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School Improvement Grant Section 1003(g)

Cohort 4—Fiscal Years 2014, 2015, and 2016

Local Educational Agency Request for Applications

Applications are due to the California Department of Education no later than 4 p.m. on

September 8, 2016

California Department of Education Improvement and Accountability Division

School Turnaround Office 1430 N Street, Suite 6208

Sacramento, CA 95814-5901 916-319-0833

http://www.cde.ca.gov/sp/sw/t1/sig09.asp

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Local Educational Agency (LEA) Name: Palmdale Elementary School District

LEA National Center for Education Statistics (NCES) Number:

0629580 County Name: Los Angeles

County/District Code: 1964857

LEA Address: 39139 10th ST E

Total Grant Amount Requested: $9,982,771.00

City: Palmdale

Zip Code: 93550

Name of Primary Grant Coordinator: Janet Simons

Grant Coordinator Title: Coordinator of Categorical Programs

Telephone Number: 661-789-6752

Fax Number: 661-789-6788

E-mail Address: [email protected]

CERTIFICATION/ASSURANCE SECTION: ☐ As the duly authorized representative of the applicant, I have read all assurances, certifications, terms, and conditions associated with the federal SIG program; and I agree to comply with all requirements as a condition of funding. ☐ I certify that all applicable state and federal rules and regulations will be observed and that to the best of my knowledge, the information contained in this application is correct and complete. Printed Name of Superintendent or Designee: Raul Maldonado

Telephone Number: 661-947-7191

Superintendent or Designee

(Blue Ink):

Signature

Date: 9-6-16

Section I: Introduction

Application Cover Sheet School Improvement Grant

ohort 4—Fiscal Years 2014, 2015, and 2016 Application for Funding

APPLICATION RECEIPT DEADLINE

September 8, 2016, 4 p.m.

C

Submit to the following address: California Department of Education Improvement and Accountability Division School Turnaround Office 1430 N Street, Suite 6208 Sacramento, CA 95814-5901 NOTE: Please print or type all information.

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Schools to Be Served

An LEA must submit the list of schools it commits to serve, their NCES number (available at http://nces.ed.gov/datatools/index.asp), eligible Tier level of each school selected for improvement, and the selected intervention model for each category of identified schools listed. Schools currently served with Cohort 2 or Cohort 3 SIG funds are not eligible to apply. The seven models that the LEA may select for each school are: (1) California State-determined Intervention Model; (2) Restart Model; (3) Evidence-based, Whole-school Reform Model; (4) Turnaround Model; (5) Transformation Model; (6) Closure Model; and (7) Early Learning Model. A complete description of the model requirements is located in the Guidance on School Improvement Grants for awards made with FYs 2014, 2015, and 2016 funds located at http://www2.ed.gov/programs/sif/sigguidance032015.doc.

School Name NCES ID # Tier I Tier II Tier III

Intervention Model

(Tier I AND II only)

Planning Year

Yes/No

Tumbleweed 062958004577 x CA SDIM yes Total Number of Schools Implementing the California State-determined Intervention Model (CA SDIM):

1

http://nces.ed.gov/datatools/index.asp

http://www2.ed.gov/programs/sif/sigguidance032015.doc

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Waiver The waiver listed below would allow any LEA in California that receives SIG funds to use those funds in accordance with the FY 2014 SIG final requirements and the LEA’s application for a sub-grant. The waiver period of availability will automatically apply to all LEAs with approved applications.

• Waive the 40 percent poverty eligibility threshold in Section 1114(a)(1) of the ESEA to permit an LEA with an approved application to implement a school wide program (SWP) in a Tier I or Tier II school that does not meet the poverty threshold (Note: Tier I or Tier II Title I schools only).

The LEA must indicate for which schools it will implement the SWP waiver in the table below.

The LEA must check each waiver that the LEA will implement. If the LEA does not intend to implement the waiver with respect to each applicable school, the LEA must indicate for which schools it will implement the waiver. .

Implementing a SWP in a Tier I or Tier II Title I participating school that does not meet the 40 percent poverty eligibility threshold.

List of Schools implementing SWP waiver: Not Applicable

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General Assurances, Sub-grant Conditions and Assurances, and Certifications (Page 1 of 4)

Required for all Applicants Note: All sub-grantees are required to retain, on file, a copy of these assurances for your records and for audit purposes. Please download the General Assurances form located on the CDE Funding Tools and Materials Web site at http://www.cde.ca.gov/fg/fo/fm/generalassurances2016.asp. Download the following three forms from the CDE Funding Tools and Materials Web site at http://www.cde.ca.gov/fg/fo/fm/ff.asp. The signature on the front of the application and the marking of the checkboxes indicates acknowledgement and agreement to all assurances. (Do not submit as part of the Request for Applications [RFA]).

1. Drug-free Workplace 2. Lobbying 3. Debarment and Suspension

http://www.cde.ca.gov/fg/fo/fm/generalassurances2016.asp

http://www.cde.ca.gov/fg/fo/fm/ff.asp

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Sub-grant Conditions and Assurances As a condition of the receipt of funds under this sub-grant program, the applicant agrees to comply with the following Sub-Grant Conditions and Assurances. The U.S. Department of Education requires local educational agencies to adhere to the following assurances:

1. Use its SIG to fully and effectively implement an intervention in each Tier I and Tier II school that the LEA commits to serve, consistent with the FY 2014 SIG final requirements;

2. Establish annual goals for student achievement on the state’s assessments in

both reading/ELA and mathematics and measure progress on the leading indicators in Section III of the FY 2014 SIG final requirements in order to monitor each Tier I and Tier II school that it serves with school improvement funds, and establish goals, approved by the SEA, to hold accountable its Tier III schools that receive school improvement funds;

3. Include, in its contract or agreement with the LEA, terms and provisions to hold

the Charter School Operator (CSO), Charter Management Organization (CMO), or Educational Management Organization (EMO) accountable for complying with the FY 2014 SIG final requirements, if implementing a Restart Model in a Tier I or Tier II school;

4. Monitor and evaluate the actions an LEA has taken, as outlined in its approved

SIG application, to recruit, select, and provide oversight to external providers to ensure their quality, and regularly review and hold accountable such providers for their performance;

5. Monitor and evaluate the actions schools have taken, as outlined in the approved

SIG application, to sustain the implemented reforms after the funding period ends and that it will provide technical assistance to schools on how they can sustain progress in the absence of SIG funding;

6. Report the school-level data required under Section III of the FY 2014 SIG final

requirements to the SEA, including baseline data for the year prior to SIG implementation (this may include other data requested by the CDE); and

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7. Ensure that each Tier I and Tier II school, that the LEA commits to serve,

receives all of the state and local funds it would receive in the absence of the school improvement funds, and that those resources are aligned with the established interventions.

Furthermore, the California Department of Education requires local educational agencies to adhere to the following additional assurances:

1. In selecting the CA SDIM, the LEA must ensure that during the planning year it will identify and select one of the required Lead Partners and maintain the partnership throughout the grant period.

2. Ensure that the identified strategies and related activities are incorporated in the

revised LEA Plan and Single Plan for Student Achievement;

3. Follow all fiscal reporting and auditing standards required by the CDE;

4. Participate in a statewide evaluation process as determined by the SEA and provide all required information on a timely basis;

5. Respond to any additional surveys or other methods of data collection that may

be required for the full sub-grant period;

6. Use funds only for allowable costs during the sub-grant period;

7. Include in the application all required forms signed by the LEA Superintendent or designee;

8. Use fiscal control and fund accountability procedures to ensure proper

disbursement of, and accounting for, federal funds paid under the sub-grant, including the use of the federal funds to supplement, and not supplant, state and local funds, and maintenance of effort (20 United States Code § 8891);

9. Hereby express its full understanding that not meeting all SIG requirements will

result in the termination of SIG funding;

10. Ensure that funds are spent as indicated in the sub-grant proposal, and agree that funds will be used only in the school(s) identified in the LEAs AO-400 Sub-Grant Award Letter;



11. All audits of financial statements will be conducted in accordance with

Government Auditing Standards and with policies, procedures, and guidelines established by the Education Department General Administrative Regulations (EDGAR), Single Audit Act Amendments, and Office of Management and Budgets Circular A-133;

12. Ensure that expenditures are consistent with the federal EDGAR under Code of

Federal Regulations, Title 34 on the Web page located at http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html;

13. Agree that the SEA has the right to intervene, renegotiate the sub-grant, and/or

cancel the sub-grant, if the sub-grant recipient fails to comply with sub-grant requirements;

14. Cooperate with any site visitations conducted by representatives of the state, or

regional consortia, for the purpose of monitoring sub-grant implementation and expenditures, and provide all requested documentation to the SEA personnel in a timely manner;

15. Repay any funds which have been determined, through a federal or state audit

resolution process, to have been misspent, misapplied, or otherwise not properly accounted for; and further agree to pay any collection fees that may subsequently be imposed by the federal and/or state government;

16. Administer the activities funded by this sub-grant in such a manner so as to be

consistent with California’s adopted academic content standards;

17. Obligate all sub-grant funds by the end date of the sub-grant award period, or re-pay any funding received, but not obligated, as well as any interest earned over 100 dollars on the funds;

18. Maintain fiscal procedures to minimize the time elapsing between the transfer of

the funds from the CDE and disbursement; and

19. Comply with the reporting requirements and submit any required report forms by the due dates specified.

I hereby certify that the agency identified on page 13 will comply with all Sub-grant Conditions and Assurances described in ED Items 1–8 and CDE Items 1–19 listed above and the signature on page 16 indicates acknowledgement and agreement to all assurances.

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http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

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Palmdale School District – District Grant Team

Name Role Organization

Raul Maldonado

Superintendent Palmdale School District

Dr. Stacy Bryant

Deputy Superintendent Palmdale School District

Tracy Marsh Assistant Superintendent Human Resources Palmdale School District

Elena Esquer

Assistant Superintendent of Services

Educational Palmdale School District

Teresa Santamaria

Chief Business Officer Palmdale School District

Geoff Brown Director of Academic Achievement--Target Populations

Palmdale School District

Kelly Jensen Director of Curriculum and Instruction, TK -5 Palmdale School District

Barbara Gaines

Director of Curriculum and Instruction, 6-8 Palmdale School District

Dr. Frances Ufondu

Director of LCAP Palmdale School District

Al Tsai Director of Maintenance and Facilities Palmdale School District

Todd Cherland

Director of Child Nutrition Palmdale School District

Jessica Sevilla

Director of Transportation Palmdale School District

Mary Theus Interim Director of Personnel Commission Palmdale School District

Sandra McCoy

Assistant Director of Human Resources Classified

– Palmdale School District

Jim Smith Manager of Information Services Palmdale School District

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Janet Simons

Coordinator State and Federal Accountability Programs/ Parent Community Outreach


Christine Jones

Coordinator of Educational Technology Palmdale School District

Diana Nardi Coordinator Assessment and Accountability Palmdale School District

Dr. Victor Torres

Principal Tumbleweed Elementary Palmdale School District

Misti Larrick Assistant Principal Tumbleweed Elementary Palmdale School District

Marilyn Pearce

Curriculum Elementary

Resource Teacher Tumbleweed Palmdale School District

Kelly Kastel Learning Support Teacher and member school leadership team, Tumbleweed Elementary School

of Palmdale School District

Generosa Bisarra

Budget Tech Palmdale School District

Annette Slade

Budget Tech Palmdale School District

Rebecca Barragan

Parent Community Elementary

Liaison, Tumbleweed Palmdale School District

Hugo Estrada

President Teachers’

of the Palmdale Elementary Association (PETA)


Tammy Gabel

Director III of Regional District Support

System of School and Los Angeles County Office of Education

Becky Wetzel

Grant Consultant Bridges to Educational Excellence

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Executive Summary Summary

Response: The Palmdale PROMISE/La PROMESA de Palmdale embodies our commitment to: Pursuing Remarkable Opportunities to Marshall Innovation, Inspiration and Imagination for Success and Engagement – Promoviendo y Realizando Oportunidades Magnificas de Inovación, Inspración e Imaginación para un Sobresaliente Exito. These are our stakeholder and community priorities. Palmdale School District (PSD) is becoming a state leader in student success and innovation. This grant will help us rise!

Tumbleweed Elementary (TW) is a Tier I school eligible for the School Improvement Grant program (SIG). Palmdale School District is fully committed to serving and supporting all schools’ endeavors to improve student learning. TW School serves 990 students in grades TK-6. The student population includes 93% low income, 35% English Learners, 7% Reclassified Fluent English Proficient, 4% RSP, 3% SDC, 6% Speech and 4% foster and homeless students and the ethnic subgroups include 76% Hispanic, 18% African American and 6% other. The Palmdale School District serves the City of Palmdale and a small portion of unincorporated county. It encompasses the high desert community in the Antelope Valley in the northeastern part of Los Angeles County. Approximately 60 miles from central Los Angeles, Palmdale is geographically isolated from services and opportunities. The unemployment rate for Palmdale is 9.5%, higher than the 5% for the U.S. PSD will implement the California State-determined Intervention Model. The improvement plan for Tumbleweed School has four main areas of focus: Leadership Building, Teaching and Learning, Non-Academic Support and Family and Community Engagement. A. Leadership Building - Strong leadership, both district-wide and at the school site, is needed to implement a systemic change. The district supports a shared leadership model. Leadership training and development will be provided for all Tumbleweed site leaders and key teachers to build capacity and align internal systems. B. Teaching/Learning - Students in high poverty schools often do not have the executive functions skills to engage in higher academic learning. Tumbleweed, in partnership with RSDSS, will implement the following systems for all students: UDL (Universal Design for Learning), MTSS (Multi-Tiered System of Supports). C. Non-Academic Support - Support in non-academic and social-emotional areas is needed to be successful. The grant will provide the following: a) additional professional development for staff to implement PBIS, expansion of the RISE after school program, and the addition of a Social Emotional Learning Specialist. D. Family and Community Engagement - Parent involvement is critical to student success. The district will expand the Parent Community Center at Tumbleweed School, staffed by an additional Parent Community Liaison (PCL), to assist parents with wraparound (additional community, county and state) services/resources they may be eligible to receive. The center will have additional technology to assist the community with job applications and basic computer courses.

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Section II: Descriptive Information Element A: Needs Assessment (Required)

Tumbleweed School (TW) met with all stakeholders to analyze the needs of the school to determine the most appropriate intervention model for the school and community. Meetings were held to brainstorm the needs of the school using academic and non-academic data including SBAC results, CELDT, district benchmark assessments, diagnostic assessments, attendance data, behavior data, and stakeholder surveys. Stakeholders include school staff, leadership team, student ambassadors, parent groups and community members. The leadership team includes grade level lead teachers, support teachers, and administration. The team met to further discuss and research the services that would best serve our population of students and families based on the needs assessment. The SSC and ELAC met to look at data and identify student needs. The PTA also added their unique perspectives to the discussion. A Parent/Community meeting was held to solicit additional input. The Tumbleweed principal met with over 60 parent/community members and solicited their input regarding an action plan centered around school leadership, teaching and learning, non-academic student support and parent/community engagement. The concept of the UDL and MTSS was explained, including how it would benefit all students and subgroups. A major focus discussed was social emotional learning support and enrichment to increase student engagement. A student focus group, comprised of PROMISE Ambassadors and students from all grade levels, was included in the data review and discussion. They provided valuable input regarding their academic and social-emotional needs and discussed the intervention models.

CAASPP results show less than 50% of students met or exceeded the benchmark:

15/16 ALL 3rd 4th 5th 6th AA LI EL SWD RFEP

ELA 30% 23% 20% 46% 30% 14% 29% 5% 4% 60%

Math 16% 16% 14% 18% 15% 4% 16% 3% 5% 32%

CELDT data shows students scored significantly lower than state goals: AMAO 1 2015-16 2014-15 AMAO 2 2015-16 2014-15

<5 yrs. >5 yrs. <5 yrs. >5 yrs.

School 51.4% 45.0% School 15.7% 36.2% 12.6% 32.5%

State 62.0% 60.0% State 25.5% 52.8% 24.2% 50.9%

District benchmark data for 2015-2016 shows the percentage of students meeting or exceeding the standards in ELA and Mathematics as shown below:

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15/16 K 1st 2nd 3rd 4th 5th 6th

ELA 44% 39% 38% 31% 20% 19% 29%

Math 83% 81% 69% 47% 41% 54% 37%

The 2015-16 SPSA analysis with the Leadership team, SSC and ELAC showed the

school was not meeting performance goals including: implementation of RtI per the district’s 3-year plan, availability of resources to assist under-achieving students and ongoing instructional assistance and support for teachers (use of content experts and instructional coaches). In addition, the data reflects that 33% of Tumbleweed students have chronic or severe chronic attendance and the suspension rate is 11%.

The end-of-the-year Title I parent survey indicates a need for additional technology, safe school, student engagement and home/school connection to increase parent involvement. Finally, a S takeholder Survey was administered to parents, staff members, and district office administrators to prioritize the schools’ need. The results show that 40% of the stakeholders selected additional support staff and professional development as the first priority in increasing academic achievement. Access to state of the art technology and extra time for before and after school programs for both intervention and enrichment, was a close second with 36%.

The Turnaround Model and the Transformational Model include the removal of the principal. Dr. Victor Torres, the current principal has a strong curriculum and instructional background, an MBA in finance, experience at other low performing schools and is instrumental in identifying areas of focus for collaborative leadership and student learning. The Restart Model converts or closes and reopens a school as a charter school. Student achievement in local charter schools remains comparable or less advanced than what the district is currently offering. The Closure Model would severely impact other schools in the vicinity causing overcrowding, limited resources and difficulties for the families. In August 2016, the Palmdale School District implemented all day Transitional Kindergarten and Kindergarten on all campuses per the Early Learning Model. The four programs that meet the criteria for use as interventions in the Evidence-based, Whole School Reform Model: The Success 4 All Program has been previously implemented at the school through the Immediate Intervention Underperforming Schools Program Grant in 2000-2003 school years. The Institute for Student Achievement (ISA) model components have been implemented or incorporated into current district policies at all school sites.

Based on all academic and non-academic data reviewed by all stakeholders, the California State-determined Intervention Model was most closely aligned with the needs of the students, all stakeholders and the Palmdale School District’s PROMISE. With only one-third of the current teachers at Tumbleweed Elementary being members of the previous grant process, and with a huge reduction of experienced teachers across the district, it is imperative that we focus on improving teacher effectiveness through continued professional learning, new teacher training, and administrative effectiveness training. The implementation of the CA CSDIM would allow Tumbleweed the opportunity to enhance its pedagogy to meet the needs of all students.

Element B: Meaningful Engagement with Families and the Community (Required)

The district recognizes the importance of parent and community engagement and collaboration in ensuring the success of all students. The Palmdale School District provides each site with a Parent/Community Liaison to elicit parental involvement and input, as well as assist in facilitating positive parent, school, community and student relationships. In 2014 LCAP funds provided part-time bilingual Parent/Community Liaisons to all schools and based on stakeholder input during the annual LCAP review the position was increased to full-time.

Tumbleweed Elementary School provides a variety of ways to engage parents in order to contribute to the academic success of their children. The Parent/Community Liaison coordinates all parent events and assists the Curriculum Resource Teacher with the other parent advisory groups. Parent advisory groups include School Site Council (SSC), English Learner Advisory Committee (ELAC), GATE Parent Advisory Committee and Parent Teacher Association (PTA). Additional parent involvement opportunities include: Breakfast with the Superintendent, Coffee with the Principal, Parenting Partners classes, Project 2 Inspire, Technology Use classes, Family Nights, Sneak a Peek to meet the teachers, school-wide Title I meetings and Back to School Nights. Tumbleweed school has made a commitment to engage its diverse families and communities in powerful learning and collaboration by improving services to families and community members, and involving them in a two-way, meaningful decision-making process focused on student academic success. These parent groups promote and facilitate school events and provide a forum for input and discussion. They will continue to be the primary source of communication between the community and the district throughout the life of the grant and beyond.

A Family Resource Center has been established at Tumbleweed School with computer access, a lending library and supplies and materials for families to use in an effort to increase student academic understanding. Parents are invited by the Parent/ Community Liaison to utilize this center which is currently available every day for 1.5 hours per school day. With the grant, the Center will be open throughout the school day. Information about school programs and activities, as well as ways to become involved, is disseminated through Blackboard Messenger Phone System, Peachjar (a digital newsletter system), social media (Facebook and Twitter), printed fliers, school and district websites, parent/teacher meetings and events, and information from the Parent/Community Liaison. All information is available in English and Spanish.

At a district level, parents from Tumbleweed and all other district schools, are involved in the Superintendent’s Parent Advisory Committee, LCAP Parent Advisory Committee, District English Learner Advisory Committee, the LCAP Stakeholder meetings, adoption committee meetings, and other parent/community meetings. As well as participating in these groups, parents are surveyed annually using the Title I parent survey, EL parent survey, school wide program evaluation, and California Healthy Kids surveys in an effort to include parents in the decision-making process. The end of year Title I parent survey indicates that parents would like school funds to be used for technology resources (48%), parent workshops (42%), educational materials (38%), and parent resource center (33%).

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During the 2015-16 school year, 213 parents attended the Title I meetings, an average of 5 parents attended the SSC meetings, 15 parents attended the ELAC meetings, 6 parents attended the Parent Academy, 19 parents attended parenting classes and 17 parents attended the GATE Parent Advisory meetings. Additionally, less than 60% of parents attend Back to School Night and Parent Conferences. While these attendance rates are an improvement over previous years, we still consider this a huge area of concern and in need of focused attention.

The School Site Council (SSC) develops and monitors the Single Plan for Student Achievement (SPSA) and oversees the school budget to ensure funds are spent as outlined in the SPSA. Two-way written communication occurs between SSC and ELAC monthly. This ensures input is shared and considered by both committees in order to address school needs. Representatives from the SSC are also on the ELAC, DELAC, Parent Advisory Council all of which bring information, questions and requests back to the SSC for consideration through regular reports at each SSC meeting. Additionally, throughout the period of the grant, the SSC will agendize discussion of progress made towards the SIG goals. and solicit input from all parent advisory groups.

Given the results received from the wide variety of stakeholder feedback, the grant will include the following: 1) Additional technology resources for students, including 1:1 devices and model classroom technologies and furniture to improve the teaching and learning environment, 2) Additional parent workshops focused on parenting skills and technology skills offered through the new Parent/Community Center to all community members, 3) In alignment with district initiatives, additional educational materials, including S.T.E.A.M. science classrooms equipped with the latest technologies and offering the NGSS science curriculum (provided by district funding), 4) Adding a Parent/Community Center to the campus that will be staffed with an additional full time Parent Community Liaison and will be open to the community throughout the day.

Within the time constraints of the grant, all available parent groups were provided with information pertaining to the grant and opportunities to voice their opinion as to the model of intervention that would best serve the students and families of Tumbleweed Elementary. The grant will be an on-going topic of discussion throughout the life of the grant thus ensuring accountability, meaningful communication opportunities and transparency of process to the Tumbleweed community. Various surveys (both district and site generated) will be used to provide information from the community to the site as to how we are doing in regards to implementation of the grant. Ongoing review of data will be shared with the various parent groups to increase awareness of progress towards goals and to solicit additional input.

Element C: Demonstration of Capacity (Required) Through the Palmdale PROMISE and LCAP, the PSD consistently determines,

reviews and monitors goals in order to set the stage for long-term growth of school capacity and student achievement by focusing on a few goals and outcomes that align critical support for leadership, teaching, and student learning. The PSD realizes the need to develop system coherence in order to improve academic and behavior programs, interventions and enrichment to improve student outcomes. Partnerships with Michael Fullan and Jay Westover of InnovateEd (support and consultation) will provide the “right drivers” for developing capacity and coherence; defined, strategic focus aligned with student learning needs; the engagement of all staff in collaboration, co-learning and shared accountability for the sustainable improvement of student achievement. Implementing an instructional coherence framework that shifts the focus to developing student skills and us ing evidence of learning to inform continuous improvement of practices is necessary in order to gain positive and college readiness outcomes. In order to provide more opportunities to engage in what high quality first instruction looks like. Teachers will participate in learning walks. The grant will provide for hiring two (2) on-site substitute teachers that will work exclusively at Tumbleweed school. One (1) additional Learning Support Teacher will provide onsite professional learning, lesson studies, data review, and demo lessons to build teacher capacity.

Staff attendance is critical to ensure the continuity of the learning environment for students. The grant will provide for quarterly attendance incentives for all classified and certificated employees to promote better staff attendance, improve good instruction, and model good attendance for students.

The PSD has implemented Capturing Kids’ Hearts (Flippen Group) district-wide. This research-based process is designed to strengthen students’ connectedness to school through enhancing protective factors (strong bonds with teachers and clear rules of conduct) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). Tumbleweed’s suspension rates, referrals, and absences reflect the need to develop caring relationships throughout the campus. The grant will provide for the addition of five (5) additional noon duty aides will assist with conflict resolution, support the PBIS program, and improve the overall school culture. One (1) Bi-lingual Clerk/Typist to coordinate with one ( 1) Assistant Principal to effectively implement Attention 2 Attendance (A2A). The AP will also work on student attendance incentives and interventions for student discipline to allow the principal additional time to focus on being the site instructional leader.

The district provides each site with a Learning Support Teacher (LST) in order to assist the site in coordinating the RtI process including the transition to a Multi-Tiered System of Supports (MTSS). While the district has worked to align its systems, there remains a need to fully implement a coherent MTSS to address students’ academic, social, and behavioral needs; improve school climate, decrease inconsistent use of discipline, increase students’ feelings of safety, and student-staff positive relationships through implementation of Capturing Kids Hearts and Foundations Positive Behavior Intervention & Support (PBIS). To this end, the district will hire one (1) Social Emotional Learning Specialist (SELS) to provide group counseling, mental health assistance, and support positive student behavior, which is crucial to meeting the needs of all students, but in particular the special education and foster care students. The PSD plans to hire

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one (1) English Language (EL) coach to work with teachers to better support those students who are English Language Learners and those students identified as long- term EL students, as their needs are different and services must be tailored to meet their specific needs.

Twenty-five percent of the Tumbleweed teaching staff is new to Tumbleweed with 11% being new to the teaching profession. The PSD Teacher Induction Program & Support (TIPS) program provides all site teachers new to the profession on-going curriculum planning, classroom management and student engagement support. Each new teacher receives a minimum of 60 hours of mentoring. Mentors meet weekly with the new teacher to discuss their individual needs.

With an emphasis on 21st Century skills, staff and students need additional support in the most effective way to utilize technology in the classroom. The district currently provides a full time Site Tech Liaison to assist with installing and maintaining the technology as well as two district level Technology Coaches. The grant will provide the addition of two (2) onsite instructional coaches to support staff members through on-going professional development focused specifically on t echnology and c urriculum integration as a tool to engage students and enhance learning.

Teaching the students of Tumbleweed executive function skills such as collaboration, planning, problem-solving, organization skills, reasoning, and time management is seen as a pr imary goal. Tumbleweed students face an environment devoid of opportunities to learn these basic skills that so many others take for granted. The goal is to provide focused practice time as well as the integration of the executive functions into the daily experiences of our students. Staff will need to be trained on both how to teach the skills and how to best integrate them into the daily student work. Key to meeting this goal is to provide training through RSDSS consultants for certificated and classified staff and additional training in Advancement Via Individual Determination (AVID) skills.

Funding for the plan will come from a wide range of sources including: Title I, Title II, LCAP, and will be c oordinated with the SIG funds. Board Members, the Superintendent, District Leadership Cabinet members, and the other district administrators will be responsible for ensuring that these resources will be used in a manner ensuring maximum effectiveness in the use of all resources; all Title I funds must be used to supplement other funding sources while not supplanting them.

PSD realizes that if change is needed, resources used for professional learning will have minimal impact without identifying the key leaders at the site. Using the current teacher contract language along with a strong teachers’ union, key players will need to be identified and developed using Tumbleweed’s current staff. PSD will not have the flexibility of transferring teachers to or from the site. The district and union leaders will work together to support all staff in order to meet district goals. Through the alignment of internal resources and high quality professional development, the district will develop effective instructional leaders and site administrators, as well as a cadre of teacher leaders. PSD is committed to demonstrating that a culture of learning can be developed at any site and can not only be sustained, but be used as a model for other sites and/or districts.

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Element E: Recruitment, Screening, and Selection of External Service Providers (All Other Models) (If applicable)

Element D: Recruitment, Screening, and Selection of External Service Providers (Restart Only) (Required) Response: not applicable

The PSD maintains a clear goal and focused mindset to ensure the sustainability of the reforms outlined in the grant. The purpose of an external support provider is not only to elicit expertise, but to sustain momentum in meeting the goals after funding or contracts have ceased. It is important to maintain this perspective to ensure that the improvement efforts will not simply be a short-term fix.

Any external services considered will be i nterviewed using rigorous criteria, references will be c hecked and when possible, site visits will be conducted to see results of their work. The district leadership team will determine if they are qualified to meet goals and to lead the school and district to the next level. The LEA will also determine if the external services will meet the needs and support the goals based on the extensive needs analysis. During the planning year, the LEA will develop a rubric and a common list of relevant questions to use in order to select an external support provider to create an evaluation and monitoring process.

Criteria for the External Service Provider (ESP) will be aligned with school goals, outlined services, materials to be used, and will be customized to meet requirements if necessary. It may also be customized to meet school goals when the criteria are above and beyond the ESP’s standard practice. The services and materials will be c learly aligned with the goals as outlined in the SIG plan.

In order to determine the ESP’s effectiveness, the stakeholders will analyze both qualitative and q uantitative data following a t imeline. During the planning year, the district and ESP’s will collaboratively develop instruments to collect data regarding teacher instructional practices, student achievement, student attendance and other indications of cultural change. ESP’s will assist the district in analyzing all data to determine the effectiveness of their services and the district’s implementation of grant activities. Stakeholders will utilize the data to modify and refine the next steps towards improvement.

Palmdale School District has chosen to continue a partnership with LACOE, specifically The Los Angeles County Regional System of District and School Support Region 11 (RSDSS) as an external provider. Having interviewed other recommended partners, we believed that RSDSS has a more developed set of resources that align both to the District goals of the Palmdale PROMISE, Tumbleweed Elementary’s goals for improving student achievement and the overall goal of improving district systems in an effort to ensure coherence across the district. Part of this partnership will include maximizing the coordination and alignment of RSDSS and their consultants’ services with SIG activities. RSDSS has proven knowledgeable about the grant process and provided invaluable support and direction. RSDSS will provide a wide range of technical support, professional development, and assistance with an emphasis on supporting systems change and school improvement. Specific to Palmdale, the Los Angeles County Office of Education (LACOE) will provide a range of professional development and support in the area of Universal Design for Learning (UDL) and transforming from

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an RtI model of support to the more comprehensive MTSS model. The process of determining professional learning goals specifically aligned to the needs of Tumbleweed, as outlined in this grant application, has begun through collaboration with the RSDSS Department at LACOE. The partnership will provide services beyond the current Palmdale School District professional development programs. RSDSS will increase Tumbleweed’s efforts in the following focus areas:

• Provide district and school leadership team training and ongoing support • Customize professional development focused on the needs of high priority

student subgroups • Coordinate comprehensive and targeted support and improvement activities • Maximize district and school use of data in support of instructional improvement • Direct consultations with the principal and school leadership teams around

school improvement strategies • Provide customized technical assistance related to implementation of school

wide initiatives Currently, Tumbleweed Elementary partners with the RISE after school program to

provide academic and enrichment support for 88 students. The RISE program is part of the After School Education & Safety (ASES) grant. Tumbleweed will expand its partnership with the RISE program in order to meet the additional demand of over 50 students on t he waiting list. RISE offers opportunities for students to participate in academic support and engage in a wide variety of enrichment opportunities after school, in a safe and encouraging atmosphere. On a daily basis the RISE program provides snacks, pre-teaching and re-teaching of key concepts, organized sports and homework assistance.

The Palmdale School District has an external contract to build capacity as instructional leaders for the district’s site administrators using the Principal Support Framework developed by the Center for Educational Leadership from the University of Washington. This framework helps school system leaders build capacity in the instructional leadership of its site administrators. This framework also builds a partnership between district office and school site leaders. As stated by Center for Educational Leadership (CEL), “Instructional leadership is learning-focused, learning for both students and adults, and learning which is measured by improvement in instruction and in the quality of student learning. Instructional leadership must reside with a team of leaders of which the principal serves as the ‘leader of leaders.’ A culture of public practice and reflective practice is essential for effective instructional leadership and the improvement of instructional practice. Instructional leadership addresses the cultural, linguistic, socioeconomic and learning diversity in the school community. Instructional leadership focuses upon the effective management of resources and of people: recruiting, hiring, developing, evaluating, particularly in changing environment.” (http://info.k-12leadership.org/4-dimensions-of-instructional-leadership

http://info.k-12leadership.org/4-dimensions-of-instructional-leadership)

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Element F: Alignment of Resources (Required) Tumbleweed receives additional funding through Title I and LCFF funds to support

their school programs and needs. With additional School Improvement Grant funding, the site will have the opportunity to build leadership, improve teaching and learning, better support students both academically and non-academically, and improve parent and community engagement.

All site administrators work with district personnel to align their budgets to their school needs assessment. All sites principals work extensively with their fiscal analyst to align and level their resources. Administrators and staff work with parent advisory committees for transparency, to elicit discussion, and determine allocation of funds. Site administrators are trained annually in categorical budgeting requirements, the development of the Single Plan for Student Achievement, and district protocols.

The district used data about student learning and teacher practices, aligned with the district’s vision and m ission, to determine school needs. It has identified and leveraged the resources of personnel, time, funding, technology, facilities, materials, expertise and partnerships for maximum benefit to all students and to achieve successful implementation of the plan. The needs assessment has identified the need for a whole child approach, solidifying the need for a m ore developed MTSS and Universal Design for Learning. Additionally, in engaging teachers in the work of Michael Fullan’s student learning model (My Learning, My Belonging, My Aspirations), they will be able to build learning environments that meet the academic and social/emotional learning needs of their students.

The District has an existing process to determine the base services of staffing that are provided to all schools and students. In the writing of this grant, all activities and staffing to be funded through SIG have been evaluated through a review process that has included the Assistant Superintendent of Educational Services, the Director of Curriculum and Instruction, the Tumbleweed Principal and representatives from the district's business office. They have evaluated all grant proposed expenditures to ensure they meet the supplement not supplant criteria and to leverage other district funding sources. These expenditures include items, materials and services not already provided by district funds.

Currently, the district has a coordinated approval process that includes program directors and the Assistant Superintendent of Educational Services along with our business office to ensure program compliance to avoid supplanting. With additional SIG funding, the SIG Coordinator will be included in the approval process as an additional step to ensure grant compliance and implementation.

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Element G: Modify LEA Practices/Policies (Required) For the first full year of implementation, 2017- 2018, the sixth grade classes will be

moved to the middle schools, in response to a goal outlined in the Palmdale PROMISE. The sixth grade students benefit from this change as it allows them to participate in specific STEAM academies that are in alignment with the high schools. This will provide additional classroom space allowing Tumbleweed School to utilize rooms for collaboration, providing academic interventions, social skills groups, and enrichment classes.

Implementation of the Multi-Tiered System of Supports (MTSS) will change the way the district services students in need of intervention. Current practice entails a district wide RtI process rather than a systemic approach of support for all students including low achieving and gifted. This change will bring about a paradigm shift in how students are supported. The use of the Universal Design for Learning (UDL) instructional strategies provides all students with opportunities for learning through differentiation of content, processes, and pr oduct. With California State Standards and aligned classroom instruction as the basis of instruction, systemic changes are sustainable. MTSS has a broader focus than the RtI process as it focuses and aligns all of the district’s initiatives, supports and resources. Not only does the MTSS look at providing academic supports but also includes a focus on non-academic skills and research-based behavioral interventions. The key being alignment of services for ALL students, believing every student can learn including students of poverty, English learners, students with disabilities, and all ethnic and cultural subgroups. Data collection continues to be an important component of any support system as it is critical to identify necessary supports, diagnosis of needs, and monitoring progress as research-based interventions are implemented.

Another aspect that will need to be considered and addressed is how the district will respond to future opportunities as it relates to the use of human and fiscal resources during the duration of the grant. In terms of personnel, it has been determined what practices and policies we may need to put into place as we implement the goals for Tumbleweed. Our discussion with the current union president has ensured that flexibility in language will be included in a memorandum of understanding for a possible longer work year, adding attendance incentives, and an extra 1.5 hours per week for staff members to meet as a collaborative team.

The Palmdale School District has, as a matter of policy, worked to train teachers to implement best practices in the classroom. With a g oal of providing teachers with professional development that includes sound pedagogy, teachers receive training from some of the most widely recognized educators in the country. The district works closely with LACOE to align program goals with training opportunities. The district will focus on goals outlined in the Palmdale PROMISE, purposeful capacity building at all levels, have transparency in decision-making using student achievement data and other data to determine needs and develop programs and policies. We will continue to utilize strategies that allow staff to learn from each other in a non-threatening, non-evaluative way while continuing to mark progress through feedback and supportive coaching.

Currently, the district is creating a ne w structure to support the site administrators. Principals have been placed in cohorts in order to visit other sites as

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part of a learning walk team as they collaborate and receive support related to the school’s goals and specific needs from district administration. The goal is to build leadership capacity. RSDSS will provide opportunities for our administrators to collaborate with other administrators across the Antelope Valley through the Antelope Valley Administrator Consortium. The PSD works along with other districts in the Antelope Valley through their monthly Antelope Valley Curriculum Articulation Council. However, the depth of focus and implementation of practice could be increased across the valley districts.

Deep learning for ALL students regardless of background or circumstances is the expected goal, with opportunities for success that move students forward towards academic achievement. This will include instruction on executive functions that will level the playing field for students from low-income communities, foster youth, English Learners, and Special Education students. Teaching the students to plan how to meet a few important goals, to persist by avoiding circumstances that will distract them from their goals, and how to work together; we can move our lowest performing students to higher levels of achievement. This will also include non-academic supports such as social-emotional learning. Previous supports included PBIS and school-based mental health. With the addition of new SIG funding, Tumbleweed will be able to extend Capturing Kids’ Hearts and PBIS. Additionally, we need to determine methods for developing intrinsic accountability, as well as external accountability for both students and staff.

Ultimately, we will continue on our path of fulfilling the Palmdale PROMISE, meeting LCAP goals, and aligning new bodies of work with the Coherence Framework, all while taking the district to new levels of transparency, collaboration, clear strategies for meeting goals, and increasing parent and community engagement. This will include deepening parent skills and knowledge to encourage partners in their child’s school instead of showing up for events. Parents will be actively involved in the training of other parents, facilitating clubs and groups, and truly being community partners, where all students are OUR students.

Element H: Effective Oversight and Support for Implementation (Required) In order for all stakeholders to provide two-way meaningful input, align resources

and continue best practices, in order to ensure sustainability, there needs to be substantial opportunities to inform stakeholders during the implementation process. Through our partnership with RSDSS, the principal and staff will receive technical assistance, consultation and professional development in the implementation of the CA-SDIM for both academic and non-academic improvement. The Assistant Superintendent of Educational Services, and the Principal, along with the SIG Coordinator will provide oversight for Tumbleweed and ultimately be responsible for the grant being followed as written. The district remains committed to supporting Tumbleweed through financial, academic and non-academic policies, providing resources and support in a timely manner. The Superintendent and Cabinet members will be informed on a monthly basis regarding the status of the SIG implementation process, from information provided by the Assistant Superintendent and the Site Principal.

The SIG Coordinator will meet with the Principal on a quarterly basis to safeguard compliance with the School Improvement Grant. Along with district personnel, the SIG Coordinator will support the school site to guarantee alignment of resources.

At the school site, the SSC and the ELAC will continue to monitor and review our implementation of the grant and our progress towards increasing student achievement and community engagement. Progress towards full implementation and achievement of goals will be a component of both the SSC and ELAC monthly agendas.

Along with the site administrators, teachers at Tumbleweed will utilize the Cycle of Inquiry when reviewing student data to determine growth. The Cycle of Inquiry model will be us ed for data driven decision-making, improvement of practices for higher student achievement, and professional growth.

Student PROMISE Ambassadors will continue to review implementation plans and provide feedback. This will ensure that student voices are heard and s tudents are provided with additional opportunity to grow their leadership skills and abilities.

PSD will provide and maintain oversight and support for implementation of the selected intervention as outlined in the chart below:

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Activity/ Timeline Oversight Completion Status

Ongoing Date Completed

SIG Coordinator - Oversite of funding and grant implementation in alignment with CDE reporting requirements

Janet Simons X

Provide ongoing updates to the PSD Board of Trustees

Raul Maldonado Elena Esquer

X

Provide notification to Tumbleweed Staff as to specifics of the grant - Planning and

Elena Esquer Kelly Jensen

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Pre-Implementation Year, Implementation Years 1-3, Sustainability Year

Dr. Victor Torres

Facilities upgrades, purchase of classroom furniture, and technology upgrades - Pre-Implementation Year, Year 1

Raul Maldonado Elena Esquer Christine Jones

Quarterly Meetings with Tumbleweed Key Leadership to advise re: corrective strategies, monitor and implement strategies outlined in SIG - Planning and Pre-Implementation Year, Implementation Years 1-3 and Sustainability Year

Raul Maldonado Elena Esquer Kelly Jensen Key Leadership

X

Hiring of Personnel including creation of new positions (as needed) - Planning and Pre-Implementation Year, Years 1-3 (as needed)

Raul Maldonado Dr. Stacy Bryant Elena Esquer Kelly Jensen

Process contracts for professional development with partners - Planning and Pre-Implementation Year, Implementation Years 1-3 (as needed)

Elena Esquer Kelly Jensen Dr. Victor Torres

Provide assessment oversight, monitor student growth

Elena Esquer Dr. Victor Torres Diana Nardi

X

Professional Development Elena Esquer Kelly Jensen Dr. Victor Torres External Support Providers

X

Contract language to support implementation of SIG

Raul Maldonado Dr. Stacy Bryant Hugo Estrada

Provide Oversight and submission of follow-up data to CDE

Elena Esquer Kelly Jensen Janet Simons

Ensure alignment of SIG with Palmdale PROMISE and LCAP goals

Raul Maldonado Elena Esquer Kelly Jensen Dr. Frances Ufondu

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Element I: Sustaining the Reforms (Required) Response: By building capacity through focused goals, collaboration and a culture

dedicated to learning from each other and our mistakes as we develop a new depth of program implementation, and support for each other we will be able to sustain reforms both at the school site and district level. Tumbleweed School will, as Fullan has indicated in his coherence framework, build capacity, meticulous practice, comprehensibility, progress monitoring, and refinement. The key leadership team will need to keep these coherence builders in mind as they routinely examine practices to determine next steps in light of maintaining sustainability.

The key component of our grant is professional development training and the coaching of our administrators, teachers and staff to build their capacity as leaders. In order to provide continuous support, we will need to invest in a trainer of trainer model so that key skills, strategies and supports remain long after grant funding ends. The current timeline requires that we diminish some levels of support as the grant cycle closes. However, we know that attrition and retirement will cause the school to need to train new people each year. By having key staff that can be a trainer of trainers we can build in support for new staff that comes into the school thereby sustaining programs and cultural changes that will occur with full implementation of the program. With an eye on how to maintain sustainability, we have chosen to put the majority of our funding allocation towards building capacity.

Our partnership with RSDSS is instrumental for the long term implementation of this grant. Costs associated with attending their training are minimal and training opportunities can be aligned to programs being offered. This is especially important if Tumbleweed is to be considered a pilot program to be replicated across districts and throughout the county. Other partners such as Penny Lane can help with maintaining support for our special needs students and students with behavioral issues.

One outcome of the previous SIG grant was that a number of the successful actions were then implemented at other sites and throughout the district. Our goal is to see actions from this grant incorporated into the long term vision for the district as well as a model of improvement for other school districts. To determine next steps across the district, the LEA and Tumbleweed’s leadership team will need to continue to evaluate programs and expenses, review data, conduct school visits, and meet on a quarterly basis throughout the grant period looking for ways to replicate resources for Tumbleweed’s further success. This may include establishing new partnerships that will be able to provide additional support for our goals when the grant funding is no longer available. We will look for additional grants and funding sources; however, we recognize that this may not be the best way to provide ongoing level of service.

Specific areas included in the budget as being phased out over the life of the grant include: Capacity building activities such as professional development, coaching for teachers in core academic areas, and support for administration and leadership teams should be intensive in the planning and pre-implementation stage tapering out over the 3 years of full implementation and limited to key areas in the sustainability stage of year 5. The purchase of furniture, technology, and modernization of facilities will need to be funded over the three years of implementation will not need to be sustained past the life of the grant with the exception of possible replacement of technology on an as

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needed basis. During the planning year, the district will develop a long term budget to maintain the goal of providing the staff and students with up-to-date technological tools.

The LCAP plan for funding may need to be re-evaluated as we move forward in order to implement successful actions across the district. With the culture shift that seems to be inevitable as we look to improve programs and practices, items currently being funded at the district level will need to be evaluated for effectiveness, and if found lacking, we may need to change programs currently being funded.

The most difficult area to sustain after the funding from the grant is no longer available, will be the cost of personnel, stipends and extra duty pay. This is one reason that we have included additional positions, on a limited basis, in order to build teacher and leadership capacity. It is our desire to provide access to supplemental service providers like the Social Emotional Learning Specialist (SELS), additional coaches for reading, math, English learners, special education, and new teacher support, an additional PLC, on a continuous basis but we recognize this may not be possible without additional funding sources. This is where creative partnerships become imperative to our sustainability.

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Element J: LEA Monitoring of School Implementation (Required) The leading indicators and annual goals for student performance and progress will

match the district’s metrics in the LCAP. Leading indicators consist of CAASPP results, CELDT results, suspension rates and college and career readiness which includes CAASPP results, Local Progress Monitoring (LPM) results and attendance rates.

In the CAASPP assessments of Math and ELA, the district’s LCAP measurable outcomes requires a 1% growth annually from the baseline data in 2014-15. In 2014-15, Tumbleweed’s percentage of students meeting and exceeding standard in ELA was 29%, in 15-16 they met their goal of 30%. The goal for 16-17 will be 31%. In the area of Math, their 14-15 target was 18%, they did not meet the goal in 15-16 as the percentage was 16%. The goal for 16-17 is 20%. Tumbleweed did not meet their goals in 15-16 for ELA in any of the subgroups and only met their goal in the students with disabilities subgroup in Math. CELDT goals will continue to be the state goal, Tumbleweed students have not met the state goals for AMAO 1 or 2 in the last two years.

PSD LCAP Goal #2 measures welcoming, safe and healthy learning environment. The 2016-17 TW measurable outcomes include a 2% increase in attendance rate from 94.12% in 2015-16, a 2% decrease in chronic absenteeism from 33%, a 2% decrease in suspension rate from 11% and maintaining a .001% expulsion rate. Other metrics include the use of California Healthy Kids Survey. Tumbleweed’s 2015-16 results measured student academic motivation (42%), school connectedness (46%), high expectations (58%), perception of safety at school (63%), student good behavior (31%), and substance use (17%). Notably, the students’ perception of other students being well behaved is low, indicating a need for PBIS and other behavior interventions.

Family and C ommunity engagement will be m onitored using the measurable outcomes from the LCAP Goal #3: a 2% increase in parent participation and engagement as measured by response in the 2015-16 Title I survey to 84%, a 2% increase in home/school communication to 94%. Increase by 2 t he number of academic/parenting workshops from 28 to 30, and an increase in the number of community partnership meetings from three to five.

LCAP Goal #4 measures the Williams Basic Services. The 2016-17 Measurable Outcomes includes a 100% target for maintaining teachers with appropriate credentials, providing standards-based instructional materials and facilities in good repair as required by the Williams Act.

Process for collecting and tracking of assessment data Both quantitative and qualitative data will be used to evaluate how our practices, policies, and funds are improving Tumbleweed’s overall success as well as the SIG effectiveness. As we implement the CSDI improvement plan for Tumbleweed School, we will continue to assess our efforts focusing on the areas of: Leadership Building, Teaching and Learning, Non-Academic Support and Family and C ommunity Engagement. Data will be c ollected quarterly and us ed to identify barriers, make adjustments, provide early interventions, and guide the school's’ next steps for continued progress and sustainability. The LEA will provide progress information throughout the year using the LCAP metrics. The metric includes CAASPP, LPM, and CELDT. LPM assessments are based on grade level standards and are similar to the

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CAASPP assessments in rigor, format and online administration. An online assessment system (OARS/ Illuminate) is utilized for maintenance of student demographics and testing data including: entering assessment results, online administration of assessments in grades 3-8 and various analysis reports. LEA will also provide results from diagnostic screenings (STAR 360) to inform instruction. Assessment results are provided to sites as soon as they are released as student subgroup and summary levels. Process for analysis and communication of assessment data LEA is implementing protocols for administration to guide site and grade level PLCs in analysis of data, including subgroup and claims analysis. These protocols will be used to analyze district and state assessments. Communication of results will occur regularly via dashboards, staff meetings, PLCs, parent/teacher conferences, parent group meetings, cabinet and board meetings. Monitoring Student performance and progress via assessments LEA Assessment Coordinator will monitor and provide site and district with results data by grade level, LCAP subgroup, teacher and site levels. CAASPP and CELDT results will be monitored in the fall and LPM results will be monitored quarterly. Areas of growth and improvement needed will be identified. Discussion and instructional planning will be led by administration and occur during PLC meetings. Monitoring and Communication of Suspension and Attendance Rates Implementation updates will be pr ovided to District Leadership Cabinet monthly, presented at School Board meeting annually in the fall, and parent/community nights and parent meetings twice a year. Attention 2 Attendance (A2A) software will be used to track absences and chronic absenteeism. Using our student information system, Infinite Campus (IC), we will also track suspension rates and office referrals. Currently, the district office Human Resource division monitors teacher attendance while the Education Services division monitors parent and student satisfaction through surveys and parent participation rates. Compliance Concerns and Technical Assistance LEA will provide training to administrators and teachers of the CAASPP system including overview, administration and security. LEA assessment coordinator works closely with sites to ensure compliance, address concerns and provide technical assistance. LEA Director of Student Services works with sites to train and track compliance in the areas of attendance and student behavior, offering technical assistance when needed.

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Section III: Annual Student Performance and Progress Goals

SIG Form 1a—Annual Student Performance and Progress Goals: Reading/English Language Arts (Required)

More than 50% of all students and students in significant LCAP identified subgroups score below met standard on the ELA CAASPP. Students performance on the CAASPP in the subgroups of AA, EL and Identified Need(s) : RFEP decreased in the % met or exceeded from 14-15 to 15-16.

Tumbleweed Elementary School:

Goal(s) Applies to: School wide; Grade School wide, LCAP subgroups: AA, LI, EL, SWD, RFEP Level and/or Pupil

Subgroups: SIG Expected Annual Measurable Goal(s)

Established Goals for Full Implementation Only The percentage of all students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 32%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 16% to 19%. The percentage of Low Income students scoring met and exceeded on the ELA CAASPP will increase Full Implementation Year 1 (17- by 1% annually from the 14 - 15 baseline of 29% to 32%. 18) The percentage of English Learner students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 14% to 17%. The percentage of Students with Disabilities scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 4% to 7%. The percentage of RFEP students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 67% to 70%.

The percentage of all students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 33%.

Full Implementation Year 2 (18- LCAP Subgroups: 19) The percentage of African American students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 16% to 20%. The percentage of Low Income students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 33%.

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The percentage of English Learner students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 14% to 18%. The percentage of Students with Disabilities scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 4% to 8%.

Full Implementation Year 2 19)



(18- The percentage of RFEP students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 67% to 71%.

The percentage of all students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 34%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 16% to 21%. The percentage of Low Income students scoring met and exceeded on the ELA CAASPP will increase (19- by 1% annually from the 14 - 15 baseline of 29% to 34%. The percentage of English Learner students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 14% to 19%. The percentage of Students with Disabilities scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 4% to 9%. The percentage of RFEP students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 67% to 72%.

The percentage of all students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 35%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 16% to 22%. The percentage of Low Income students scoring met and exceeded on the ELA CAASPP will increase (20- by 1% annually from the 14 - 15 baseline of 29% to 35%. The percentage of English Learner students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 14% to 20%. The percentage of Students with Disabilities scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 4% to 10%. The percentage of RFEP students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 67% to 73%.

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The percentage of all students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 29% to 36%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 16% to 23%. The percentage of Low Income students scoring met and exceeded on the ELA CAASPP Full Implementation Year 5, if applicable will increase by 1% annually from the 14 - 15 baseline of 29% to 36%. (21-22) The percentage of English Learner students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 14% to 21%. The percentage of Students with Disabilities scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 4% to 11%. The percentage of RFEP students scoring met and exceeded on the ELA CAASPP will increase by 1% annually from the 14 - 15 baseline of 67% to 74%.

More than 50% of all students and students in significant LCAP identified subgroups score below met standard on the Math CAASPP. Students performance on the CAASPP in the subgroups of AA, EL and RFEP decreased in the % met or Identified Need(s) : exceeded from 14-15 to 15-16.

School: Tumbleweed Elementary

Goal(s) Applies to: School wide; School wide, LCAP subgroups: AA, LI, EL, SWD, RFEP Grade Level and/or Pupil Subgroups:

SIG Expected Annual Measurable Goal(s) Established Goals for Full Implementation Only

The percentage of all students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 18% to 21%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 10% to 13%. The percentage of Low Income students scoring met and exceeded on the Math CAASPP will increase

Full Implementation Year 1 by 1% annually from the 14 - 15 baseline of 17% to 20%. The percentage of English Learner students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 8% to 11%. The percentage of Students with Disabilities students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 2% to 5%. The percentage of RFEP students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 42% to 45% .

The percentage of all students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 18% to 22%. LCAP Subgroups: Full Implementation Year 2 The percentage of African American students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 10% to 14%.

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Section III: Annual Student Performance and Progress Goals

SIG Form 1b—Annual Student Performance and Progress Goals: Mathematics (Required)

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The percentage of Low Income students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 17% to 21%. The percentage of English Learner students scoring met and exceeded on the Math CAASPP will Full Implementation Year 2 increase by 1% annually from the 14 - 15 baseline of 8% to 12%.

The percentage of Students with Disabilities students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 2% to 6%. The percentage of RFEP students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 42% to 46% .


Full Implementation Year 3 by 1% annually from the 14 - 15 baseline of 17% to 22%. The percentage of English Learner students scoring met and exceeded on t he Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 8% to 13%. The percentage of Students with Disabilities students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 2% to 7%. The percentage of RFEP students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 42% to 47% .


Full Implementation Year 4 by 1% annually from the 14 - 15 baseline of 17% to 23%. The percentage of English Learner students scoring met and exceeded on t he Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 8% to 14%. The percentage of Students with Disabilities students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 2% to 8%. The percentage of RFEP students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 42% to 48% .

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The percentage of all students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 18% to 25%. LCAP Subgroups: The percentage of African American students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 10% to 17%. The percentage of Low Income students scoring met and exceeded on the Math CAASPP will increase Full Implementation Year 5, if by 1% annually from the 14 - 15 baseline of 17% to 24%. applicable The percentage of English Learner students scoring met and ex ceeded on t he Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 8% to 15%. The percentage of Students with Disabilities students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 2% to 9%. The percentage of RFEP students scoring met and exceeded on the Math CAASPP will increase by 1% annually from the 14 - 15 baseline of 42% to 49% .

SIG Form 2a—Planning and Other Pre-implementation Activities For a Tier I or Tier II School

LEA Name: Palmdale School District Date: September 4, 2016

School Name: Tumbleweed Elementary

Actions and Activities Start Dates MM/YYYY

End Dates MM/YYYY

Description of how those activities will lead to successful implementation of the selected intervention

AVID Teacher Training 06/2017 06/2017 Planning and training of teachers in the AVID strategies Dr. Michele Douglass - Math support 01/2017 06/2017 Planning for coaching sessions and PD for Math strategies

Family and Community Engagement 01/2017 06/2017

Written communication, parent/community meetings, and press releases regarding grant planning and implementation

(DELAC, ELAC, Site Council, PTA, additional parent, community groups)

Coherence and Systems 03/2017 06/2017 Contract, Principal coaching and Substitute Teachers for on-site professional learning

Assistant Principal 01/2017 06/2017 Additional support to allow principal to implement grant and observe classrooms

Capturing Kids Hearts 04/2017 06/2017 Training and coaching, 3 days substitute teachers to allow teacher to attend professional learning

PLC 1.5 hours /week 01/2017 06/2017 PLC time to participate in professional learning activities, analyze data and design lessons

Assessment Training 01/2017 06/2017 Train staff on OARS/Illuminate data collection and assessment tool

Noon Duty aides 01/2017 06/2017 Five (5) additional noon duties will be hired to assist with

conflict resolution, support the PBIS Program, and improve the overall school culture.

Teacher Replacement 04/2017 06/2017 Hire teachers to replace teachers who leave the school due to attrition or teacher choice

50

MTSS Training - RSDSS and Consultants 02/2017 06/2017 Training and Supplies in moving from the RtI to MTSS

program, on-site professional learning provided by RSDSS Build monitoring 12/2016 12/2016 Create rubric and questions for monitoring external partners

Technology 03/2017 06/2017 15 Chromebook carts to enhance technology for students and begin the goal of 1:1

Furniture 03/2017 06/2017 Furniture to improve the teaching and learning environment, engage students and foster collaboration

SIG Coordinator 11/2016 06/2017 Oversee SIG funding and budget Budget Tech - Grant 11/2016 06/2017 Oversee SIG funding, budget and special projects

Form-2b—State-determined Intervention Implementation Chart for a Tier I or Tier II School LEA Name: Palmdale School District Date: September 4, 2016

School Name: Tumbleweed Elementary

Required Component Strategy/Evidence-based Strategy Start and End

Dates (MM/YYYY)

Oversight Description of Evidence

SD 01: Required Partnership

Partner with the local educational agency's (LEA’s) local county office of education, or local educational agency’s Regional System of District and School Support Lead County Office of Education or The California Collaborative for Education Excellence

Selecting the Lead Partner

• Interviews with CCEE and RSDSS via conference call, RSDSS provides more support that aligns with our needs assessment and implementation goals.

Aug 2016 - June 2021

Victor Torres Elena Esquer Janet Simons Kelly Jensen

Frances Ufondu

Emails Sign in sheets

MOU

Name of Lead Partner L.A. County Office of Education - Regional System of District and School Support (RSDSS) Dr. Tammy Gabel, Project Director III RSDSS, Region 11

52

SD 02: Leadership Effectiveness

Develop or adopt leadership competencies that address the following elements: (1) systems thinking and sustainable outcomes; (2) capacity building and community; (3) results-oriented problem solving; (4) influence and team development; and (5) personal effectiveness

Develop or adopt leadership

competencies

• Consultation and collaboration with District Administrators

• RSDSS and Jay Westover - working with district personnel and administrators (improving internal systems)

• Principal Support Framework, University of Washington (CEL)

• Consultation with Michael Fullan (Coherence) • Previous and Ongoing PLC training (Solution Tree) • Continuous training in PBIS • Capturing Kids Hearts (Flippen) • MTSS and UDL training and additional RSDSS

support

January 2017 - June 2021

Victor Torres Stacy Bryant Elena Esquer Tammy Gabel

Agendas Sign-in sheets

Contracts MOUs

Use the developed or adopted competencies to conduct a rigorous selection process to identify school leaders who possess the knowledge, ability, and skills necessary to lead school turnaround efforts and replace or retain the current principal.

Assess the candidate’s potential fit with the

school and success with prior turnaround efforts

• Creates team-oriented culture • Employs interest-based approach to team problem

solving • Active liaison between school and community • Highly-qualified instructional leader • Strong business background with ability to manage

large budgets

8/17/2016 Raul Maldonado Stacy Bryant

Principal - Job Description

53

Implement multiple steps in the selection

process

• Assess qualifications of internal candidate (existing site administrator)

• Conduct additional interviews - make selection 8/17/2016 Raul Maldonado

Stacy Bryant


Interview Process - Paper screening

Develop new recruitment strategies and a new leadership job description that

aligns with the school’s improvement goals and

expectations

• Creates a team-oriented culture • Support and coordinates professional development • Employs interest-based approach to team problem

solving • Active liaison between school and community • Strong background in high quality instruction, PLCs,

UDL, and PBIS



Develop a prioritized set of selection criteria and

rubrics

• Selection criteria includes: ability to articulate goals and initiatives, facilitate change in school culture, as needed; build capacity for all staff, ability to implement programs with fidelity to ensure student success, interpret data and implement change based on data, understanding of research based best practices, attends and participates in professional development, manage school site and various departments in keeping with school vision, and ability to manage a large budget. Principal assignment is based on school site needs.


Job description Resume

Interview ranking system

Utilize competency-based and job-

characteristic interview questions

• Interview process includes members from various departments and positions, utilizing both written and oral interview questions obtained from the HR department


Interview ranking system, Interview

questions Final interview with

Superintendent

54

• PSD will retain Dr. Torres as principal of Tumbleweed as he exemplifies the criteria outlined

Replace or retain the by the Palmdale School District. Dr. Torres has his August 2016 - Raul Maldonado Job Description current principal doctorate in Educational Leadership with an MBA in June 2021 Stacy Bryant Resume

Finance. He has served other district underperforming schools.

Provide customized and ongoing, outcome-driven, professional development (PD) opportunities to strengthen leadership practice and build leadership capacity.

Surveys • PD in MTSS and UDL strategies, building capacity Observations

Identify professional development needs

with key leadership team members, how to implement initiatives at district and site levels, PD August 2016 - focused on needs of high priority students, fostering June 2021 relationships and leadership skills, PD to improve instruction in ELA and Math, additional LST to

Anecdotal records Site Administrators Formative Leadership Team assessments Classified Staff Local Progress Certificated Staff Monitoring provide additional on-site professional learning (Benchmarks)

State Assessments

Develop and Implement outcome-driven PD

opportunities

• Teacher collaboration to determine adaptations and refinement of practice, as well as, implementation of January 2017 strategies. Teacher collaboration that is vertical and - June 2021 horizontal articulation.

Site Administrators Questionnaires Leadership Team Teacher reflections Certificated Staff Team meeting notes, Elena Esquer agendas Kelly Jensen

55

• Equity and Inclusion: Multi-tiered Systems of • Support for Diverse Learners • Implement A Systematic Approach to • Accomplishing District and School Initiatives • Central Office Leadership Collaborative • Capturing Kids Hearts (Flippen) September Agendas, • Consultant - Integrated and Designated ELD 2016 - May Victor Torres sign-in sheets

Name and content of • School Leadership Team Training and Ongoing 2017 (some Leadership Team surveys Professional Support PD training Elena Esquer questionnaires Development •

•

Customized PD focused on the needs of high dates have yet Kelly Jensen registration sheets priority students to be Janet Simons observations Customized Mentoring, Coaching, Feedback and determined) learning walks

• Capacity Building through RSDSS • Principal Leadership Network: Antelope Valley • Jay Westover Innovate Ed - both District and site

systems • Dr. Michelle Douglass - Math content and strategies

Promote the use of continuous feedback that is connected to professional learning opportunities and supports ongoing learning and improvement for school principals

• Monthly Cabinet meetings - Principal and Cabinet Victor Torres Observations • Quarterly meetings with SIG Coordinator Provide opportunities for Leadership Team Learning walks

• Monthly Leadership Meetings January 2017 continuous feedback Elena Esquer Surveys • Using PD to develop trainer-of-trainers model - June 2021 and ongoing learning Kelly Jensen Feedback forms • Use of surveys and questionnaires to refine and Kelly Kastel Anecdotal records

align programs and policies

Optional: An LEA may also implement one or more of the following strategies based on identified needs:

56

Create and implement career pathways for

leadership to expand leadership capacity and Not applicable to program considerations

set the stage for sustainability

Promote opportunities for sharing leadership • Trainer of Trainer model will provide opportunities

expertise to strengthen for teachers to develop leadership skills, share their Victor Torres teamwork, process expertise, articulate and refine best practices Team notes January 2017 Kelly Kastel lessons learned, and • Extra hours for collaboration, both vertically and Agendas - June 2021 Site Instructional identify successful horizontally Rubrics Teams approaches to needed • Time for teams to analyze data in order to determine change and continuous student progress and reflect on best practices

improvement

Promote labor-management

collaboration to enable Not applicable to program considerations innovation in educator

roles, responsibilities, and compensation

systems

57

SD 03: Teaching and Learning

Complete a comprehensive needs assessment of the instructional program

Identify instructional program goals and

objectives

• Transition from RtI to MTSS model • Implement the Universal Design for Learning

strategies for all students • Build capacity for all stakeholders regarding both

academic and not academic skills • Increase use of technology as a tool for student

engagement and academic learning

August 2016

Victor Torres Elena Esquer Kelly Jensen Chris Jones

Observations/ walkthroughs

Assess current and actual levels of implementation

• The needs analysis, feedback from outside sources and in consultation with RSDSS, we realize that these goals are imperative in increasing student success. Both Tumbleweed and the district are at the awareness stage of developing and implementing these goals in collaboration with RSDSS

August 2016

Victor Torres Elena Esquer Kelly Jensen

Marilyn Pearce

Surveys and questionnaires

Determine discrepancies or gaps in program effectiveness

• Currently PSD is focusing on intensive students (through RtI) rather than all students including our high achieving and gifted students (MTSS)

• To align our systems to better provide supports and better utilize resources

• Per our student representatives, we need to set higher expectations for students

• More opportunities for our EL students to participate in collaborative discussions

• Provide training in UDL strategies

August 2016

Victor Torres Elena Esquer Kelly Jensen Geoff Brown Diana Nardi

Data sources

58

• MTSS Victor Torres • Systems alignment Elena Esquer As outlined in grant Prioritize needs • Training in use of UDL strategies August 2016 Kelly Jensen proposal • Student opportunities Kelly Kastel • Higher expectations Site Leadreship

Implement an instructional program aligned with California State Standards in at least one full academic content area (including professional learning for all educators) that meets the needs of all students in the school, including but not limited to, socio-economically disadvantaged students, English language learners, and students who receive special education services

• PD for teachers and administrators on analyzing data for progress monitoring and informing

Use student data (such instruction as from formative,

• Using protocols within PLC teams to analyze results interim, and summative from: Local Progress Monitoring (LPM) and STAR CAASPP results assessments) to inform Victor Torres 360 - quarterly results, based on California State LPM Quarterly and differentiate August 2016 - Elena Esquer Standards in ELA and Math, CAASPP annual results STAR instruction and August 2021 Kelly Jensen results in ELA and Math 360 diagnostic programs in order to Diana Nardi • Results disaggregated by site, grade level and results meet the academic

significant LCAP subgroups (SWD, RFEP, EL, LI, needs of individual AA, FY) students.

• Results analyzed at district and site level to inform instructions and program consideration

59

Provide and ensure staff attend ongoing, high-quality and job-embedded professional development (e.g., regarding subject-specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction)

Align with the school’s comprehensive

instructional program

• MTSS • UDL strategies • RSDSS professional development opportunities • Dr. Michele Douglass - Math content and strategies • EL Consultant - integrated and designated ELD

support • Capturing Kids Hearts (Flippen)

September 2016 - June

2021

Victor Torres Elena Esquer Kelly Jensen

Lesson plans CAASPP results LPM Quarterly

results STAR 360 diagnostic

results

Design with school staff to ensure they are

equipped to facilitate effective teaching and

learning

• School site certificated staff participated in several meetings designed to obtain input from teachers as to where they needed the most support. This feedback led to desire to use a trainer-of-trainer model, obtain content focused professional development, and provide both academic and non-academic strategies for ensuring student achievement.

August 2016 Victor Torres

Marilyn Pearce Certificated staff

Surveys and questionnaires

Promote continuous improvement and

feedback that supports ongoing learning

• Use of a variety of instructional coaches, academic and non-academic training, service providers, organized team collaboration meetings and consistent review of progress through assessments, reflection notes and Cycle of Inquiry


2021

Victor Torres Elena Esquer Kelly Jensen Janet Simons

Quarterly Meeting notes Formal and

informal walk-throughs

Assessments (formative and

summative)

60

Implement, to the extent practicable, in accordance with this model, one or more evidence-based strategies

Identify and select evidence-based

strategies

• Coherence Framework - to build precision in pedagogy through common language, building capacity, utilize research-based pedagogical practices, and to make clear connections between implemented strategies and results to determine impact on student achievement

• MTSS - focus on CCSS, core instruction, differentiation for all students (including high performing and GATE students, focus on the students' individual needs, and the alignment of systems for all students to achieve academic, behavioral and social success

• UDL - focus on all aspects of learning


2021

Victor Torres Elena Esquer Kelly Jensen Janet Simons Kelly Kastel

Christine Jones Geoff Brown

Needs analysis Student data

Walk-throughs Registration sheets

Optional: An LEA may also implement one or more of the following strategies based on identified needs:

Developed or adopt a set of local competencies that include the following elements: (1) commitment to students and improved teaching and learning; (2) results-oriented outcomes and problem solving; (3) developing community; and (4) personal effectiveness

Develop or adopt teaching competencies

• PSD TIPS program is accredited by the CCTC • Use of TIPS coaches to support new teachers at

Tumbleweed • CSTP which align to our current evaluation system

for certificated personnel


2021

Mary Rees Stacy Bryant

Teacher feedback forms Monthly TIPS

meetings Background checks

Hiring checklist

61

Use the developed or adopted competencies to conduct a rigorous selection process to identify teachers and staff who possess the knowledge, ability, and skills necessary to support all students in a school turnaround environment. Using the set of competencies, conduct all of the following activities:

Screen all existing teachers and staff

• All current staff is screened through the HR department prior to hiring, once approved for hiring principals have the opportunity to interview for their specific site needs

July 2016 - June 2021

Stacy Bryant Victor Torres


meeting agenda

Retain teachers and staff who exemplify the

competencies

• TIPS coaches are provided for new teachers, informal and formal observations by site administrators along with current evaluation systems are used to determine retention of teachers

July 2016 - June 2021

Stacy Bryant Victor Torres Mary Rees


meeting agenda

If necessary, hire new teachers and staff

• If attrition and teacher choice creates opening, new staff will be hired as needed.


2021

Stacy Bryant Victor Torres


meeting agenda Background checks

Hiring checklist

Provide high-quality, relevant increased learning time opportunities that are collaborative and meaningful, and help foster student achievement and content mastery.

Type(s) of increased learning time

• Extra one hour per week for lesson designing, data analysis, collaboration

• Five days per year for additional professional learning

• Two site-based substitute teachers to allow for job-embedded professional learning such as coaching, learning walks, lesson studies

• Additional Learning Support Teacher to provide additional onsite learning support


2021

Victor Torres Elena Esquer Kelly Jensen Janet Simons Kelly Kastel

Lesson plans Team notes Student data

62

SD 04: Student Non-Academic Support

Based on identified needs, provide appropriate social-emotional and community-oriented services and supports for students. Choose three or more of the following:

Implement an integrated social support network

• We will need to move from the RtI model to the MTSS in order to better meet the non-academic needs of Tumbleweed students. Utilize support from Student Interventionist and Social Emotional Learning Specialist


2021

Victor Torres Elena Esquer John Porter

Michael Perkins Kelly Jensen Janet Simons Kelly Kastel

Decreased office referrals

Decreased suspension rates Increased student

support Increase in academic

progress

Develop regular communication and

implement a check in system that addresses

students’ needs Provided through one or

more of the other listed services and supports

Implement strategies and opportunities for

ongoing student engagement

Provided through one or

more of the other listed services and supports

63

Implement social and emotional program(s)

and services

• Social Emotional Learning (SEL) Specialist to coordinate and align services, support student achievement through social skills classes, embedding executive functioning skills within the classroom

January 2017 - June 2021


Michael Perkins



support Increase in academic progress

Implement strategies to improve school climate

• • •

• •

PBIS Capturing Kids Hearts (Flippen) Furniture designed to increase student engagement and promote collaborative learning Promise Ambassadors (student representatives to the PSD Promise, which provides a student voice to stakeholder meetings)


2021


Michael Perkins Frances Ufondu



engagement Increase in academic

progress

Implement ways to improve school

discipline

• • • • • • •

MTSS PBIS Capturing Kids Hearts (Flippen) Social Emotional Learning (SEL) Specialist Embedding executive functioning skills through AVID and engagement strategies Student Interventionist


2021


Michael Perkins Kelly Jensen Janet Simons Kelly Kastel



engagement Increase in academic

progress

64

SD 05: Family and Community Engagement

Based on identified needs, provide ongoing mechanisms for family and community engagement. Choose three or more of the following:

Implement or improve a system of regular

communication with parents/guardians

• LCAP Parent Advisory Council • School Site Council (SSC) • GATE Parent Advisory Council • Parent Teacher Association (PTA) • English Learner Advisory Council (ELAC) • District English Learner Advisory Council (DELAC) • Superintendent's Parent Advisory Council and • Breakfast with the Superintendent • School Messenger System, fliers, Peachjar, school

and district websites


2021

Victor Torres Frances Ufondu Janet Simons

Parent Community Liaisons

Increased participation on site and district parent committees Increased student attendance Increased parent attendance at school functions Increase use of Parent Resource Center

Foster a welcoming school environment

• Capturing Kids Hearts (Flippen) - all certificated and classified staff trained

• Parent Community Liaison - increase parent engagement

• Parent Resource Center


2021



Increased participation on site and district parent committees Increased student attendance Increased parent attendance at school functions Increase use of Parent Resource Center

Develop a family engagement team of administrators, staff,

and teachers

Provided through one or more of the other mechanisms

65

Develop a partnership culture with families and

students

• Parent Resource Center • Parent Teacher Association • Parent Community Liaison (PCL) • Parenting Partners • Parent Academy • PROMISE Stakeholder meetings (community and

parents) • PROMISE student ambassadors


2021



Increased participation on site and district parent

committees Increased student

attendance Increased parent

attendance at school functions

Increase use of Parent Resource

Center

Identify communication barriers and implement strategies for removing

the identified barrier

• High poverty area - Capturing Kids Hearts, MTSS, PCL, SEL Specialist, 2nd administrator

• High student transiency - Capturing Kids Hearts, MTSS, PCL, SEL Specialist, 2nd administrator

• High suspension rate - Capturing Kids Hearts, MTSS, PCL, SEL Specialist, 2nd administrator, increase student engagement Chronic absenteeism - District Student Engagement Advocate, analyze A2A data, parent attendance conferences, increase parent and student engagement

August 2016 - June 2021



Increased participation on site and district parent

committees Increased student

attendance Increased parent attendance at

school functions Increase use of

Parent Resource Center

66

SD 06: Support and Oversight

Update an existing or adopt a new governance structure which may include, but is not limited to, requiring the school to report to a new “turnaround office” with a newly hired “turnaround leader” in the LEA that directly supports SIG implementation

Update or identify a new governance structure

• Principal will meet monthly with Superintendent and Cabinet to update school progress

• Principal will meet quarterly with SIG Coordinator to report progress

January 2017-June 2021

Victor Torres Raul Maldonado

Janet Simons Elena Esquer

Principal Reports

Grant the principal sufficient operational flexibility to fully implement a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates

Grant the principal operational flexibility

• The PSD will authorize the principal operational flexibility through collaboration with the Superintendent and Cabinet

November 2016 - June

2021 Raul Maldonado Principal Notes

Emails

Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA or a designated external lead partner organization

Provide technical assistance

• RSDSS will provide technical assistance in partnership with PSD


2021

Tammy Gabel, RSDSS

Phone logs E-mail

Identify and implement LEA support and

oversight

• LEA SIG Coordinator will provide support and oversight to the Principal and staff of Tumbleweed


2021

Janet Simons Elena Esquer Victor Torres

Calendar Meeting notes

E-mails

67

SIG Form 2i—Implementation Chart(s) for a Tier III school Complete this form for each Tier III school the local educational agency commits to serve. Identify the services the school will receive and/or the activities the school will implement, a timeline with specific start and end dates of implementation, and the position (and person, if known) responsible for oversight. If the LEA is opting to implement one of the seven intervention models, please complete SIG Form 2-i for the appropriate model.

LEA Name: Palmdale School District

School Name: Not Applicable – Not addressing Tier III schools at this time

Actions and Activities Timeline Oversight

Start End

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