1. Processes, Procedures, and Requirements
Arizona Department of Education School Improvement and Intervention Priority and Focus School
Processes, Procedures, and Requirements

2. School Improvement and Intervention Mission
To build LEA and school capacity through a comprehensive system of support that ensures effective and sustainable teaching and learning environments that result in high academic achievement.

3. School Improvement and Intervention Updates
ESEA Waiver
School Improvement Labels
Parent Notification Letters
7 Turnaround Interventions for both Priority and Focus Schools
Letter from feds, September. Label 3 years

4. How did we get our label? Title I School
Priority School
Focus School
Title I School
Lowest Performing-Traditional and Alternative
Low Graduation Rate-Traditional
Title I School
Low Achieving Sub-group-Traditional and Alternative
With-in School Gap-Traditional
Low Graduation Rate-Traditional
Alternative Focus school amendment

5. What does our label mean?
Priority School
Focus School
Required to implement ALL 7 Turnaround Interventions in School Continuous Improvement Plan
Evaluate site leadership based on turnaround competencies and determine if leader needs to be replaced or reassigned
LEA and principal attend leadership development
Required to implement the 7 Turnaround Interventions that address the reason for focus identification in School Continuous Improvement Plan

6. GUIDANCE FOR PRIORITY-SIG PRIORITY, AND FOCUS SCHOOLS
GUIDANCE FOR PRIORITY-SIG PRIORITY, AND FOCUS SCHOOLS

7. SII System of Support
The School Improvement and Intervention (SII) unit implements a Multi-Tiered System of Support for Priority, Focus, Priority-SIG and Universal schools.
The System of Support consists of four components:
Technical Assistance/Support
Professional Learning
Progress Monitoring
Compliance Monitoring
LEA’s with Priority-SIG, Priority, and Focus schools will receive differentiated support based on the needs of the LEA and school.
As LEA’s and schools make progress the level of support and monitoring will gradually decrease.

8. Multi-Tired System of Support
Priority
Intensive
Focus
Targeted
Title I
Universal
More Need
Less Need

9. Technical Assistance Priority Focus Universal Assigned SII Specialist
Implementation Specialist for grant funded schools
On-site support visits based on needs
Support developing, implementing & monitoring LCIP & SCIP, grant application & funding process
Peer Network Partnerships
School Improvement Webinars
Assigned Title I Program Specialist
School Improvement Webinars
Website access to improvement tools 

10. Professional Learning
Priority
Focus
Universal
Leadership Development
Targeted Professional Learning:
Curriculum, Instruction, Assessment
7 Turnaround Interventions
Turnaround or Transformation Model
Other ADE PD
Peer-panel Webinars focused on the 7 Turnaround Interventions
Support in finding ADE PD aligned to LCIP and SCIP
Quarterly networking opportunities

11. Progress Monitoring Priority Focus Universal
Semi-annual progress monitoring visit (Solution Team)
Semi-annual progress monitoring report by ADE
Annual review of Self- Readiness Assessment
Benchmark & Leading Indicator data submission (3 x a year)
School improvement survey
Website access to progress monitoring resources
Progress monitoring differentiated by needs (Solution Team)
Progress monitoring report by ADE following visit
Website access to progress monitoring resources

12. Compliance Monitoring
Priority
Focus
Universal
Documentation of Title I set-aside
Parent Notification Letter
Continuous Improvement Plans on ALEAT
Fiscal Review (if Grant Funded)
Budget
Quarterly fiscal monitoring
Amendments
Cash Management
Completion Reports
LCIP and SCIP on ALEAT
Priority gets fiscal reviews as well.

13. Priority and focus Schools
Progress Monitoring
Priority and focus Schools

14. Priority Schools Differentiated monitoring visits (Minimum 2)
First visit-Solutions Team Visit (1st Semester )
Second visit- Progress Monitoring (2nd Semester )
Differentiated monthly off site support:
Self-Readiness Assessment
Implementation of 7 Turnaround Interventions
Implementation of strategies and action steps in CIP

15. Focus Schools Differentiated on-site monitoring visits (1-2)
Initial visit—Solutions Team
Progress Monitoring as Needed
Differentiated quarterly off site monitoring support:
Self-Readiness Assessment
Implementation of 7 Turnaround Interventions
Implementation of strategies and action steps in CIP

16. 7 Turnaround Interventions
Strong, Effective Leadership
Intervention 2
Effective Teachers
Intervention 3
Additional Instruction Time
Intervention 4
Strengthen Instructional Program Based on Student Needs
Intervention 5
Data Informs Instruction
Intervention 6
School Environment Focused on Achievement/ Non-Academic Factors Affecting Student Achievement
Intervention 7
Engaging Families and Communities

17. Priority PMI
The PMI serves as a periodic reflection/evaluation for the SEA, LEA and schools to monitor and assess their progress and identify next steps toward full implementation of their LCIP/SCIP strategies and action steps based on the 7 Turnaround Interventions.
The data gathered in the PMI supports evaluation, sustainability, continuous improvement and compliance monitoring.

18. Focus PMI
Will only address the interventions in their SCIP

19. Levels of Implementation

20. Priority and Focus Schools
Required Documents
Priority and Focus Schools

21. Self Readiness Assessment
Priority and Focus Schools
Completed:
By School
Once a year
Purpose:  A tool for school to conduct a needs assessment around the 7 Turnaround Interventions.
November 1, 2014
*If date falls on a weekend, due on the Monday after date.
Complete the Self-Readiness Assessment by rating each of the indicators for the 7 Turnaround Interventions. Determine and record evidence to support findings. Determine and record the primary concerns/successes, root causes and action steps for CIP.
Submitted:
BY LEA and School
On ALEAT
The Self-Readiness Assessment (SRA) is a mandatory component of Arizona’s Flexibility Request and the school improvement process for schools in Focus and Priority status.
The SRA:
Is based on the 7 Turnaround Interventions, which serve as the foundation of Arizona’s school improvement process.
Findings are intended to direct the school’s improvement plan (SCIP) development and the LEA’s (LCIP) actions to support school improvement plan (SCIP) implementation.
Will guide ADE’s feedback and recommendations to schools.

22. Continuous Improvement Plans (LCIP and SCIP)
Address 7 Turnaround Interventions through strategies and action steps within your School Continuous Improvement Plan (SCIP)
Address the LEA support to implement strategies and action steps in the LEA Continuous Improvement Plan (LCIP)

23. CIP Plans in ALEAT Refer to the Guidance Document Include additional
Include
additional
school goals
to address the
bottom 25% in
reading and
math

24. CIP Plans in ALEAT
Use the Intervention Tags to identify which action steps address which specific Turnaround Intervention
Use Both Tags:
Focus or Priority
Intervention number

25. Priority-SIG, Priority, and Focus Schools
Data Summary
Data Summary
Priority-SIG, Priority, and Focus Schools
Completed:
By School
Three times a year
Purpose:  A tool for school to analyze school data trends, reflect on performance and determine next steps.
October 1, 2013
February 1, 2014
June 1, 2014
*If date falls on a weekend, due on the Monday after date.
Complete Data Summary and Narrative Questions using student performance data.
Submitted:
BY LEA and School
On ALEAT
Oct. 1, 2013
Feb. 1, 2014
The data summary serves as a periodic reflection/evaluation for LEA and schools to assess their progress toward improving student achievement.
In addition, data should be used to strengthen program or activities, guide professional development and to refine performance measures.

26. Important Dates to Remember
Document
Submit
Due Date
LEA Continuous Improvement Plan (LCIP)
ALEAT
October 1, 2013
School Continuous Improvement Plan (SCIP)
November 1, 2013
School Improvement Self-Readiness Assessment (SRA)
ALEAT -Instruments
First School Improvement Data Summary Report
ALEAT-Instruments
Second School Improvement Data Summary Report
February 1, 2013
Third School Improvement Data Summary Report
June 1, 2013
ALEAT School Improvement Reports- go to instrument tab at LEA level.

27. Who gets them and how do we apply?
GRANTS
Who gets them and how do we apply?

28. Priority and Focus Grants
The purpose of the 1003(a) School Improvement Grant is to assist schools identified as Priority and Focus in improving student achievement.
The strategy is to use the 7 Turnaround Interventions to support LEA’s and schools in their on-going improvement efforts.

29. Application Process
The application is a part of the school improvement planning process including:
a needs assessment
identification of highest needs
selection of appropriate supports
statements of outcomes and evaluation
commitment and capacity
sustainability
creation and maintenance of a budget
Expected to be completed at the LEA level with active participation from the school leadership team.

30. Needs Assessment
In this section, describe the LEA and school site’s needs assessment process, primary concerns and primary issues/root causes for student performance and for each of the 7 Turnaround Interventions.
You may use the
Self-Readiness Assessment
Prior Solutions Team Report
Progress Monitoring Reports
Reflective Summary
Needs Assessments the LEA and/or school has completed
What does it mean to describe primary concerns for each of the turnaround interventions? Are we expecting 7 root causes?

31. Support Options for the 7 Turnaround Interventions
Using evidence from the needs assessment, determine the top two to three interventions your school improvement grant will fund.
The funds will be used to provide additional supports aligned to the interventions and the reason you are in school improvement.
LEA and School Implementation Specialist
Professional Learning
Educational Service Providers

32. LEA and School Improvement Implementation Specialist (IS)
Assists in the development and/or revision of LEA and School Continuous Improvement Plans
Supports the collection and use of data to monitor implementation of improvement plans
Coaches, mentors and provides professional learning around:
LEA and school leadership
Curriculum and instructional systems
Supplemental supports and intervention services
Data, assessment and evaluation
Stakeholder relations

33. Implementation Specialist cont.
Attends leadership development trainings with LEA and school:
IS and LEA/school leadership use trainings as collaboration time
IS ensures that best practices from trainings are implemented and monitored
Reviews the alignment of resources (human, fiscal, etc.)
Facilitates participation in peer network opportunities

34. Implementation Specialist cont.
The IS will be contracted for no more than 50 days of service for each school year. The 50 days will include:
A minimum of 10 on-site full day visits (8 hrs. per full day)
Those with greater needs will receive additional on-site visits
On-going desktop support (go-to meetings, webinars, phone calls)
Attendance with LEA and school at leadership trainings
Implementation Specialist provides monthly feedback through a Coaching and Mentoring Log (CML), documenting:
Strategies and actions steps currently being addressed
Support provided to the LEA/school
Next steps and timeline for implementation

35. Professional Learning
Priority and Focus Schools will have targeted professional learning focused on leadership development:
AZ LEADS- The Leadership Institute
AZ LEADS plus the School Administrator Manager (SAM)
National Institute for School Leadership (NISL)
Turnaround Curriculum Leadership Development
Beat the Odds
Leadership development is a requirement
for Priority Schools.

36. AZ LEADS Leadership Institute
8 days per year
Implementation Specialist (recommended)
Teams of 2 or 3 members consisting of:
Principal (mandatory)
Superintendent(or designee)
Campus Staff Member
Understand & articulate the relationship & connection between curriculum, instruction & assessment (including AZCCS)
Create a culture of ADULT learners
Create & facilitate EFFECTIVE Learning Teams
Keep staff focused on results & the desire to move forward

37. What is SAM?
School Administration Manager-National Sam Innovation Project
Professional Development process for principals:
Readiness
Baseline Data Collection
Daily Time-Track meeting
Monthly Time Change Coaching
Year later Data Collection
Relies on reflective practice and data collection, use
Adds an average of 27 days of instructional leadership time in the first year

38. Change of principal’s use of time leads to:
Improved teacher practice
Increased student engagement
Increased parent engagement
Student Achievement

39. NATIONAL INSTITUTE FOR SCHOOL LEADERSHIP (NISL)
Executive leadership program grounded in research and practice focused on improving instruction
Cohort-based, creating professional learning communities.
NISL program content includes:
Conceptual Framework for Strategic Thinking
Principles of Teaching and Learning
Subject-area Knowledge
Coherence & Alignment of Instructional Systems
Elements of a Standards-Based Instructional System
Instructional Coaching Process

40. NISL cont.
NISL’s Executive Development Program emphasizes the role of principals as:
strategic thinkers
instructional leaders
creators of a fair and caring culture in which all students meet high standards.
NISL program components includes :
Regional Leadership Team Cohort Meetings lead by NISL facilitators (every 6 weeks for 18 months)
Leadership Coaching in Schools (throughout academic year)

41. Turnaround Curriculum Leadership Development – Intervention
Program Components
Institutes (10 days / year)
Regional Meetings with Trained Facilitators (6 days / year)
Leadership Coaching in Schools (throughout academic year)
Requirements - Must Attend All Program Components in Teams – Principal, Two Teacher Leaders, District Representative
Must participate in evaluation process and will receive information in a feedback loop (survey results, interview results)
Content
Assessment Literacy
Common Core Curriculum
Instruction, Student Engagement
Capacity / PLCs
School Culture
Community Relationships

42. A strong and steady principal, x
Our MISSION is to significantly improve individual student achievement in low-income, minority intensive schools in Arizona.
Our PROGRAM is based on research conducted by the Center for the Future of Arizona and Jim Collins, author of Good to Great.
Academic achievement improved significantly when six characteristics are present at the school:
A strong and steady principal,
The establishment of a clear bottom line,
On-going assessment,
Collaborative solutions,
A program built to suit individual students and
A commitment to successful established programs.

43. x
Our GOAL is to teach principals how to apply the six characteristics of successful schools. Since 2007, we have provided support for over 167 principals in Arizona.
Our Services:
Individualized mentoring program for principals- Five hours per month
Partner meetings for principals- Six per year, networking and collaborative activities with peers
Online resource center

44. Educational Service Provider
An educational service provider may be contracted with through the LEA/school to provide support for one or more of the 7 Turnaround Interventions.
For example, someone to provide staff development on Essential Elements of Instruction or the Common Core State Standards.
A scope of work will need to be provided.
If a provider has not been identified, must provide a detailed description of the Turnaround Intervention the service will support as well as the following statement: “Educational Service Provider to be determined in consultation with School Improvement and Intervention section of ADE.”

45. Outcomes and Evaluation
In this section, for each of the support options chosen (professional learning and/or educational service provider) provide a minimum of three expected outcomes the training/service will support in improving student achievement; and
For each of the outcomes, an evaluation plan that will be used to monitor the progress towards meeting the outcomes must be provided

46. Commitment and Capacity
In this section, describe the commitment and capacity the school board, LEA and school site principal will take to ensure effective implementation of the 7 Turnaround Interventions and adhere to grant requirements including programmatic and fiscal management.

47. sustainability
In this section, describe how the capacity of the LEA and/or school will be enhanced to continue school improvement efforts once the grant funding/additional supports are no longer available.

48. Budget Process
In this section, complete the budget summary and line items description in the grant application.
If applying for more than one school site, then you must complete the school site budget for each site. You must also include each site by site number and name in the line item descriptions.
In addition to options in the grant guidance budgets may include travel and/or substitutes to attend trainings.

49. Budget Process cont.
If requesting an Implementation Specialist or NISL the amount requested will be entered in Section II Site Information (in the application) NOT in your budget summary and line item description.
If requesting an Implementation Specialist, the amount requested will be entered into your Site Information section. The amount will be $20,000 and may be amended to reflect the actual amount of the contract once your Implementation Specialist has been assigned by ADE.
If requesting leadership development, the amount requested for NISL will be entered into your Site Information section. The amount requested for all other leadership development will be entered into your site budget summary and line item description.

50. Grant Assurances and Release Letters
All grant recipients will be required to sign the Priority and Focus Grant Agreement LEA Assurances.
If choosing an Implementation Specialist (IS) or NISL training, the LEA will need to give permission in the grant application and sign a letter authorizing ADE to utilize a portion of the LEA’s school improvement grant assistance funds to cover the costs for IS and/or NISL.

51. FUNDING IS BASED ON RECEIPT OF
Budget process cont.
Grant awards will not be made to Local Education Agencies (LEA’s) that are out of compliance with state or federal requirements.
FUNDING IS BASED ON RECEIPT OF
FEDERAL FUNDS TO ADE.
In the event that anticipated federal funding is decreased, a proportional decrease will be made to all awardees.

52. Final Grant Scoring Sheet
Grant Scoring Process
Final Grant Scoring Sheet
School Name:
Section
Points Possible
Points Received
General Information & Contact Information
1 Points
Site Contact Information
Accountability Labels
Priority Schools-10 Additional Points
Needs Assessment
21 points
Outcomes & Evaluation
Commitment & Capacity
15 points
Sustainability
6 points
Budget
80 Total Points
Discuss how grants will be scored using criteria in guidance. Applications will be ranked. Priority schools receive additional 10 points

53. Important Dates for Priority and Focus Grant
September 3-Grant release
September 24-Grant due
September 26-October 11-Grant Review
October 11-October 30-Grant approval and Award Letters
November 1-Grant draw down

54. Q & A x

55. Contact Information
Dan Brown, Deputy Associate Superintendent
Robert Gray, Director of Operations
Laura Toenjes, Director of LEA and School Improvement
John Black, Director of LEA and School Improvement
John Cortez, Director of Fiscal Compliance and Monitoring
Jan Pender, Education Program Specialist
Devon Isherwood, Education Program Specialist
Steve Henneberg, Education Program Specialist
Mary Arno, Education Program Specialist
Belinda Balough, Education Program Specialist
Lisa Cogan, Education Program Specialist
Scott Maxwell, Education Program Specialist
Cindy Richards-Administrative Assistant
Felicia Francis-Program Project Specialist
Contact