863-1947) and his son Edsel Ford (1893-1943) At

this date it is unknown why the school was named after the Ford businessmen

Currently Ford Elementary School is a Pre-Kindergarten through 5th grade school located in the Hamilton Heights

neighborhood of North St Louis Missouri Ford Elementary is located near the Monsanto YMCA Better Family

Life and Friendly Temple Church The school has long been a focal point for the neighborhood and has served

generations of families from the community

Ford enrolls approximately 226 students of which 97 (22) have an active Individual Evaluation Plan (IEP) 164

(37) of the students are currently identified as homeless and 100 receive free and reduced lunch Since 2013

Fords average daily attendance rate has averaged 94 Since the 2006-2007 school year student enrollment has

fluctuated from a high of 356 in 2010 to a low of 207 in 2013

Vision Ford Elementary will empower students to grow academically socially

and emotionally - to become contributors to their community and abroad

Mission Ford Elementary will accomplish our vision by being focused Qrganized Besponsible and Qetermined

Michelle McDaniel completed her first year and is entering her second year as principal of Principal of Ford

Elementary and is the fifth principal in seven years Currently the staff consists of 18 classroom teachers Preshy

Kindergarten through 5th grade with 14 certificated staff and 4 continuing substitute teachers (Art Gym Music

and Preschool) The school currently has one Academic Instructional Coach who has been in education for over 15

ll Page

years and has served at Ford Elementary for the past 6 years Of the 14 certified teachers 3 were new to Ford

Elementary and 7 others have been teaching in the building for five years or less

In the tested grades of third through fifth grade there are 5 teachers ranging from first year teachers veteran

teachers and probationary teachers

Our goals for the 2017-2018 school year were to

bull Increase MAP Scores - Students in grades 3-6 will increase scores in ELA and Math by approximately 20

bull Increase Student Attendance - Ninety percent of Ford Elementary School students should attend school

90 of the time

bull Ford Elementary School would decrease the amount of office referrals by 20

When comparing the 2015-2016 and the 2016-2017 MAP data Ford did not meet the goal of a 20 increase in ELA

or Math The students scoring proficient and advanced on ELA from 2015-2016 to 2016-2017 decreased by 47

Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017

SY there was a decrease of 105

When comparing the attendance data from 2015-2016 to 2016-2017 data Fords attendance decreased by 24

Although Ford did not meet its goal in attendance of a 20 increase Ford students attended school 924 of the

time

The Attendance Team reviews attendance data weekly to address attendance concerns Ford continues to

monitor the attendance of those students with attendance below 92 and plan to duplicate the process with

classroom teachers being attendance mentors

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

however in 2017-2018 the suspension decreased dramatically to 117

As we delved deeper into the root cause of students behavior infractions we found that the leading cause of

referrals were students intent to disrupt or distract the learning environment and play fightingfighting In

addition we found that although the children lived within close proximity of one another their relationship was

little to none outside of the school walls

Ford began the work of Restorative Justice and Sports Circles in an effort to teach children to have a better sense

of community with the team approach often found in sports Ford will continue the work with the students and a

Restorative Justice Student Support Coach to continue facilitating circles

21 Page

SECTION XA - DISCUSSION OF THE PRIOR YEAR GRANT

SUMMER 2017 PROFESSIONAL DEVELOPMENT

During professional learning provided in the summer of 2017 Ford teachers received training that provided a

deeper understanding of implementation practices around guided reading such as flexible grouping independent

work stations classroom setup and scheduling of groups This framework allowed Ford teachers to begin the

2017-2018 school year ready to implement the structure of guided with increased fidelity

Professional Learning Communities

Representatives from Solution Tree formally introduced the PLC process to the Ford staff Solution Tree provided

an overview of the PLC process which included a shared mission vision collective commitments goals and

understanding of roles Ford staff was introduced to building a collaborative culture committed to collective

inquiry action research and continuous improvement

Guided Reading

Representatives from Scholastic provided an overview to Ford teachers of the GR process Teachers were

introduced to text selection how to use texts to teach specific strategies flexible grouping at instructional levels

and how to prompt and support while students read Teachers also practiced writing and implementing effective introductions to texts

Achieve 3000Smarty Ants

During the summer session teachers participated in professional development on implementing and analyzing the

data from the Achieve3000 program

Renaissance Reading and Math

Representatives from Renaissance introduced a guide to implementing greater growth with standards-based

computer-adaptive assessments that measures students reading comprehension math practice and intervention

that monitor achievement and growth and track understanding of focus skills aligned to Missouri Learning

Standards

Eureka Math

Eureka Math introduced as the core instructional resource for Math curriculum that is aligned to Missouri Learning

Standards Teachers received strategies on how to customize the lessons and explored the major work of the

grade band

2017-2018 SCHOOL YEAR PROFESSIONAL DEVELOPMENT

Throughout the 2017-2018 school year teachers received coaching on Guided Reading (GR) Achieve 3000Smarty

Ants Renaissance Math and PLCs

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Professional Learning Communities Teachers participated in On-site professional development with Solution Tree Coach to assist with building collaborative teams and collaborative culture that is committed to collective inquiry action research and continuous improvement Teachers successfu lly worked in teams and not in isolation Teachers learned about the four (4) essential questions that would drive the PLC process Teacher began t he initial development of a shared understanding of assessments implementation of common formative assessments and analyzed evidence of student learning

Guided Reading

Teachers learned about text selection how to use texts to teach specific strategies flexible grouping at instructional levels and how to prompt and support while students rea d Teachers also practiced writing and implementing effective introductions to text Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach

Achieve 3000Smarty Ants Teachers had t he opportunity to begin implementation of these programs in their respective classrooms The initia l implementation coupled with additional professional development in the summer gave us the opportunity to problem-solve how to best incorporate these resources within our day and week Teachers had the opportunity to understand how the Achieve lessons align with Engage NY Teachers learned how to implement the programs monitor progress and incorporate available resources into whole class instruction

Renaissance Math

Teachers continued to receive training on how to utilize the Renaissance Math Suite to best serve students Teachers learned how t o generate questions for Common Formative Assessments monitor student progress analyze the reports and adjust instruction

SUMMER 2018 PLANNING

In April and May teachers participated in four collaborative dialogue sessions as a precursor to curriculum planning sessions over the summer During these sessions Ford teachers the Academic Instructional Coach and Principal developed clarity around academic and curriculum goals Discussions focused on what is working and not working around and how we can make changes to reach our goals The team developed a structure for our ELA blocks which includes a timeframe for each component to meet the needs of our students During curriculum planning sess ions in t he summer teachers will plan in detail how Achieve3000 guided rea ding grammar amp writing and Engage NY will work to effectively complement and support each other to better serve our students

ASSESSMENT DATA

Fords ELA and Math performance on the MAP decreased in 2016-17 when compared to the previous year When comparing the 2015-2016 and the 2016-2017 MAP data the students scoring proficient and advanced on ELA decreased by 47 Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017 SY there was a decrease of 105 The poor in performance in 2016-17 resulted in a decrease in the amount of MPI earned

The Acuity Benchmark data represented below will outl ine three testing cycles September December and February The data shows the percentage of students scoring in the range of basic below basic proficient and

41 Page

advanced

The Acuity data below includes tested grade 3-5 (collectively) In comparing 3rd - 5th grade students performance in Acuity C in Mathematics we found that in 2016-17 school year 146 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 3487 of the students grades 3-5 scored Proficient and Advanced in Math for an increase of 2027 In comparing 3rd - 5th grade students performance in Acu ity C in ELA we found that in 2016-17 school year 34 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 61 of the students grades 3-5 scored Proficient and Advanced in ELA for an increase of 27

2017-18 ACUITY Grades 3-5

100~ 90 80 7 0 60 50 40~~ JO 2 0lt 10

0 (LA ELA ELA Muth M1th Math Science Scifbullncc Science

Acuity Acuitv Jcu1tv Acuity Acuity Jcuty Acui ty Acui ty Acuity J 0 C J ti C J ti C

bull Bctow 8Jltic bull B~stc Pfofichnt bull Advanced

2017-18 ACUITY Schoolwide

bull Below Basic bull Basic Proficient bull Advanced

From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in math according to STAR increased from 2 to 11 The percentage of students working well below grade level in math decreased by 18 From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in reading according to STAR decreased by 8 The percentage of students working well below grade level increased by 18 In 2017-18 Ford students increased their reading and math performance When compared to the 2017-18 data the average GLE in 2015-16 was 184 in Math and 209 in Reading yielding and increase of 73 in Math and 13 in Reading

SI Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

GI Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

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Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

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Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

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appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

years and has served at Ford Elementary for the past 6 years Of the 14 certified teachers 3 were new to Ford

Elementary and 7 others have been teaching in the building for five years or less

In the tested grades of third through fifth grade there are 5 teachers ranging from first year teachers veteran

teachers and probationary teachers

Our goals for the 2017-2018 school year were to

bull Increase MAP Scores - Students in grades 3-6 will increase scores in ELA and Math by approximately 20

bull Increase Student Attendance - Ninety percent of Ford Elementary School students should attend school

90 of the time

bull Ford Elementary School would decrease the amount of office referrals by 20

When comparing the 2015-2016 and the 2016-2017 MAP data Ford did not meet the goal of a 20 increase in ELA

or Math The students scoring proficient and advanced on ELA from 2015-2016 to 2016-2017 decreased by 47

Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017

SY there was a decrease of 105

When comparing the attendance data from 2015-2016 to 2016-2017 data Fords attendance decreased by 24

Although Ford did not meet its goal in attendance of a 20 increase Ford students attended school 924 of the

time

The Attendance Team reviews attendance data weekly to address attendance concerns Ford continues to

monitor the attendance of those students with attendance below 92 and plan to duplicate the process with

classroom teachers being attendance mentors

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

however in 2017-2018 the suspension decreased dramatically to 117

As we delved deeper into the root cause of students behavior infractions we found that the leading cause of

referrals were students intent to disrupt or distract the learning environment and play fightingfighting In

addition we found that although the children lived within close proximity of one another their relationship was

little to none outside of the school walls

Ford began the work of Restorative Justice and Sports Circles in an effort to teach children to have a better sense

of community with the team approach often found in sports Ford will continue the work with the students and a

Restorative Justice Student Support Coach to continue facilitating circles

21 Page

SECTION XA - DISCUSSION OF THE PRIOR YEAR GRANT

SUMMER 2017 PROFESSIONAL DEVELOPMENT

During professional learning provided in the summer of 2017 Ford teachers received training that provided a

deeper understanding of implementation practices around guided reading such as flexible grouping independent

work stations classroom setup and scheduling of groups This framework allowed Ford teachers to begin the

2017-2018 school year ready to implement the structure of guided with increased fidelity

Professional Learning Communities

Representatives from Solution Tree formally introduced the PLC process to the Ford staff Solution Tree provided

an overview of the PLC process which included a shared mission vision collective commitments goals and

understanding of roles Ford staff was introduced to building a collaborative culture committed to collective

inquiry action research and continuous improvement

Guided Reading

Representatives from Scholastic provided an overview to Ford teachers of the GR process Teachers were

introduced to text selection how to use texts to teach specific strategies flexible grouping at instructional levels

and how to prompt and support while students read Teachers also practiced writing and implementing effective introductions to texts

Achieve 3000Smarty Ants

During the summer session teachers participated in professional development on implementing and analyzing the

data from the Achieve3000 program

Renaissance Reading and Math

Representatives from Renaissance introduced a guide to implementing greater growth with standards-based

computer-adaptive assessments that measures students reading comprehension math practice and intervention

that monitor achievement and growth and track understanding of focus skills aligned to Missouri Learning

Standards

Eureka Math

Eureka Math introduced as the core instructional resource for Math curriculum that is aligned to Missouri Learning

Standards Teachers received strategies on how to customize the lessons and explored the major work of the

grade band

2017-2018 SCHOOL YEAR PROFESSIONAL DEVELOPMENT

Throughout the 2017-2018 school year teachers received coaching on Guided Reading (GR) Achieve 3000Smarty

Ants Renaissance Math and PLCs

3I Page

Professional Learning Communities Teachers participated in On-site professional development with Solution Tree Coach to assist with building collaborative teams and collaborative culture that is committed to collective inquiry action research and continuous improvement Teachers successfu lly worked in teams and not in isolation Teachers learned about the four (4) essential questions that would drive the PLC process Teacher began t he initial development of a shared understanding of assessments implementation of common formative assessments and analyzed evidence of student learning

Guided Reading

Teachers learned about text selection how to use texts to teach specific strategies flexible grouping at instructional levels and how to prompt and support while students rea d Teachers also practiced writing and implementing effective introductions to text Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach

Achieve 3000Smarty Ants Teachers had t he opportunity to begin implementation of these programs in their respective classrooms The initia l implementation coupled with additional professional development in the summer gave us the opportunity to problem-solve how to best incorporate these resources within our day and week Teachers had the opportunity to understand how the Achieve lessons align with Engage NY Teachers learned how to implement the programs monitor progress and incorporate available resources into whole class instruction

Renaissance Math

Teachers continued to receive training on how to utilize the Renaissance Math Suite to best serve students Teachers learned how t o generate questions for Common Formative Assessments monitor student progress analyze the reports and adjust instruction

SUMMER 2018 PLANNING

In April and May teachers participated in four collaborative dialogue sessions as a precursor to curriculum planning sessions over the summer During these sessions Ford teachers the Academic Instructional Coach and Principal developed clarity around academic and curriculum goals Discussions focused on what is working and not working around and how we can make changes to reach our goals The team developed a structure for our ELA blocks which includes a timeframe for each component to meet the needs of our students During curriculum planning sess ions in t he summer teachers will plan in detail how Achieve3000 guided rea ding grammar amp writing and Engage NY will work to effectively complement and support each other to better serve our students

ASSESSMENT DATA

Fords ELA and Math performance on the MAP decreased in 2016-17 when compared to the previous year When comparing the 2015-2016 and the 2016-2017 MAP data the students scoring proficient and advanced on ELA decreased by 47 Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017 SY there was a decrease of 105 The poor in performance in 2016-17 resulted in a decrease in the amount of MPI earned

The Acuity Benchmark data represented below will outl ine three testing cycles September December and February The data shows the percentage of students scoring in the range of basic below basic proficient and

41 Page

advanced

The Acuity data below includes tested grade 3-5 (collectively) In comparing 3rd - 5th grade students performance in Acuity C in Mathematics we found that in 2016-17 school year 146 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 3487 of the students grades 3-5 scored Proficient and Advanced in Math for an increase of 2027 In comparing 3rd - 5th grade students performance in Acu ity C in ELA we found that in 2016-17 school year 34 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 61 of the students grades 3-5 scored Proficient and Advanced in ELA for an increase of 27

2017-18 ACUITY Grades 3-5

100~ 90 80 7 0 60 50 40~~ JO 2 0lt 10

0 (LA ELA ELA Muth M1th Math Science Scifbullncc Science

Acuity Acuitv Jcu1tv Acuity Acuity Jcuty Acui ty Acui ty Acuity J 0 C J ti C J ti C

bull Bctow 8Jltic bull B~stc Pfofichnt bull Advanced

2017-18 ACUITY Schoolwide

bull Below Basic bull Basic Proficient bull Advanced

From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in math according to STAR increased from 2 to 11 The percentage of students working well below grade level in math decreased by 18 From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in reading according to STAR decreased by 8 The percentage of students working well below grade level increased by 18 In 2017-18 Ford students increased their reading and math performance When compared to the 2017-18 data the average GLE in 2015-16 was 184 in Math and 209 in Reading yielding and increase of 73 in Math and 13 in Reading

SI Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

GI Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

lO I Page

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

SECTION XA - DISCUSSION OF THE PRIOR YEAR GRANT

SUMMER 2017 PROFESSIONAL DEVELOPMENT

During professional learning provided in the summer of 2017 Ford teachers received training that provided a

deeper understanding of implementation practices around guided reading such as flexible grouping independent

work stations classroom setup and scheduling of groups This framework allowed Ford teachers to begin the

2017-2018 school year ready to implement the structure of guided with increased fidelity

Professional Learning Communities

Representatives from Solution Tree formally introduced the PLC process to the Ford staff Solution Tree provided

an overview of the PLC process which included a shared mission vision collective commitments goals and

understanding of roles Ford staff was introduced to building a collaborative culture committed to collective

inquiry action research and continuous improvement

Guided Reading

Representatives from Scholastic provided an overview to Ford teachers of the GR process Teachers were

introduced to text selection how to use texts to teach specific strategies flexible grouping at instructional levels

and how to prompt and support while students read Teachers also practiced writing and implementing effective introductions to texts

Achieve 3000Smarty Ants

During the summer session teachers participated in professional development on implementing and analyzing the

data from the Achieve3000 program

Renaissance Reading and Math

Representatives from Renaissance introduced a guide to implementing greater growth with standards-based

computer-adaptive assessments that measures students reading comprehension math practice and intervention

that monitor achievement and growth and track understanding of focus skills aligned to Missouri Learning

Standards

Eureka Math

Eureka Math introduced as the core instructional resource for Math curriculum that is aligned to Missouri Learning

Standards Teachers received strategies on how to customize the lessons and explored the major work of the

grade band

2017-2018 SCHOOL YEAR PROFESSIONAL DEVELOPMENT

Throughout the 2017-2018 school year teachers received coaching on Guided Reading (GR) Achieve 3000Smarty

Ants Renaissance Math and PLCs

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Professional Learning Communities Teachers participated in On-site professional development with Solution Tree Coach to assist with building collaborative teams and collaborative culture that is committed to collective inquiry action research and continuous improvement Teachers successfu lly worked in teams and not in isolation Teachers learned about the four (4) essential questions that would drive the PLC process Teacher began t he initial development of a shared understanding of assessments implementation of common formative assessments and analyzed evidence of student learning

Guided Reading

Teachers learned about text selection how to use texts to teach specific strategies flexible grouping at instructional levels and how to prompt and support while students rea d Teachers also practiced writing and implementing effective introductions to text Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach

Achieve 3000Smarty Ants Teachers had t he opportunity to begin implementation of these programs in their respective classrooms The initia l implementation coupled with additional professional development in the summer gave us the opportunity to problem-solve how to best incorporate these resources within our day and week Teachers had the opportunity to understand how the Achieve lessons align with Engage NY Teachers learned how to implement the programs monitor progress and incorporate available resources into whole class instruction

Renaissance Math

Teachers continued to receive training on how to utilize the Renaissance Math Suite to best serve students Teachers learned how t o generate questions for Common Formative Assessments monitor student progress analyze the reports and adjust instruction

SUMMER 2018 PLANNING

In April and May teachers participated in four collaborative dialogue sessions as a precursor to curriculum planning sessions over the summer During these sessions Ford teachers the Academic Instructional Coach and Principal developed clarity around academic and curriculum goals Discussions focused on what is working and not working around and how we can make changes to reach our goals The team developed a structure for our ELA blocks which includes a timeframe for each component to meet the needs of our students During curriculum planning sess ions in t he summer teachers will plan in detail how Achieve3000 guided rea ding grammar amp writing and Engage NY will work to effectively complement and support each other to better serve our students

ASSESSMENT DATA

Fords ELA and Math performance on the MAP decreased in 2016-17 when compared to the previous year When comparing the 2015-2016 and the 2016-2017 MAP data the students scoring proficient and advanced on ELA decreased by 47 Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017 SY there was a decrease of 105 The poor in performance in 2016-17 resulted in a decrease in the amount of MPI earned

The Acuity Benchmark data represented below will outl ine three testing cycles September December and February The data shows the percentage of students scoring in the range of basic below basic proficient and

41 Page

advanced

The Acuity data below includes tested grade 3-5 (collectively) In comparing 3rd - 5th grade students performance in Acuity C in Mathematics we found that in 2016-17 school year 146 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 3487 of the students grades 3-5 scored Proficient and Advanced in Math for an increase of 2027 In comparing 3rd - 5th grade students performance in Acu ity C in ELA we found that in 2016-17 school year 34 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 61 of the students grades 3-5 scored Proficient and Advanced in ELA for an increase of 27

2017-18 ACUITY Grades 3-5

100~ 90 80 7 0 60 50 40~~ JO 2 0lt 10

0 (LA ELA ELA Muth M1th Math Science Scifbullncc Science

Acuity Acuitv Jcu1tv Acuity Acuity Jcuty Acui ty Acui ty Acuity J 0 C J ti C J ti C

bull Bctow 8Jltic bull B~stc Pfofichnt bull Advanced

2017-18 ACUITY Schoolwide

bull Below Basic bull Basic Proficient bull Advanced

From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in math according to STAR increased from 2 to 11 The percentage of students working well below grade level in math decreased by 18 From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in reading according to STAR decreased by 8 The percentage of students working well below grade level increased by 18 In 2017-18 Ford students increased their reading and math performance When compared to the 2017-18 data the average GLE in 2015-16 was 184 in Math and 209 in Reading yielding and increase of 73 in Math and 13 in Reading

SI Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

GI Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

lO I Page

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

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appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

Professional Learning Communities Teachers participated in On-site professional development with Solution Tree Coach to assist with building collaborative teams and collaborative culture that is committed to collective inquiry action research and continuous improvement Teachers successfu lly worked in teams and not in isolation Teachers learned about the four (4) essential questions that would drive the PLC process Teacher began t he initial development of a shared understanding of assessments implementation of common formative assessments and analyzed evidence of student learning

Guided Reading

Teachers learned about text selection how to use texts to teach specific strategies flexible grouping at instructional levels and how to prompt and support while students rea d Teachers also practiced writing and implementing effective introductions to text Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach Teachers observed the GR coach model lessons in the classroom Teachers implemented GR lessons and received real-time feedback from the GR coach

Achieve 3000Smarty Ants Teachers had t he opportunity to begin implementation of these programs in their respective classrooms The initia l implementation coupled with additional professional development in the summer gave us the opportunity to problem-solve how to best incorporate these resources within our day and week Teachers had the opportunity to understand how the Achieve lessons align with Engage NY Teachers learned how to implement the programs monitor progress and incorporate available resources into whole class instruction

Renaissance Math

Teachers continued to receive training on how to utilize the Renaissance Math Suite to best serve students Teachers learned how t o generate questions for Common Formative Assessments monitor student progress analyze the reports and adjust instruction

SUMMER 2018 PLANNING

In April and May teachers participated in four collaborative dialogue sessions as a precursor to curriculum planning sessions over the summer During these sessions Ford teachers the Academic Instructional Coach and Principal developed clarity around academic and curriculum goals Discussions focused on what is working and not working around and how we can make changes to reach our goals The team developed a structure for our ELA blocks which includes a timeframe for each component to meet the needs of our students During curriculum planning sess ions in t he summer teachers will plan in detail how Achieve3000 guided rea ding grammar amp writing and Engage NY will work to effectively complement and support each other to better serve our students

ASSESSMENT DATA

Fords ELA and Math performance on the MAP decreased in 2016-17 when compared to the previous year When comparing the 2015-2016 and the 2016-2017 MAP data the students scoring proficient and advanced on ELA decreased by 47 Likewise in comparing students scoring proficient and advanced in Math from the 2015-2016 SY to the 2016-2017 SY there was a decrease of 105 The poor in performance in 2016-17 resulted in a decrease in the amount of MPI earned

The Acuity Benchmark data represented below will outl ine three testing cycles September December and February The data shows the percentage of students scoring in the range of basic below basic proficient and

41 Page

advanced

The Acuity data below includes tested grade 3-5 (collectively) In comparing 3rd - 5th grade students performance in Acuity C in Mathematics we found that in 2016-17 school year 146 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 3487 of the students grades 3-5 scored Proficient and Advanced in Math for an increase of 2027 In comparing 3rd - 5th grade students performance in Acu ity C in ELA we found that in 2016-17 school year 34 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 61 of the students grades 3-5 scored Proficient and Advanced in ELA for an increase of 27

2017-18 ACUITY Grades 3-5

100~ 90 80 7 0 60 50 40~~ JO 2 0lt 10

0 (LA ELA ELA Muth M1th Math Science Scifbullncc Science

Acuity Acuitv Jcu1tv Acuity Acuity Jcuty Acui ty Acui ty Acuity J 0 C J ti C J ti C

bull Bctow 8Jltic bull B~stc Pfofichnt bull Advanced

2017-18 ACUITY Schoolwide

bull Below Basic bull Basic Proficient bull Advanced

From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in math according to STAR increased from 2 to 11 The percentage of students working well below grade level in math decreased by 18 From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in reading according to STAR decreased by 8 The percentage of students working well below grade level increased by 18 In 2017-18 Ford students increased their reading and math performance When compared to the 2017-18 data the average GLE in 2015-16 was 184 in Math and 209 in Reading yielding and increase of 73 in Math and 13 in Reading

SI Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

GI Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

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Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

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appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

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bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

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GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

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SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

advanced

The Acuity data below includes tested grade 3-5 (collectively) In comparing 3rd - 5th grade students performance in Acuity C in Mathematics we found that in 2016-17 school year 146 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 3487 of the students grades 3-5 scored Proficient and Advanced in Math for an increase of 2027 In comparing 3rd - 5th grade students performance in Acu ity C in ELA we found that in 2016-17 school year 34 of the students in grades 3-5 scored Proficient and Advanced In the 2017-18 school year 61 of the students grades 3-5 scored Proficient and Advanced in ELA for an increase of 27

2017-18 ACUITY Grades 3-5

100~ 90 80 7 0 60 50 40~~ JO 2 0lt 10

0 (LA ELA ELA Muth M1th Math Science Scifbullncc Science

Acuity Acuitv Jcu1tv Acuity Acuity Jcuty Acui ty Acui ty Acuity J 0 C J ti C J ti C

bull Bctow 8Jltic bull B~stc Pfofichnt bull Advanced

2017-18 ACUITY Schoolwide

bull Below Basic bull Basic Proficient bull Advanced

From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in math according to STAR increased from 2 to 11 The percentage of students working well below grade level in math decreased by 18 From the 2015-2016 school year to the 2016-2017 school year the percentage of students working on grade level in reading according to STAR decreased by 8 The percentage of students working well below grade level increased by 18 In 2017-18 Ford students increased their reading and math performance When compared to the 2017-18 data the average GLE in 2015-16 was 184 in Math and 209 in Reading yielding and increase of 73 in Math and 13 in Reading

SI Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

GI Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

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partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

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Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

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eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

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GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

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SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

STAR Renaissance Results District Explorer Report

Average GLE Score STAR Ma1 h STAR Reading

257 222

Chart 1 Proficiency Level Summay

Chart 2 Student GLE Scores (click a bar on chart 1 to view scores)

Cha n 1 Prof iciency Le v bulll S u mm~ ry ~lecHt ~

Ford Elementary 2015-16

STAR R enaissance Res u lts Dis tric t E xplo rer R eport

STAR Math

1 84

S TAR R-dln11

2 09

Ford Elementary 2016- 17

STAR R en aissance Results D istrict Explorer R ep ort

SfA R Mall S rAR Reeding

184 199

Chart 1 Poflcle ncy Lov e Su m m Ary bulleraquoOW~ ffARRe~

ATTENDANCE

Although there was a slight decline in attendance from 948 in 2015-16 to 924 in 2016-17 Ford continues to

meet its goal in attendance For the 2017-18 school year Ford meet its goal for attendance with 903

attendance

DISCIPLINE

The number of Fords suspensions increased from 2015-2016 to 2016-2017 by 225 referrals As for the culture and

climate goal for 2017-18 Ford met its goal of 20 decrease in referrals In 2016-17 Ford had 332 suspensions

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however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

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Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

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appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

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bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

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GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

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SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

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REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

however in 2017-2018 the suspension decreased dramatically to 117 However the data shows an inconsistent

repeating spike and decline regarding discipline over the 2017-18 school year

CHALLENGES

One of the challenges that occurred during the 2017-2018 school year involved the negative cu lture and climate

Staff division was evident and it affected teachers ability to work cohesively together Another challenge centered

on the teachers ability to disengage student negative behavior The challenge for the new Principal was to build

relationships and begin to dismantle the negativity that permeated the building

Although there was improvement with discipline students discipline was not adequately captured with both

systems used to maintain data (SIS and Schoolzilla) Further examination indicated that students had difficulty

maintain community relationships with one another Increased negative behavior of play fighting fighting

disrespect to peers and adults continue to be a problem However students and staff will participate in

Restorative Circles to address a variety of concerns to aide in the improvement of the climate and culture of the

school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate

community relationships through sports

Although there has been noted improvement in Math Reading remains to improve at a slow rate This year the

Fontas and Pinnell LLI System did not yield the results that we expected for the 2017-18 school year With the

significant number of children needing support LLI could not address the needs of all of the students There is not

significant improvement to continue LLI We will continue to use Guided Reading and SIPPS to address disparities in reading

SECTION XB - 2019-19 GRANT YEAR TIMELINE

July 2018- July 2019

Proposed

Intervention

Activity

SIG Central

Implementation Dates

Opening of school professional

Description Evaluation Dates

August 2018 August 2018 Office Staff development The focus will be

Certified staff

Leadership

around implementation of Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Family and Community August 2018 teams Family Engagement professional August 2018 Community development activities Specialists amp By providing professional

January 2018

TOPP development to the Family and

71 Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

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Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

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GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

partnership

Focused Instructional Learning Walks

Cadre IV Leadership Institute

SIG central

Bl Page

Community Specialists and equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional devebpment days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations to inform support and to monitor the implementation of SIG initiatives around PLC implementation curriculum intervention initiatives climate and culture

Focused and Targeted Professional Development -Leadership The focus of this cohort is to ensure that school leada-s are getting the training and support in the following areas student achievement authentically gathering and using data to improve teacher practice and student performance observation and feedback teacher and student support instructional planning professional devebpment student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection District PD Day- SIG Cohort

August 2018 -June 2019

August 2018

October 2018

November 2018

January 2019

March 2019

May 2019

June 2019

2018 weekly

2019

weekly

August

2018

October

2018

November 2018

January 2019

March 2019

May 2019

June 2019

August 2019 October 2019

November 2019

Coincides with

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

lO I Page

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

office staff

Certified

Staff

bullcontinuation activities from pre-implementation

SIG staff

Academic Instructional Coaches (AIC)

Implementation Year 2-presented by external partners and supported by Academic Instructional Coaches Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power Achieve3000 ILL intervention Eureka Math-Focus on Fluency Professional Learning Comnunity EL Education Renaissance Math

January- TOPP One or more of the following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math) Guided Reading Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

AIC training and prctessional development in effective coaching and supporting teachers implementation of adopted initiatives in mathematics and English Language Arts

district pd days

August 2018

October 201 February 2019

September 2018

November 2018

February 2019

May 2019

August 2018-June 2019

August 2018 October 2018 February 2019

Summary of findings

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

9 I P iJ g c

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

lO I Page

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

SIG staff and identified instructional staff

SIG staff and Instructional leadership teams

SIG staff

SIG staff and instructional leadership teams

lO I Page

Site based professional coaching for identified struggling teachers in collaboration with district (St Louis Plan) and external partners (PO experts in adopted initiatives around mathematics English Language Arts Intervention programs and Parental support) SIG sub available for coverage of teachers class during coaching sessions

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

Program evaluation

August 2018-June 2019

October 2018

November 2018

December 2018

The evaluation of the effectiveness of the coaching will follow the designated LEA program evaluation schedule as outlined in the timeline

October 2018

November 2018

December 2018

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation February 2019 February 2019 implementation review and data review Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Summer Provide LEA support June 2019 July 2019 Extended oversight and evaluation of Learning programs to SIG Schools

efforts in implementing Summer extended learning

Continuation Activitv

SECTION XC- DISCUSSION OF SCHOOL YEAR 2018-2019

St Louis Public Schools Superintendents Zone

Based on lessons learned locally and nationally in school turnaround Superintendent Kelvin Adams has

committed to implementing a central office structure that can ensure rapid and effective response to school level

needs The Superintendents Zone is a lean district support system that builds school leader capacity in

instructional leadership while giving them direct access to the superintendent The superintendents extra

attention to the needs of these schools ensures a rapid response process can quickly remove obstacles and

11 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

eliminate implementation challenges The new central office reporting structure provides targeted assistance and

accountability through the following core functions

1 Intensive Leadership Coaching and Support- SLPS facilitates bi-weekly coaching sessions with the principals to develop concrete plans for improving school culture data use scheduling and instruction

These coaching sessions focus on improving school leadership and building a community of practice

among Priority School leaders SLPS supports principals to improve the quality of their instructional

team by providing guidelines tools and implementation support for regular classroom observations

meaningful instructional feedback and schoolteacher specific targeted professional development 2 Overseeing Key Programs - SLPS assists schools with the management of programs that cut across

multiple Priority Schools including the tutoring programs educator evaluation implementation

curriculum selection curriculum implementation selection of interventions implementation of intervention programs and shared professional development offerings

3 Removing obstacles- Superintendent Kelvin Adams meets regularly with each principal of a

Superintendents Zone school and identifies a point person to expedite barriers to effective

implementation from human resources to operations challenges The Assistant to the Superintendent of

Priority schools and Instructional Leadership Officers act as dedicated supports to all Priority School principals as well to ensure that their needs are met as expeditiously as possible

4 Ongoing Progress Monitoring - In exchange for increased assistance and autonomy each school is

responsible for meeting specified implementation benchmarks and interim progress measures These measures are used as a basis for continuous improvement as well as accountability for results

December 2016 the LEA began effort to sustain immediate and long term improvement fundamentally and

simultaneously in the following areas 1) the values and beliefs of all stakeholders about what is worth doing and

what is possible to do 2) the structural cond itions under which the work is done 3) the ways in which people

learn to do the work and 4) the way with which instructional and leadership practices are supported and

implemented with fidelity The activities that the LEA will work to engage in to lead to successfu l implementation

of the selected interventions will be to recruit and hire highly qualified members of the School Improvement team

to fill the positions of Instructional Leadership Officer with English Language Arts emphasis and area of expertise

Systems Management Officer and Data Compliance Manager Planning and preparation for both large scale and

site based learning opportunities for leadership teams teachers students and professional development

initiatives Add itional activities to occur are ongoing planning and preparation for Cadre IV Leadership institute

Based on the needs assessments of individual schools along with common identified areas of need the LEA will

work collaboratively with building level leadership teams to plan whole group and differentiated professional

development and extended learning opportunities for instructional staff to implement intervention initiatives

The professional development activities explicitly details the instructional practices teachers are expected to

acquire along with a detailed framework of how Leadership teams and the LEA will support teachers throughout

the process Professional development activities will also occur to build capacity in purposefully engaging

parents to support their children academically and behaviorally The learning that teachers will engage in will

occur both inside and outside the classroom and will be arranged to avoid any disruption to student learning

Based on information gleaned from the needs assessment priorities will be established clearly stating which

problems of instructional practice are central and which are peripheral to overall improvement The LEA will 12 I P 1 g c

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

clearly delineate how leadership teams are to support teachers in navigating the complex interactions among

newly acquired knowledge and skills and necessary modifications to curricula and content that may be necessary

Facilitated and strategic planning will occur collaboratively with the LEA Leadership teams and teachers to plan

extended learning activities for students using identified and selected high quality intervention resources to

accelerate student growth to meet instructional targets Plans and goals will be evaluated prior to

implementation to ensure they are relevant grade appropriate rigorous reasonable achievable and reflect the

sense of urgency required to move students toward proficiency

Systems have been established in the way the schools manage the resources they already have the resources

they have and will receive as a result of the grant Evaluation of said systems will occurred during preshy

implementation and will occur again during the summer of 2017 prior to the first year of implementation to

ensure that the conditions for high performance are in place and have been met These systems will be reshyevaluated fall 2018

The Cadre IV Leadership Institute will consist of monthly meetings The overall focus of this cohort is to ensure that

school leaders are getting the training and support in the following areas observation and feedback teacher and

student support instructional planning professional learning communities professional development student

and staff culture and managing the full implementation of the grant Additionally Cadre IV Teacher institute will

begin June 2017 as well with learning centered on implementation of the English Language Arts curriculum

mathematic curriculum Guided Reading Professional Learning Communities as well as intervention initiatives in reading and mathematics

The continuous evaluation of curriculum instruction and assessment in the foundational academ ics--literacy

and mathematics--is in the forefront of the work in the Priority Schools Planning implementing and assessing

the use of evidence-based best practices in literacy and mathematics hold a primary role in our school

improvement efforts Model classroom structures and systems will be identified

SIG schools will receive consistent support freedom to innovate and the autonomy to make personnel decisions SIG schools and their representative central office personnel will operate solely to improve student performance of the Priority Schools contained in this grant application and will be granted the flexibility and autonomy to work within the framework of St Lou is Public Schools but will be free from conflicting district initiatives and priorities that do not align the instructional practices strategies and interventions contained therein The Superintendents Zone will be implemented to provide wrap around support for all SIG schools In order to affect true reform each SIG School will implement extended school year after school andor Saturday school programs designed to supplement the educational programming Personnel policies will be adjusted to allow SIG principals flexibility in staffing The district will host a hiring fair dedicated to SIG schools to allow principals priority staffing The SIG principals with assistance from their St Louis Plan consulting teacher will remove ineffective teachers Great care will be taken to ensure that the staff consists of experienced veteran teachers as well as novice teachers who demonstrate potential to be a high performer St Louis Public Schools will ensure that SIG funds are utilized

Bl Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

appropriately according to applicable laws and are not used to supplant existing state local and federal funding

The district will support the efforts of recipients of the school improvement grant by allowing schools to

implement extended learning opportunities for students certified staff and building level leadership teams The

extended learning for certified staff principals and AICs began in June Additionally principals were able to spend

time outside of the district professional development for principals to work collaboratively with their teachers in

conjunction with the Assistant Superintendent for Priority schools and the Instructional Leadership Officer at

central office and their respective school sites These collaborative sessions focused on areas each school

identified in their needs assessment as well as areas identified by the Assistant Superintendent for Priority

schools and the Instructional Leadership Officer Principals were also afforded opportunities to do intensive

onboarding with their new hires during this time period as well

Ford Elementary School

bull Professional Learning Communities - Each grade level team will participate in weekly PLC meetings to discuss guided reading math curriculum implementation benchmark data analysis and set classroom and student goals Training will be provided at the end of June and will be ongoing to ensure that Ford is effectively implementing the components of PLC meetings

bull Guided Reading - Ford teachers will continue to implement guided reading as a core component of the daily reading block Teachers will engage in ongoing PD around f lexible grouping book selection prompting lesson planning and running records Ford will set a goal on one aspect of guided reading at a time and ensure that all teachers are meeting each component at a specified time before moving to the next goal Ongoing training will begin in June and extend through the end of the school year

bull Attendance Team Ford Elementary has an attendance team that is comprised of the Guidance Counselor Social Worker Nurse Administrative Assistant and Family Community Specialist Parent Teachers Organization President ISS Monitor Students and Transition representative and the Principal The attendance team will call families of absent students and take notes on any concerns They will meet weekly to share those concerns with the team If more support is needed for families then it will be communicated to the correct team member for further action Incentives will be provided for all students using a tiered approach Those students that are at risk of not meeting the 9090 criteria will be assigned to a team member The attendance team member will check in with these students three (3) times per week The at-risk students will also receive incentives for improving their attendance

bull Extended Learning Ford Elementary students will participate in extended learning for two hours after school Extended learning teachers will have small groups of no more than 8 students They will implement reading and math practice on alternating weeks The teachers will utilize supplemental materials such as Achieve 3000 STAR Reading and Math to assess the students at the beginning middle and end of the extended learning year to track growth

bull Student and Staff Incentives for Achievement Students and staff will be recognized as well as awarded for meeting district benchmarks assessment expectations and making grade-level academic progress on a regular basis

bull Eureka Mathematics Ford Elementary teachers will receive professional development both job-embedded and grade level on implementation remediation and customization of the module to meet the needs of the students Ford teachers will also receive professional development on content to assist teachers who may have deficient mathematics skills

14 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

bull Renaissance M at hematics Ford Elementary teachers will receive professional development both jobshyembedded and grade level on ways to remed iate and differentiate mathematics instruction as well as build upon prior learning to create custom assessments and improve student usage in class and at home

bull Restorative Circles Students and staff will participate in Restorative Circles to address a var iety of concerns to aide in the improvement of the climate and culture of the school Sports Circles will be utilized by the Restorative Justice Student Support Coach to facilitate appropriate community relationships through sports

SECTION XD- STAFFING CHANGES

Ford Elementary School will have a change in staff from the 2017-2018 school year to t he 2018-2019 school

yea r During the 2017-2018 school year Ford Elementary began with certified teachers in core classes and

1 substitute in related arts classes By the end of the year 1 teacher retired and 2 transferred Current ly

Ford Elementary has 3 vacancies in Music and PE and Art The changes ant icipated for t he 2018-2019

school-year are noted in the table below

Grade 2017-2018 2018-19

Pre-K bull Samantha March bull Samantha March

bull JoAnn Powers-Hartmann bull Tory Gri ffin (replaced JoAnn Powers-Hartman)

Kindergarten bull Crystal Bounds bull Crystal Bounds

bull Cathalean Griffin

1st Grade bull Johna Rhodes bull Johna Rhodes

bull Channelle Williams bull Channelle Williams

2nd Grade bull Zebu lun Hoffman bull Zebu lun Hoffman

bull Angela Robinson Angela Robinson bull

3rd Grade bull Marquita Hicks bull Marquita Hicks

bull Robyn White bull Lost allocation

4th Grade bull Sabrina Bonnett bull Sabrina Bonnett

bull Diane Wicker bull Lost allocation

5th Grade bull Tifani Allen bull Tifani Allen

Special bull Kendrea Lopes-Clark bull Suzanne Murphy Education

Special bull Lynette Will iams bull Lynette Williams Education

1s I P cl g e

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

Art Alisha Saddler bull Vacantbull Music bull Jasmine Spann bull Jasmine Spann

PE bull Nathanial Caldwell bull Vacant

Supplemental

Instructional

Teacher

Restorative

Justice Coach

Librarian

bull Phyllis Ramsey-Monroe (full-

time)

bull Vernon Beard

bull Vacant (Tutor Part-Time Reading)

bull Vacant (Tutor Part Time Math)

bull Nathanial Caldwell

Vernon Beard bull

Principal bull Michelle McDaniel bull Michelle McDaniel

SECTION XE- SYSTEM OF STAFF RECOGNITION

The month of June Cadre IVs certified staff (including principals and Academic Instructional Coaches) and

identified support staff received targeted professional development The topics addressed 4 areas identified in the initial needs assessment as well as from walk-through observation data during pre-implementation in years 2016-2017 The SIG Summer Professional Development Series provided the foundation for implementation of Achieve3000 Guided Reading Renaissance Learning Eureka Mathematics and Expeditionary Learning (for English Language Arts) Additional professional development was provided to principals and their instructional leadership teams regarding the PLC process as well as supervising and managing the adopted initiatives to improve student academic performance outcomes

St Louis Publ ic School has developed The St Louis Plan as a strategy for removing staff found to be ineffective in

improving student outcomes In order to address the Special Administrative Board union leaders and district staff

crafted a teacher evaluation system similar to one they had observed in Toledo Ohio The St Louis Plan provides

peer counseling for deficient teachers who are flagged by their principals and express the will to improve It pairs

newly hired teachers w ith mentors who help them navigate the urban classroom The intent union and district

leaders say is to improve teaching - not to get rid of teachers In fact they say its to reduce the number of

teachers who leave the district after the first year out of frustration And its also to throw a lifeline to struggling

teachers who want to be better The St Lou is Plan is now administered jointly by the school district and the

union Teachers flagged as deficient have 18 weeks to improve or face being issued a statement of charges and a

hearing in front of a hearing officer which can lead to termination Teachers who waive tenure rights enter the

St Louis Plan They receive coaching for up to one year But if they fail to show improvement a nine-member

review panel may recommend termination Former US Secretary of Education Arne Duncan has highlighted the

St Louis Plan at conferences on labor-management collaboration

16 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

Partnerships similar to the one in St Louis are beginning to appear in a few places such as Hillsboro County Fla

and New Haven Conn but by and large the partnership is unique To further expand this existing evaluation and

assistance plan for struggling teachers district leaders propose using SIG funds to hire dedicated consulting

teachers to work solely in the SIG schools with the principal and staff members

Ford Elementary School will incentivize teachers for the percentage of students that grow in ELA or Math on the following Scantron Benchmark Assessment STAR Assessment and Mastered Objectives The guidelines are outlined below

Growth Goal

If 26-50 of the students in a

classroom show growth

Staff Impacted

5thStaff 3rd -

Incentive

Shout-Out in Monthly

Newsletter

Monitored

STAR Reading

STAR Math

If 51-75 of the students in a

classroom show growth andor

50 or more objectives

mastered

5th Staff 3rd - Shout-Out in Monthly

Newsletter and a $100 grant

for classroom supplies

STAR Reading

STAR Math

If over 75 of the students in a

classroom show growth andor

75 or more objectives

mastered

5th Staff 3rd -

Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

Drawing for NCTM andor

ASCD Conference (2 attendees)

STAR Reading

STAR Math

If 100 of the students in a

classroom show growth

sthStaff 3rd - Shout-Out in Monthly

Newsletter and a $250 grant

for classroom supplies

STAR Reading

STAR Math

If there is a 20 decrease per

class in student referrals each

quarter by implementing PBIS

and Restorative Justice

All staff Education field trip grant

teacher and classroom shout-

out classroom celebration etc

SIS

Discipline Reports and Referrals

If teachers increase their

attendance by 10 during the

2018-2019 school year

All Staff Gift bags (educational supplies) Attendance Data

17 IP d g c

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

FORD ELEMENTARY PLC SCHEDULE 2018-2019

PLC SCHEDULE PRESCHOOL a nd RELATED ARTS lSTand 2ND 3RD and 4TH KINDERGARTEN 1120 -1210

Week 1

Week2

Week3

Week4

Weeks

W ek6

ek

Week8

Week9

Week 10

Week 11

Wee 12

ee 1

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

ee k 23

Week 24

Week 25

Week 26

We 7

Week 28

Week 29

Week30

Week 31

Week32

Week 33

Week 34

Week 35

Week 36

eek 3

Week 38

6-Aug

22-Aug

28-Aug

- g

12-Aug

15-Apr

22-Ap

9- p

6- ay

-Ma

20-May

16-Aug 16-Aug 16-Aug

22-Au 22-Aug 22-Aug

8-Aug 28-Aug 28- u

7-Aug 5-Aug 6-A g

11-Aug 10-Aug 13-Aug

1 - r 15-Apr

2- 22-Apr 22-Apr

-Apr 29-Apr 29-Apr

6-May 6-May 6-May

13-May 13-Ma 13- a 20-May 20-May 20-May

5TH

16-

22-Aug

28-Aug

6-Aug

13-Aug

15-Apr

22-Apr

29-Apr

6-M y

1 - ay

20-May

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

SECTION XF- INCREASED LEARNING TIME

Instruction in core academic subjects including English reading or language arts mathematics science foreign languages civics and government economics arts history and geography

1 Ford Elementary School offered Extended Learning Opportunities (ELO) after school The ELO sessions were small group sessions addressing the individual student deficiencies in MO Learning Standards as well as basic reading and math skill deficiencies Students were able to work with a certificated teacher who designed intervention strategies based on their individual needs

Time 330 - 530 ELO Sessions

Dates

March 20

April 3 April 4

April 10 April 11

April 17 April 18

April 24 April 25

May 1 May 2

May 8 May 9

May 15 May 16

2 Ford Elementary School offered Intervention push-in and pull out during core content classes and library to further provide one-on-one instruction for students that struggled with MO Learn ing Standards and ba sic skills and Reading and Math Related Arts Interventionist are able to assist the Regular Education classroom teacher by providing additional support for students

Time See attached Related Arts Schedule attached

Dates Monday-Friday

Instruction in other subjects and enrichment activities that contribute to a well-rounded education including for

example physical education service learning and experiential and work based learning opportunities that are

provided by partnering as appropriate with other organizations

SPRINGBOARD TO LEARNING

Number of Sessions2 10 (1 Hour Each Session for 3 classes) Teaching Dates 215 222 31 38 315 322 45412418425

19 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

GATEWAY TO THE GREAT OUTDOORS (GGO) - GGO provided outdoor skills to students that were aligned to MO

Standards (Plant life life science etc)

Wash U Brain Discovery- Provided students hands on opportunity to learn about the five senses and the brain

Junior Achievement Finance Park- Student were able to learn about career choices employment opportunities and finance in a life stimulation experience

Time for teachers to collaborate plan and engage in professional development within and across grades and subiects

Teachers were able to collaborate plan and engage in Professional development in grade level and across

grade level Monday-Friday for 50 minutes each day

SECTION XG-TEACHERPRINCIPAL EVALUATION SYSTEM

Observations amp Feedback The Principal and Academic Instructional Coach will complete at least 10 observations

per week in which the observation feedback will be sent through Frontline After the observations teachers will

be scheduled for an individual feedback conference in wh ich the teacher and coach will identify an area(s) that the

teacher is proficient in as well as an area(s) that they can grow in Together they will set a date for the next

observation in which the coach will look for the growth areas identified

Data Team MeetingsPLCs Bi-weekly the grade-level team will meet with the Principal andor Academic

Instructional Coach to review instructional practices that affect student academic growth as evidenced by

observation data lesson plan review and student work products During these meetings the teams will also

review student growth data and set individual student and classroom goals based on district benchmark

assessments

Principal Evaluation Principals will be evaluated using the districts Performance Based Principal Evaluation tool The tool evaluates the principal in the following criteria

Leadership Implementation of Curriculum amp Initiatives Planning and Preparation Classroom Environment Instruction Professional Responsibility Student Growth

20 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

SECTION XH FAMILY AND COMMUNITY ENGAGEMENT

XH FAMILY AND COMMUNITY ENGAGEMENT

In our efforts to improve parental and community involvement we will be intentional with increasing parent

learning opportunities to assist them with providing and creating a nurturing home environment for their children

Parents will receive support with understanding and interpreting benchmark and state assessments home

learning activities and crisis resolution Our Family Community Specialist will work with partners in the community

to provide on-going support to our families in the areas of parental education crisis resolution and adult literacy to

increase parental involvement by at least 20 We will also build positive relationships with our families to

strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students

and school We will focus our efforts on improving communications with our parentsfamilies With the goal of

increasing student attendance and truancy we will encourage parents to work as our partner by participating in

sessions to discuss attendance and have discussions on how to improve As attendance and academics support one

another parents will receive training on how to interpret data and how it is connected to attendance As a result

we will encourage parents to send their child to school daily to increase our attendance rate School and family

events will be planned designed to foster parent and family involvement and to identify and embrace the cultural

differences among our families We would like to increase our parent volunteers to help support our efforts

Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

Listed below are some of the activities planned for our school

bull Ice Cream Social bull Open House bull Monthly PTO Meetings bull Grandparents Day bull Literacy Night bull Parent Conferences (2x per year-Fall and Spring) bull Math Night bull Winter Program bull Science Night bull Black History Program bull Muffins with MomDonuts with Dad bull Reading with Moms and Dads bull Game Night bull Family Fun Day bull End of the Year PromotionsCelebrations

21 I P i g e

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

REVISIT ANNUAL ACTIVITIES

Event Date Evaluation Timeline

Teachers return to work August 2018 August 2018

PD (beginning of year August 2018 - May 2019 Monthly

and monthly)

Ice Cream Social August 2018 August 2018

Open House August 2018 August 2018

Kids Day September 2018 September 2018

Literacy Night September 2018 September 2018

Donuts with Dad October 2018 October 2018

Parent Conference Day October 2018 October 2018

March 2019 March 2019

Math Night November 2018 November 2018

Winter Program December 2018 December 2018

New Years Eve January 2019 January 2019

Celebration

Black History Program February 2019 February 2019

Reading with Moms amp March 2019 March 2019

Dads

Science Night March 2019 March 2019

Apri l 2019 Muffins with Mom April 2019

May 2018 May 2018 Game Night

Community Fair May 2019 May 2019

End of Year Promotions May 2019 May 2019

amp Celebrations

22 I rd g e

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page

We will also work with our community partners to strengthen our connection with our community so they

can help support our academic needs

Describe how each SIG school is engaging families and the community with LEA support Cadre IV schools are partnering with Uampl-RISE to strengthen the home to school partnership to increase positive parental involvement U amp I RISEs parent empowerment curriculum Tapping Our Parental Power (TOPP) representative will provide ongoing professional development and work collaboratively with the family and community specialists at each school site This work will involves defining and creating conditions that cause parents to recognize acknowledge embracer and exercise their power as the primary influence and educator in their childrens lives by equipping parents with the information and tools they need to intentionally create a home environment that supports their expectations and desires for their childrens school life success TOPPS professional development for Family and Community Specialists began during pre-implementation providing participants with tools and resources with which will continue for the 2018-19 school year

In addition to school bulletins informing parents of curricular resources and homework help strategies Additionally during the June professional development teachers prepared folders for each student at each school with information on how to access both the Achieve3000 resource from home as well as the Renaissance Mathematics programs with the idea that each student will have goals based on objectives mastered for mathematics and increased levels for reading Incentives will be provided to schools teachers and students based student performance assessments novels read and mastery These will be extensively shared with parents informing them of ways they can be involved in assisting their child in closing academic gaps

23 I Page