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ADE/School Effectiveness/School Improvement & Intervention_10 SIG LEA App IOBUSD Plan for IOES 3/14/2011 2

Arizona Department of Education

School Improvement Grant

LEA Application for Tier I and Tier II

DIRECTIONS: There are 3 STEPS to this application process:

Step 1: LEA teams work to complete this application form. This part consists of Sections A through J. (Approval from SI

Team required to move to Step 2)

Step 2: – Complete Section K – complete detailed action plan for implementation of plan components for the 2010-2011

school year on ALEAT. (This section needs to be approved before moving to Step 3)

Step 3: – Complete Section L – detailed budget information needs to be completed using forms provided

IDENTIFICATION OF SCHOOLS

School Name NCES ID# CTDS# Entity ID# Tier I Tier II Tier III

Indian Oasis Elementary School 100240101 100240000 4412 X


A. LEA’S ANALYSIS OF SCHOOL’S NEEDS

With data and information available to you, analyze the needs of each of your Tier I, Tier II and Tier III schools. The goal is for your

LEA’s Leadership team to carefully analyze and interpret all data in order to accurately and completely assess the needs of your Tier

I and/or Tier II schools. The knowledge gained during this investigative and analytical phase will be the basis for your decision as to

which of the four intervention models should be implemented in your schools. The guiding questions to consider as the LEA

Leadership analyzes and interprets data are: Where are we now?; and How did we get to this place?

Where are we now? A.1. Who are we? (as an LEA, school, staff, and community)

Provide a brief description of the LEA and each school to be served using School Improvement Grant funds. Explain how the

LEA and school(s) are organized; describe the characteristics of the student population, the teaching and administrative staff;

and discuss the level of community involvement and parent engagement.

Overview of the District: Indian Oasis-Baboquivari Unified School District (IOBUSD) is a public school district serving 1,000 students on the main

Tohono O’odham Nation reservation, located 60 miles southwest of Tucson. The reservation is home to approximately 13,000 of the 28,000 enrolled

Tohono O’odham members and encompasses a land area of 4,460 square miles (comparable to the area of Connecticut). IOBUSD is open to all

students on the reservation, but mostly serves those from the eastern half; students living in the western and northern parts of the reservation mostly

attend Bureau of Indian Affairs schools or public schools off the reservation. IOBUSD consists of five schools: Indian Oasis Elementary School

(IOES) with grades K-5, Baboquivari Middle School (BMS) grades 6-8, Baboquivari High School (BHS) grades 9-12, Indian Oasis Alternative

Middle School (IOAMS) grades 6-8, and Indian Oasis Alternative High School (IOAHS) grades 9-12. IOBUSD is governed by a five-member

governing board. The district is named after the town of Sells, once called Indian Oasis, and Baboquivari Peak, a sacred mountain of the Tohono

O’odham that is visible from Baboquivari High School, which is located in the community of Topawa, eight miles south of Sells.

The Tohono O’odham Nation consists of eleven districts, nine of which comprise the main reservation mentioned above. San Xavier District is

located adjacent to Tucson and is served by public, charter, and parochial schools in Tucson. San Lucy District is served by public schools in Gila

Bend, Arizona, where it is located. Of the nine contiguous districts, IOBUSD mainly serves the five central and southeastern districts of Sells,

Baboquivari, Chukut Kuk, Gu Achi, and Schuk Toak Districts. Sells District, where the Tohono O’odham Nation’s administrative seat is located in

the town of Sells, is most populous. Topawa is located in Baboquivari District. The importance of districts in the Nation means that the IOBUSD

leadership invests in communicating with district councils and works to reach the community by maintaining good relationships with the districts.

The district offices are available for meetings, and these facilities may be available in the future for satellite school activities.


Through their work and government service, our Governing Board Members are well-connected in the community. The current members are

Mr. Verlon Jose, Governing Board President; he is also Chairman of the Tohono O’odham Nation’s Legislative Council.

Ms. Marietta Martin, Board Clerk; she is a Program Development Manager for the Management of Health (MOH) Department.

Mrs. Sylvia Hendricks, Board Member; she works as Vice President of Student Services at Tohono O’odham Community College.

Ms. Karen Ventura, Board Member; she formerly worked in IOBUSD as a substitute teacher.

Ms. Sarah Mae Williams, Board Member, newly appointed by the Pima County Superintendent of Education.

Student Population: More than ninety-nine percent of the students in IOBUSD and IOES are Tohono O’odham. The students come from a society

that faces many hardships.

As of U.S. Census 2000, 46 percent of people on the reservation lived below the federal poverty guideline of $17,029 for a family of four

(compared to 12 percent below the line for the U.S. as a whole)

Tohono O’odham on the reservation have an average per capita income of $7,000, far below the U.S. average of $22,000 and the American

Indian/Alaska Native average of $13,000. (U.S. Census 2000)

District-wide, 71 percent of students use the federal free and reduced lunch program.

10.5 percent of IOES students are in Special Education.

2 percent of IOES students are classified as English Language Learners. The ELL students are mostly Limited English Proficient (rather than

second language learners).

In 2010, most students in 3rd

, 4th

, and 5th

grades at IOES did not meet state standards in mathematics and reading. Tables with test results

appear later in this proposal.

Indian Oasis Elementary School (IOES): IOES has an energetic atmosphere. The children are enthusiastic to be learning, especially with the new

Success For All (SFA) reading program. For the 2009-2010 school year, the district transitioned to an elementary school serving grades K-5 (from

primary and intermediate schools previously). The transition has worked out well, especially for the fourth and fifth graders, who have shown

leadership. During 2010-2011, 60 percent of the teaching staff is new to the school. The leadership team has been pleased that these teachers are

taking pride and ownership in their new school. Popular activities during this school year have been a movie night (based on good attendance), a

spaghetti dinner and book fair, and participation by the school in the Sells Festival of Lights Parade and the Rodeo Parade. The IOES Student

Council has taken more initiative in school-wide student activities than before. As examples, student council is sponsoring a school-wide reading

competition, and it also hosted a book fair. The student council has other activities planned for spring 2011.


IOES Teaching and Administrative Staff: Several key characteristics of IOES are as follows:

Staff is comprised of:

o 31 certified teachers

31 have bachelor’s degrees

11 have master’s degrees

All are Highly Qualified

o 6 paraprofessionals,

o 7 support staff (health clerk, parent liaison, secretary, attendance clerk, 3 custodians)

o 1 school improvement specialist (Governor’s Master /Mentor Teacher certificate and Ariz. K-12 New Teacher Mentor

Academy)

o 1 counselor (master’s degree)

o 1 dean of students (bachelor’s degree)

o 1 principal (master’s degree)

A large percentage of teachers and staff are commuters, driving or riding over 60 miles one way to work (60% of the instructional

staff at IOES, 61% district-wide). These commuters have the option of riding a commuter bus from Tucson that arrives 40 minutes

before class start and departs 90 minutes after school is out. It is important to note that teachers are required to be on campus from

7:30 to 4:30, thus providing for PLC time before and after school.

Currently, the LEA leadership team, which is also known as the Professional Learning Community Committee (PLCC), consists of the positions

listed below.

o Superintendent

o Executive Director of Teaching and Learning

o Principals

o School Improvement Specialists

o Special Education Coordinator

o A teacher from each school

o Business Manager

o Director of Technology

o Facilities Manager


Here is a summary of total district staff:

• 168 Employees (at schools and in other departments)

– 73 Support Staff • 63 are Tohono O’odham (86% of the total support staff)

5 are other American Indian

5 are non-American Indian

– 82 Certified Staff • 15 are Tohono O’odham (18% of the total certified staff)

7 are other American Indian

60 are non-American Indian – 13 Administrators or Professional Staff

• 0 are Tohono O’odham

1 is Other American Indian

12 are non-American Indian

The certified and administrative/professional staff have these credentials:

– 82 Certified Staff (61 require Highly Qualified status)

59 are highly-qualified. (Of the two who are not highly-qualified, one is a long-term substitute, and one is a retired

alternative education teacher now teaching at Indian Oasis Alternative High School.)

All have bachelor’s degrees.

34 have master’s degrees.

1 holds a Ph.D.

– 13 Administrators or Professional Staff

11 have bachelor’s degrees.

7 have master’s degrees.

1 holds an Ed.D.

Parent Engagement: The Site Council of IOES meets monthly. The purpose of the Site Council is to improve student academic achievement while

providing leadership opportunities for parents. The Site Council has provided input on modifying bus routes to make them more effective and

efficient and input on developing the district-wide school calendar. Through Site Council participation, a small number of parents have gained

knowledge of the newly implemented SFA Reading Program. This core of parents can further inform the parents they represent of the new reading

program.


Additionally, teachers and staff have implemented successful parent engagement activities throughout the current school year. Some of these include

parent /teacher conferences twice a year, make-it take-it nights, and Literacy Week.

IOES has one parent liaison, a classified staff position. This person is responsible for community outreach and helping to build the home-to-school

bridge. This includes supporting McKinney-Vento students, conducting home visits, referring parents and families to community agencies, and

transporting parents to school meetings. (This is the position that is described below as an Attendance Specialist.)

Parent involvement will be a priority during the 2011-2012 school year: The LEA will hire a district-level Parent Involvement Coordinator who will

support district-wide and site-level parent engagement. Additionally, IOES will hire a Parent Involvement Specialist (a certified position). The

Parent Involvement Coordinator will support the LEA’s parent involvement efforts by training the Parent Involvement Specialist; serving as the

district’s communication officer; organizing district-wide parent engagement efforts; and representing the district on community committees and at

community events and activities. The Parent Involvement Specialist will support site-level parent engagement by working closely with teachers,

administration, and other staff to coordinate a comprehensive parent involvement program at IOES. We will collaborate with the Parent Information

Resource Center in this process. The former Parent Liaison position will become an Attendance Specialist position focused on working with parents

to achieve better attendance results at IOES.

Community Involvement: The community is involved with the schools in a responsive way. Administrators and teachers find that when they ask

for assistance, help is always readily given. Elders come to the schools to give blessings and tell stories; artists from the community show their

basketry and other artwork. Current community involvement and partnerships include:

Tohono O’odham Education Department – IOES partners with these programs within the Education Department:

Johnson-O’Malley Program – This program provides supplementary financial assistance to meet the unique and specialized needs of

American Indian children, including field trip support, sports camps, and supplemental educational materials.

Healthy O’odham Promotion Program (HOPP) – HOPP provides a health facilitator who presents lessons and engages IOES students in

physical activities. HOPP also sponsors fun runs and events to promote awareness of healthy lifestyles.

Tohono O’odham Recreation Department – IOES leaders meet monthly with the Recreation Department. The department organizes after-

school and summer activities for IOES students, including sports leagues. The Recreation Center also supports IOES’s Santa in Blue

program, in which U.S. Air Force delegates based at Davis-Monthan Air Force Base in Tucson provide Christmas gifts to all IOES students.


Himdag Ki:, the Tohono O’odham Nation Cultural Center and Museum – The museum has an education program director who works with the school

district to enhance the cultural components of the elementary school’s curriculum. The museum is a frequent site for IOES field trips. It also hosts

new teacher induction and other IOBUSD meetings.

Tohono O’odham Behavioral Health – This office provides counseling and crisis support for IOES students and their families in conjunction with

Intermountain Counseling, a private agency.

Tohono O’odham Police Department – The TOPD provides a school resource officer for IOES, hosts a yearly Law Day (in conjunction with the U.S.

Border Patrol and the U.S. Immigration and Customs Enforcement), and provides security for school events.

Project NATIVE – This joint program of Tohono O’odham Community College and the University of Arizona College of Education prepares

American Indian university students to serve as teachers and administrators in public schools with high American Indian enrollment. Several Project

NATIVE graduates have become certified teachers in IOBUSD schools. During 2010-2011, IOES has two Project NATIVE alumnae as teachers.

Tohono O’odham Community College (TOCC) – TOCC hosts early outreach efforts for IOES, such as campus visits and career fairs.

Tohono O’odham Community Action (TOCA) – TOCA has partnered with the school district and our food services provider to serve healthy

traditional foods at lunch. Students now have a choice of traditional O’odham fare—tepary bean stew and whole wheat quesadillas—and other menu

items are planned for the coming year. In addition, TOCA and TOCC have partnered with IOES to plant a garden of traditional plants as part of the

science and culture curriculum.

Indian Health Services (IHS) – This agency provides health screening, physicals for athletic participation, vision and hearing screening,

immunizations, eyeglasses, and referrals for IOES students.

University of Arizona – The University of Arizona Department of Ophthalmology collaborates with IOES to provide students with eyeglasses.

Kitt Peak National Observatory – The observatory is a site for field trips by IOES students. During the 2009-2010 school year, Kitt Peak hosted an

evening stargazing session at IOES and donated a telescope to the school.


A.2 How do we do operate and do business at the LEA and school levels?

Based on the description in A.1, provide a brief description of the climate, culture, values and beliefs that are part of the LEA

and schools.

During 2010, the IOBUSD Governing Board, Superintendent, and leadership developed new statements of mission, vision and goals. The

statements are now posted on the district’s website at www.iobusd.org and in all of the schools.

District Mission, Vision and Goals

Mission Statement

The Indian Oasis-Baboquivari Unified School District, in partnership with families and communities, prepares students as leaders by

providing a high quality educational environment where students excel with skills and knowledge needed to compete in a global society while

retaining traditional values, cultures and heritage.

Vision Statement

Our students will be academically prepared, know their Himdag, and have life skills to excel.

Goals

Culture

Goal 1: IOBUSD will implement a Tohono O’odham/English dual language program beginning with kindergarten classes by 2011.

Each year thereafter, the next grade level will be included in this program.

Goal 2: Students will also be provided with at least one cultural teaching each week throughout the year. This may pertain to such

areas as history, plants, animals, beliefs, singing, dancing, stories, etc.

Goal 3: IOBUSD personnel will receive Tohono O’odham culture and history training annually.

Teaching and Learning

Goal 1: Provide relevant opportunities for all students to maximize their learning and academic achievement that lead to higher

education/training, and career pathways.

Goal 2: Provide a safe and nurturing environment that will encourage students to attend school on a daily basis.

http://www.iobusd.org/


Goal 3: Provide effective instruction that enables all students to exceed academic standards.

Goal 4: Maximize instructional opportunities for all of our students by increasing student contact hours within a minimum of a 180

day school year.

Goal 5: Provide technology training that is current for all staff and students in order to maximize student learning and achievement.

Effective Relationships to Support Student Success

Goal 1: Promote a culture that fosters active family participation and involvement.

Goal 2: Maximize mutually supportive relationships with business and community resources.

Goal 3: Create and sustain an organizational culture that ensures collaboration and cooperation.

Goal 4: Foster professional relationships with institutions, agencies, and organizations that influence education.

Goal 5: Establish an environment where all members of the school community embrace diversity, leadership, and accountability.

Goal 6: Provide a secure, healthy, and welcoming learning environment.

Goal 7: Expect a culture of mutual respect.

Goal 8: Encourage healthy choices.

Highly Performing Personnel

Goal 1: Attract and recruit the highest quality applicants representing diverse backgrounds.

Goal 2: Foster a culture of expecting and recognizing excellence throughout the school/community.

Goal 3: Enhance and sustain collaborative working relationships.

Goal 4: Provide high quality training and development for all personnel, including a grow-your-own teacher/administrator

program.

Goal 5: Retain highly performing personnel.


Communication

Goal 1: Provide clear, concise and timely communication among students, parents, staff, community, tribal districts, and Tohono

O’odham government.

Goal 2: Increase awareness and understanding of district priorities, programs, procedures, and policies.

Goal 3: Use technology to improve communications.

Resources

Goal 1: Align financial and personnel resources to maximize educational achievement.

Goal 2: Plan and manage for growth.

Goal 3: Align programs, services, and resources with district priorities.

Goal 4: Maximize cutting edge technology at all levels.

IOES Mission Statement

The elementary school’s current mission statement is this: ―In partnership with the family and community, Indian Oasis Elementary School

will provide a safe bilingual/bicultural learning environment: where Native American values and traditions, especially those of the Tohono

O’odham, will be honored and taught as a foundation for learning to function and participate within any culture in the world.‖

IOES will be developing a new mission statement during the 2011-2012 school year.

District Culture and Climate

IOBUSD is a study in contrast. With strong district and board leadership over the past two school years, IOBUSD has developed a

philosophy of accountability by and for all. The philosophy includes learning for all, high expectations, and failure is not an option. There

exists a ―whatever it takes‖ attitude communicated by the IOBUSD school board and adopted by the leadership. Historically there has been a

lack of continuity and consistency in implementing effective educational practices, which has resulted in poor student achievement and has

contributed to a sense of hopelessness about the schools in the community and limited parent involvement in the schools. Recognizing these

circumstances, the LEA implemented a self-imposed district-wide ―turnaround‖ beginning with the 2010-2011 school year. The turnaround

consisted of replacing over 60 percent of certified staff at IOES, introducing the Success For All (SFA) Reading Program, developing a


Professional Learning Community structure, using data to analyze and drive instruction, implementing professional development focused on

strategies to improve student achievement, and hiring additional teachers in grades K-3, which resulted in lower class size (of around 18

students each). These components have created a foundation for a renewed and energized environment at IOES focused on high expectations

for student success.

The purpose of this IOES School Improvement Plan is to continue with the self-imposed ―turnaround‖ effort under the umbrella of a School

Transformation Model. This will lead to sustained systemic change to IOES so that in the future, the children who enter the school as

energetic, inquisitive kindergarteners keep their love of learning and develop into thoughtful, bright youth ready to continue learning in

middle school, high school, and beyond.

IOES Location and Neighborhood

IOES is located on the main street in Sells, Arizona, across from the Sells Recreation Center. Other buildings in the neighborhood are mostly

Tohono O’odham Nation government offices and facilities, such as the fire department, police department, and jail. The main residential area

of Sells is located about ¾ mile away. School bus transportation is available to all students, whether they live in Sells or elsewhere.

However, a few students walk home or to the local recreation center, and some students are picked up after school by parents or guardians.

The business district of Sells is located about a half mile from the school. Sells is a small town, and the center for business is a compact area

with only one grocery store, a movie rental place, and several other small shops and businesses. Despite the small size, the town is the hub of

the economy in the surrounding rural area. Both tribal and federal agencies are located here and bring business to the community.

IOES Student Body

IOES has 486 students, with 383 of them, 79 percent, eligible for free or reduced-price lunch. Nine students (2%) are enrolled in an English

Language Learner (ELL) program, and 51 students (10.5%) are enrolled in Special Education. Attendance and tardiness are significant

issues, with several students in each grade level displaying a chronic problem with missing school and 349 students overall having been tardy

so far this year (as of 1-27-2011), some of them as many as 22 and 30 times. As mentioned above, the students at IOES are bright and

inquisitive on the whole. It is important to make sure that on-time attendance is emphasized so that students can take advantage of learning

opportunities. Attendance will be addressed in detail in answer to question A.3.


Challenges at IOES

Through the process of ―turnaround‖ described above, the LEA identified and addressed several challenges at IOES. Two of the main

challenges were as follows:

In the early 2000s the LEA as a whole, as well as IOES, lacked a sense of instructional direction. Instructional purpose was disjointed

and did not provide clarity to teachers. Since fall 2009, the LEA has unified its philosophy and purpose by relying on the DuFour

Guiding Questions (see below for a list of the four questions), resulting in a clear vision, mission, and goals for the district. The LEA

implemented several key instructional innovations to support this focus. The 2011 Arizona Department of Education Solutions Team

Visit Findings demonstrate that IOES is, for the most part, implementing best practices in: School and District Leadership;

Curriculum, Instruction and Professional Development; Classroom and School Assessments; and School Culture, Climate, and

Communications. However, the LEA recognizes that it must maintain a focused effort at continuous improvement.

Historically, the professional development for teachers included high-quality content, but there was a lack of systematic follow-

through and teacher accountability. Now the LEA designs professional development based on academic achievement results and

teacher needs. Through monthly walk-throughs, the LEA monitors implementation of strategies covered in professional development.

The principal has dedicated two days a week to observe in classrooms and provide feedback to teachers; the School Improvement

Specialist also provides job-embedded coaching and mentoring to teachers.

Indian Oasis Elementary School has several challenges that remain to be addressed:

Over the years, IOES has been fortunate to recruit and retain a number of highly effective teachers. However, on the whole, recruiting

and retaining a highly effective instructional staff is difficult. The distance of IOES from major population centers is one factor. Prior

to the LEA’s ―turnaround‖ process described above, effective personnel at IOES may have felt that they did not have the professional

support they needed.

IOES parents’ perception has not caught up to the positive developments at IOES. Many of the parents are former students of IOES

who may not have had a good experience at the school. The negative perceptions are, in part, responsible for limited parent

involvement and engagement.

Related to the limited parent engagement is our overall challenge with attendance. IOES has unacceptable rates of absence and

tardiness for an elementary school.


Additional Factors

Since 2001, the elementary school as a primary school had 3 principals and the intermediate school had 5 principals; as an elementary school

since 2009, IOES has had one principal. Turnover in leadership has occurred also at the district level: Since 2001, there have been 7

superintendents, 7 business managers, 1 curriculum director (for two and a half years only), and 2 human resource directors (for one and a

half years only). The district has never had a data analyst, and school-based data entry personnel have not been trained. As a result of this

high turnover in leadership, there has been a lack of consistency in strategic planning, human resource policy, financial management, and

educational programming. Meanwhile, the absence of a data analyst has had devastating effects in terms of resource allocation, strategic

planning, program evaluation, and progress monitoring.

Our transformation plan is designed to concentrate on and ameliorate these issues.


A.3 How are our students doing?

Provide detailed summary of the student data for each Tier I and Tier II school.

Indian Oasis Elementary School (IOES, Tier I)

1. School Profile

ENROLLMENT ATTENDANCE

RATE

FREE/

REDUCED-

PRICE LUNCH

RATE1

SPECIAL

EDUCATION

STUDENTS

ENGLISH

LANG.

LEARNER

(ELL)

STUDENTS

STAFF

As of 1-31-2011

Kindergarten – 97

1st grade – 89

2nd

grade – 69

3rd

grade – 80

4th

grade – 73

5th

grade – 78

Total = 486

Student ethnicity

As of 1-31-2011

99% Tohono

O’odham

1% Other

Student gender

As of 1-31-2011

53% Male and

47% Female

YTD as of 1-31-

2011:

92.36%

2009-2010

91.34%

2008-2009

93.23%* (IOPS)

92.25%* (IOIS)

For SY 2010-

2011

79%

As of 1-31-2011

Kinder. – 6

1st grade – 5

2nd

grade – 10

3rd

grade – 7

4th

grade – 10

5th

grade – 13

Total = 51

Kinder. – 1.2%

1st grade – 1.0%

2nd

grade – 2.1%

3rd

grade – 1.4%

4th

grade – 2.1%

5th

grade – 2.7%

Total =10.5%

As of 1-31-2011

Kinder. – 0

1st grade – 0

2nd

grade – 0

3rd

grade –3

4th

grade – 5

5th

grade –1

Total = 9

Kinder. – 0%

1st grade – 0%

2nd

grade – 0%

3rd

grade – 0.6%

4th

grade –1.0%

5th

grade – 0.2%

Total = 2%

(rounded total)

During the 2010-2011 School Year,

IOES had these positions:

o 31 certified teachers

o 6 paraprofessionals,

o 7 support staff (health clerk, parent

liaison, secretary, attendance clerk,

3 custodians)

o 1 school improvement specialist

o 1 counselor

o 1 dean of students

o 1 principal


2. Stanford 10/TerraNova 8 and 9 for Second-Graders

Spring Grade Subject ScaleScore NCE Stanine PR TestName

2010 2 Math 351 16.9 2 12 Stanford10

2009 2 Math 585 37.9 4 32 TerraNova

2008 2 Math 578 44.1 4 41 TerraNova

2010 2 Read 590 27.9 3 20 Stanford10

2009 2 Read 579 29.1 3 22 TerraNova

2008 2 Read 597 37.3 4 31 TerraNova

2010 2 Writ 576 25.6 3 17 Stanford10

2009 2 Writ 594 31.3 3 22 TerraNova

2008 2 Writ 578 42.0 4 38 TerraNova

3. AIMS Passing Rates: These rates come from the Arizona Department of Education online AIMS reports. Third-Grade Mathematics

Year Exceeds standards

in math

Meets standards in

math

Approaches

standards in math

Falls Far Below in

math

2010 1% 14% 47% 38%

2009 0% 53% 27% 20%

2008 7% 51% 28% 15% Third-Grade Reading


in reading

Meets standards in

reading

Approaches

standards in reading

Falls Far Below in

reading

2010 0% 25% 50% 25%

2009 0% 38% 39% 23%

2008 0% 57% 34% 9% Third-Grade Writing


in writing

Meets standards in

writing

Approaches

standards in writing

Falls Far Below in

writing

2010 Not scored Not scored Not scored Not scored

2009 0% 54% 39% 7%

2008 1% 73% 22% 4%


Fourth-Grade Mathematics


in math

Meets standards in

math

Approaches

standards in math

Falls Far Below in

math

2010 3% 10% 32% 56%

2009 6% 25% 38% 31%

2008 6% 43% 27% 24% Fourth-Grade Reading


in reading

Meets standards in

reading

Approaches


Falls Far Below in

reading

2010 1% 25% 53% 20%

2009 2% 33% 43% 22%

2008 0% 46% 36% 18% Fourth-Grade Writing


in writing

Meets standards in

writing

Approaches


Falls Far Below in

writing

2010 Not scored Not scored Not scored Not scored

2009 0% 53% 44% 3%

2008 0% 55% 38% 7% Fifth-Grade Mathematics


in math

Meets standards in

math

Approaches

standards in math

Falls Far Below in

math

2010 0% 9% 21% 70%

2009 4% 36% 32% 27%

2008 1% 38% 31% 29% Fifth-Grade Reading


in reading

Meets standards in

reading

Approaches


Falls Far Below in

reading

2010 0% 28% 46% 27%

2009 4% 44% 38% 14%

2008 0% 38% 47% 15%


Fifth-Grade Writing


in writing

Meets standards in

writing

Approaches


Falls Far Below in

writing

2010 0% 22% 59% 19%

2009 0% 55% 36% 9%

2008 2% 55% 41% 3%

In the spring of 2010, the LEA’s high school was identified as a Persistently Lowest Achieving School. The newly-hired (as of fall 2009)

Superintendent, Dr. Alberto Siqueiros, the district leadership team, and the governing board recognized the need for comprehensive change in

IOBUSD, and they developed a district-wide turnaround plan that included IOES for immediate improvement.

During spring and summer 2010, the district leadership team implemented the first step of the turnaround plan, which consisted of non-renewing 48

probationary teachers across the district (13 of whom worked at IOES). Non-renewed teachers were eligible to re-apply for instructional positions at

IOBUSD schools. Many new teachers were hired. As a result of the turnaround process, 60 percent of the teachers at IOES are new to the district as

of fall 2010. Of those probationary teachers who worked previously at IOES, only four were selected to return to IOES. Other components of the

turnaround were bringing the Success For All curriculum and the PowerTeaching: Mathematics framework to the district; hiring an Executive

Director of Teaching and Learning; professional development and new teacher induction; use of a Psychometrician to assist with data analysis and

interpretation; weekly Professional Learning Community (PLC) meetings; and implementation of Response to Intervention (RTI).

Summary of Achievement Data

In analyzing student achievement, we focus on reading and math. Between 2009 and 2010, the test score data for elementary students in IOBUSD

show a decline in percentage of students meeting the standards in mathematics and reading and a marked increase in the ―falls far below‖ category,

almost across the board. The low level of math and reading scores, in general, demonstrate the very reason why the LEA initiated a district

turnaround process and why we will continue with an elementary school transformation. For reading scores, we find that for 3rd

through 5th

graders,

AIMS proficiency is weak across the three grades. Second grade results are weak also, with scores falling in the third or fourth Stanine in all subjects

on the Stanford 10/Terra Nova. Because of these deficiencies in reading, IOES implemented the Success For All reading program in fall 2010.

For mathematics, AIMS proficiency levels decline in higher grade levels. In other words, the achievement gap widens as students move through the

system. The 2008 third grade cohort provides a stark example of this decline:


in math

Meets standards in

math

Approaches

standards in math

Falls Far Below in

math

2008 – 3rd

grade 7% 51% 28% 15%

2009 – 4th

grade 6% 25% 38% 31%

2010 – 5th

grade 0% 9% 21% 70%


These data show that there is an urgent need to transform the mathematics learning of IOES students, particularly as the students advance through

their elementary years.

4. DIBELS Assessments

Indian Oasis-Baboquivari Primary School

DIBELS-2008-09 SY (Spring/End-of-School-Year Benchmark)1

Intensive Strategic Benchmark

Kindergarten 30%-24 students 16%-13 students 54%-44 students

First Grade 43%-27 students 33%-21 students 24%-15 students

Second Grade 60%-25 students 14%-6 students 26%-11 students

Third Grade 38%-29 students 32%-25 students 30%-23 students

1 At the end of the 2008-2009 school year, the results for one class of second graders were not reported.


Indian Oasis-Baboquivari Elementary School

DIBELS-2009-10 SY (Spring/End-of-School-Year Benchmark) Intensive Strategic Benchmark





Fourth Grade 39%-28 students 24%-17 students 38%-27 students

Fifth Grade 55%-47 students 19%-16 students 26%-22 students

IOES DIBELS-Beginning 2010-11 SY (Fall Benchmark)









IOES DIBELS-Middle 2010-11 SY (Winter Benchmark, end of 2nd quarter)








Analysis of 2010-2011 DIBELS Results

From the above year-to-date DIBELS results, we notice three distinct points, one for each grade level:

In kindergarten, about one-third of students need intensive work on their early literacy skills. Only 14 to 16 percent of students are at benchmark

levels, and the remaining students need strategic work on literacy skills.

One reason for the low number of students at benchmark is that IOES is following the SFA curriculum with fidelity. The SFA rationale is to focus

on letter sounds and blending as its foundation for reading development. The kindergarten teachers have strategically introduced letter naming at the

end of the second quarter. In contrast, DIBELS measures timed proficiency in letter naming at the end of the second quarter. Now that the letter

names have been introduced through the SFA Alphabet Chant and other means, we expect to see higher DIBELS results at the end of the school year.

IOES kindergarten teachers will continue to work on letter naming during calendar time and transition points in the school day. In addition, IOES

has scheduled a Kindergarten Parents’ SFA Night in mid-March 2011 to provide parents with strategies to support their students’ work on the

alphabet and sight words.

In first grade, the most notable aspect of the results is the large increase (from 14% to 49%) in students needing intensive work on literacy between

quarters 1 and 2. The first DIBELS assessment in first grade measures literacy skills gained in kindergarten and retained into first grade. The second

DIBELS assessment in first grade measures oral reading fluency for the first time. The University of Oregon which developed DIBELS and


maintains DIBELS data nationwide reports that it is common for school districts to see a dip in first grade Winter Benchmark DIBELS results.

To help with literacy issues in first grade, IOES has scheduled a First Grade Parents’ SFA Night in mid-March 2011. The purpose will be to provide

parents with strategies to support their students’ reading and oral fluency skills.

For 2nd

through 5th

grades, the DIBELS results indicate no movement overall from the Fall Benchmark to the Winter Benchmark. This calls for

multiple opportunities for students to practice reading fluency. During SFA reading classes, students are progress monitored on oral reading fluency.

Students with intensive needs (as measured by DIBELS) by necessity are progress monitored in SFA using ability-level assessments. As a result,

some students are making progress based on their ability-level assessments, but the grade-level DIBELS assessment results may not reflect this

growth. In other words, a student may show individual growth but still fall into the DIBELS intensive category.


5. Discipline Data

IOES DISCIPLINE REFERRALS

Grades K- 5

2009-2010 School Year

Number of incidents

2010-2011 YTD –

incidents

(as of 1-31-2011)

2010-2011 YTD –

number of students

(as of 1-31-2011)

Arson 0 0 0

Assault 0 0 0

Being Rude 7 5 5

Bullying 6 45 30

Defiance of Authority 5 20 16

Destruction of Property 1 11 9

Fighting with injury 16 15 14

Fighting / threat 32 9 8

Flagrant Ditching 0 0 0

Gang Activity 0 0 0

Horseplay (playing inappropriately) 10 7 7

Other 39 6 6

Possession of Paraphernalia 6 0 0

Theft 0 1 1

Throwing Rocks 0 1 1

Under the Influence and/or Possession of Drugs 11 20 19

Unsportsmanlike Behavior 0 2 2

Verbal Abuse of Teacher/Staff 2 0 0

Verbal Harassment 0 1 1

Weapon (Knife) 1 0 0

TOTAL 166 incidents 143 incidents 73 individuals involved


Summary of Discipline Data

The discipline data for IOES show that total referrals have remained about the same over the past two school years. (Note that the 2010-2011 data

are year-to-date.) Bullying, defiance, and fighting are areas of concern. It is important to note that IOES has taken a much more proactive approach

to preventing bullying, which may indicate more awareness of bullying on the part of students, resulting in increased reporting. It is shocking that

IOES students have 20 reported incidents of drug-related problems in this school year to date. The discipline data show that the student environment

and student behavior need to be addressed as part of a school transformation.

The table on the next page shows drug offenses in the elementary school from 2007-2011. There are two types of discipline incidents related to

illegal substances: possession of drugs or paraphernalia or being under the influence of drugs or alcohol. Data from the last two years show that the

illegal substances problem is growing. Environmental factors such as proximity to the international border and gang activity in the community

influence the drug problem. IOES instituted a school uniform policy three years ago, which has lessened issues with gang-related clothing. We are

partnering with the Tohono O’odham Nation to combat the drug and gang problems at IOES and other IOBUSD schools. For example, the Nation’s

Police Department has assigned School Resource Officers to district schools. We are partnering with the Tohono O’odham Nation, the Tohono

O’odham Police Department, Tohono O’odham Behavioral Health, and the Tohono O’odham Juvenile Court to develop prevention and intervention

programs designed to decrease violent behaviors, drug possession, gang activity, and tagging private property with graffiti. These are critical

partnerships in the prevention of gang activities in the schools.

According to the Handbook on Effective Implementation of School Improvement Grants, a key support needed for student success is training in the

strategy of Social and Emotional Learning (page 177). In our School Improvement Plan, we emphasize the core competency of Self-Management,

which is described by the Handbook as ―Self-management—regulating one’s emotions to handle stress, control impulses, and persevere in

overcoming obstacles; achieving personal and academic goals; expressing emotions appropriately.‖ The Positive Behavioral Intervention Support

Program and Success For All curriculum Getting Along Together were initiated in 2010-2011 and will be strengthened and continued in 2011-2012.

When students gain this core competency of self-management, the LEA believes that discipline referrals in IOBUSD schools will decrease,

especially in the areas of bullying, fighting, defiance, ditching, and illegal substance abuse.


DRUG OFFENSES, as Compared to Total Discipline Incidents at Indian Oasis Elementary School (IOES)

(and previously at Indian Oasis Primary School [IOP]), 2007-2010

Drug Event count

Total Discipline Event Count

Percent of Events for Drugs

Students w/ drug offenses

No of Students w/ discipline offenses

Percent Students w/ Drug offenses of total offenders

Students w/ drug offenses

Number of Students in School Year Enroll- ment

Percent of All Students w/ drug offenses

No of Students w/ discipline offenses

Number of Students in School Year Enroll- ment

Percent of students w/ discipline offenses

IOES

2010-2011 20 143 14% 19 73 26% 19 486 4% 73 486 15%

2009-2010 13 189 7% 11 97 11% 11 570 2% 97 570 17%

IOP2008-2009 2 89 2% 2 57 4% 2 359 1% 57 359 16%

IOP2007-2008 3 50 6% 1 34 3% 1 401 0% 1 401 0%

6. Attendance Data

As we saw above, attendance for IOES is as follows:

YTD as of 1-31-2011:

92.36%

2009-2010

91.34%

2008-2009

93.23%* (IOPS)

92.25%* (IOIS)


The planners of this SIG proposal in part attribute the low attendance of 91%-92% to the fact that some students are not engaging in the learning

process as much as they could and are thus losing motivation to attend school. Another significant factor in low attendance is the limited parent

engagement that we discussed in the Challenges section of A.2. This School Improvement Plan will address the factor of low attendance by an

intense focus on effective instruction and student learning.

When we look at attendance over the last three years by grade levels, we notice trends and patterns that can help us develop strategies for improving

attendance. Here is the grade-by-grade data:

Percent in Attendance for Grades K-5 in IOES

Grade Level 2008-2009 (Data

from IOPS and IOIS) 2009-2010 2010-2011 YTD as

of 1/31/2011

K 91.90% 89.22% 90.49%

1 93.47% 89.80% 92.12%

2 93.82% 92.75% 91.89%

3 93.84% 92.38% 94.34%

4 92.93% 92.40% 93.64%

5 92.75% 91.60% 92.03%

Since kindergarten attendance tends to be lower than in other grades, we will focus on emphasizing the importance of attendance to all students and

parents, starting in kindergarten. Teachers throughout IOES will be encouraged to develop grade-appropriate attendance strategies.

IOES has been addressing attendance in the current school year through teacher calls to parents, visits by parent liaisons, incentives (such as Student

of the Month and Dean’s List).

Moving forward, IOES will implement several attendance improvement strategies:

Positive notes home on a regular basis for consistent attendance

Public recognition of parents whose children attend regularly

Quarterly and year-end attendance awards

Welcoming classrooms with highly engaging, relevant instruction

Parenting classes

A more defined parent-student-school compact addressing attendance


Needs Assessment Data to Help Answer Question A.3. How are our students doing? In order to become and remain aware of how students at IOES are doing, the LEA conducted a needs assessment that consisted of a staff

survey and a series of school walk-throughs.

Staff Survey

A school-wide staff survey was administered in fall 2010. The assessment contained input from all the instructional staff including

instructional aides.

The major findings from the survey, organized by standard, were as follows:

Standard 1: District and School Leadership: The LEA and IOES earned a ―meets‖ or ―approaches‖ on all indicators. The thirteen

indicators for this standard measure whether ―The district and school leadership focuses on improved student achievement.‖

Standard 2: Curriculum, Instruction, and Professional Development: In this area, IOES received mostly ―meets‖ and several

―exceeds,‖ one ―approaches‖ and one ―falls far below.‖ The ―falls far below‖ answer pertained to the curriculum being shared with all

stakeholders. The fifteen indicators for this standard measure whether ―Rigorous curriculum and instruction provide all students the

opportunity to meet or exceed Arizona Academic Standards.”

Standard 3: Assessment System: The district or school was evaluated as ―meeting‖ or ―exceeding‖ all indicators in this area. The

eight indicators measure whether ―The school uses multiple standards-based assessments, strategies, and data to measure and

monitor student performance and to revise curriculum and instruction as needed.‖

Standard 4: School Culture, Climate, and Communication: The answers were all ―approaching‖ or ―meeting‖ in this area. The eleven

indicators here measure whether ―The school functions as an effective learning community, supports a climate conducive to student

achievement, and possesses an effective two-way communication system.‖

Walk-Throughs

In addition to regular walk-throughs by the Principal, the School Improvement Specialists, and the SFA Point Coaches, the LEA has

conducted several walk-throughs during the 2010-2011 school year.


The LEA representatives on the walk-through were the

o Superintendent

o Executive Director of Teaching & Learning


o Principals of all three schools

o School Improvement Specialists from IOES and BHS

Upon arriving at the site, the team broke into pairs and small groups and visited different classrooms. The instrument guided team members

to look at each of the following factors:

Classroom environment

Instructional practices

Student behavior

Student engagement

Findings from the site visit:

As a result of walkthrough data and teacher formal evaluation data, gathered from all regular education and special education resource classes

at IOES, the following strengths and areas of concern were identified.

Strengths

IOES has organized its schedule to allow for an uninterrupted 90-minute reading block, which is dedicated to Success For All (SFA)

instruction.

Reading: Routines are established, and there is evidence that during the SFA block, most teachers are using cooperative learning

strategies. Most teachers are using the technology that accompanies SFA.

Math: Teachers received training in the PowerTeaching: Mathematics framework in January 2011.

Classrooms are very well-supplied and provide an environment conducive to learning.

Most classrooms are print-rich, with many opportunities for reading and writing (material posted on walls, books, word walls, paper

available, and so on).

In general, students behave well in the classroom setting.

Teachers are using cheers and team celebration points as evidenced by the charts in their classrooms.


Concerns

While there is evidence of teacher lesson plans, preparation, gathering of materials, and reflection on the lesson’s impact are

sometimes lacking.

Transitions from one subject to the next were not seamless.

Cooperative learning strategies are observed during reading instruction; however there is only limited use of these strategies in other

subject areas.

In some classrooms, bell-to-bell work was not evident.

Too little evidence was observed of teachers initiating and students using higher-order thinking skills during instruction.


B. DESCRIPTION OF LEA’S CAPACITY

LEA demonstrates that it has the capacity to use school improvement funds to provide adequate resources and related support to each Tier I

and Tier II school identified in the LEA’s application in order to implement, fully and effectively, the required activities of the school

intervention model it has selected.

Behavior for successful

restructuring of

persistently low achieving

schools

What are the strengths/actions

taken? What is in place?

What are the weaknesses/

challenges?

What changes will be made and/or actions

taken to address the weaknesses/challenges

and improve on the strengths?

LEADERSHIP FOCUSED ON RESULTS

Policies and practices

have been identified that

will enable schools to

implement the selected

intervention(s) fully and

effectively with

operational flexibility

granted to the principal

Yes, due to the district-wide

turnaround implemented during the

2010-2011 school year, the LEA has

identified and developed many of the

policies and practices that will enable

IOES to implement the

transformation model fully and

effectively with operational flexibility

granted to the principal.

Here are some of our policies and

practices that will facilitate the

transformation process:

Collection and use of student

achievement data.

Administration of a teacher

evaluation instrument.

A strategically-planned

professional development

program.

Walk-through protocols that

include looking for the

The LEA has identified

parent engagement as an

area needing attention.

We have seen limited

parent involvement at

IOES. Community

involvement is responsive,

with many organizations

and individuals willing to

engage; however, the

school would benefit from

community-initiated

involvement.

Currently, the New

Teacher Induction

program lacks

differentiation based on

experience.

Classroom observation

protocols were not always

used consistently in the

past.

In order to address the challenges with parent

engagement, the LEA is transforming its

approach to a parent program. A Parent

Involvement Coordinator at the district will work

closely with certified Parent Involvement

Specialists at each school. At IOES, the Parent

Involvement Specialist will develop a

comprehensive approach to working with parents,

with a focus on student attendance and

achievement. The Parent Liaison position will

become an Attendance Specialist position

reporting to the Parent Involvement Specialist.

The new Extended Day will greatly increase

community involvement with IOES. The RFP

process for identifying providers will encourage

community organization to consider IOES as a

resource for access to the next generation of

leaders on the Tohono O’odham Nation.

The LEA has revised its SY 2011-2012 teaching

contract to reflect a seven-day Summer Academy

and four additional days of professional


Policies and practices

Continued

implementation of professional

development.

IOES involves parents and the

community in shared decision

making through its site council.

Modifications to policies and

practices involve decisions and

approval at multiple levels.

New teachers have additional

days included in their contract to

participate in the new teacher

induction program.

The Governing Board recently

approved giving the Superintendent

discretionary authority to award up to

ten years’ experience for placement

on the certified teacher salary

schedule for hard-to-fill staff

positions.

The LEA has initiated external

partnerships with the Tohono

O’odham Nation, the University of

Arizona, Tohono O’odham

Community College, the

Metropolitan Education Commission,

and other civic organizations.

development embedded within the school year.

The district will conduct a mandatory new teacher

induction program consisting of 16 hours to be

held over several evenings or days throughout the

school year. Three tracks will be held:

a track for teachers new to the profession

(year 1)

a track for teachers who are in their second

year of teaching (year 2)

a track for experienced teachers who are in

their first year at IOBUSD as of fall 2011

The new teacher induction program will cover the

following topics: classroom management, data

analysis, lesson planning, cultural proficiency,

and Marzano’s Effective Instructional Strategies,

and student engagement.

The LEA will provide Claims, Evidence,

Interpretation training (CEI) for its leadership

team. The training will include a six-hour session

on the elements of supervision and evaluation, the

CEI process, and conferencing strategies. There

will be an additional day of on-site small group

coaching in the practical application of the CEI

process.



restructuring of


schools



What are the

weaknesses/ challenges?




LEA/charter holder has a

comprehensive

evaluation plan for

retaining highly effective

administrators, teachers,

and support staff and

removing ineffective

staff.

Retaining highly effective staff

The literature on teacher retention

suggests that one of the most

important factors in retaining teachers

is a highly effective professional

development program that includes

job-embedded training, mentoring,

and a Professional Learning

Community environment (The

Influence of a Beginning Teacher

Induction Program, Siqueiros, 2003).

The LEA has implemented a highly

effective professional development

program, which includes these

components:

Prior to the start of the school

year, teachers are required to

attend a seven-day professional

development Summer Academy.

This is followed by four

dedicated days of professional

development throughout the

school year. Additionally, 16

hours of new teacher induction is

provided for novice teachers.

Teachers are mentored by the

For retention:

The long distance for

commuters and the high

turnover associated with

working in a rural/tribal

school district have made

retaining highly-effective

teachers and leaders very

difficult.

For retention:

IOBUSD will continue its strong New Teacher

Induction program and will implement a formal

mentoring program during the 2011-2012 school

year.

IOES will introduce ―Teachscape,‖ a new tool

that allows teachers to record themselves teaching

with a 360 view of their classroom. This will

promote interaction among teachers and between

teachers and the School Improvement Specialist.

Teachscape will help teachers plan their lessons,

observe colleagues present their lessons, and

interact with the School Improvement Specialist.

The tool is web-based so that teachers planning

lessons can link to Marzano’s strategies and other

resources.

Teachers will be issued quality headphones and

professional carrying cases for their laptops.

For removing ineffective staff:

Prior to the start of the 2011-2012 school year, all

of IOBUSD leadership—principals,

administrators, School Improvement Specialists,

and other leaders—will receive training on the

district’s evaluation instrument and all statutes


Comprehensive

evaluation plan

Continued

existing SFA Facilitator and SFA

Point Coaches in both reading

and PowerTeaching: Math.

IOES has a PLC culture with

weekly meetings to guide data-

driven instruction.

The PLC at IOES addresses

DuFour’s guiding questions for

learning:

1. What do we want our

students to learn?

2. How do we know when

students have achieved

mastery in what we have

taught them?

3. What will we do when

students do not learn?

4. How do we support learning

for those that have already

achieved mastery?

The LEA requires that the principal

dedicate two days per week for

classroom visits and conferences with

teachers to help improve student

achievement. Parents and the

community have been requested to

contact the principal on the other days

of the week. This reflects the LEA

view that the principal is an

related to teacher evaluation.


Comprehensive

evaluation plan

Continued

instructional leader in the school.

For retaining highly effective support

staff, we provide training.

Instructional aides are included in

intervention training and professional

development days and are part of the

professional learning community.

Removing ineffective staff

The application of law and policy is

being fully implemented as it pertains

to teachers to permit their removal for

performance issues, if necessary.

We have requested for IOBUSD to be

a pilot site for the Arizona

Department of Education’s new

value-added evaluation process. This

process allows the district to use

academic achievement results to

evaluate teachers’ performance.

In the fall of 2010, the LEA provided

a laptop for all current teachers.



restructuring of


schools



What are the





LEA/charter holder has a

comprehensive plan for

recruiting highly

effective administrators,

teachers and support

staff

IOBUSD has reorganized its Human

Resources Department, and it now

has one employee dedicated to

providing comprehensive human

resource services.

The LEA has developed a wide-

ranging marketing plan that includes

newspaper and movie theater

advertisements, representation at job

fairs, and hosting of our own

recruitment fair.

Prior to issuance of new contracts,

returning teachers will have a

conversation with the LEA leadership

and/or the new IOES principal to

discuss the School Improvement

Grant. The teachers will need to

commit to supporting the plan. The

contract will be written to specify

support of the School Improvement

Grant process. The goal of this step

is to help all certified staff have an

understanding of what it means to be

a teacher in a transformational school.

We are committed to transparency so

that teachers know the expectation

The challenges are the

same as those for

retention—the distance for

most employees to their

place of work, and the

high-turnover

environment.

Wireless capability was added to the district’s

employee bus so that employees can use the

Internet during their commute.

Several units of teacher housing were renovated,

and more are scheduled to be improved during

summer 2011.

IOBUSD is exploring the use of Title II funds to

hire a Professional Development Coordinator who

will also work on teacher recruitment.


Recruiting plan

Continued

before they sign their contracts.

A standardized interview process is in

place. The interview protocol

includes questions about candidates’

willingness to volunteer and serve as

campus leaders. The key components

of this School Improvement Plan will

be included in the interview process.

Candidates invited for interviews will

be asked to read the School

Improvement Plan before the

interview and will be asked during

the interview to commit to the plan.

Teacher contracts will spell out what

it means to work in a transformational

school.

We will hire the new IOES principal

following Arizona state standards for

transformational schools.

To help us recruit highly effective

support staff, we will ensure that all

support staff candidates understand

the school transformation process.

We offer a highly competitive pay

scale and above-average benefits.



restructuring of


schools



What are the





LEA/charter holder

consists of individuals

having knowledge of the

district and expertise in

school improvement who

are willing to make

dramatic changes to

improve student learning

Knowledge of the district and

expertise in school improvement:

IOBUSD Superintendent, Alberto

Siqueiros, holds a doctorate degree in

educational leadership with an

emphasis on new teacher induction.

He has five years as a central office

administrator and thirteen years of

experience as a site-level

administrator, primarily serving low-

income, high-need schools in rural,

urban, and suburban school districts.

Dr. Siqueiros has been with IOBUSD

since September 2009.

IOBUSD’s Executive Director of

Teaching and Learning, Mrs. Dea

Salter, has served as a Chief

Academic Officer, principal

supervisor, and school principal. She

has experience working with schools

in difficult situations. Mrs. Salter has

been with IOBUSD since July 2010.

Business Manager, Mr. Dan Fleury,

has twenty years of experience

managing school finances and

administrative services. He has

Many teachers have

limited knowledge of

district and school

improvement.

IOBUSD will continue its strong induction and

professional development programs and will

implement a formal mentoring program for new

teachers during the 2011-2012 school year. This

will help new staff become more familiar with the

district and learn about school improvement.

Building on its strength of leading dramatic

change, the LEA is making a major commitment

to an extended school day at IOES. At town hall

meetings conducted in February 2011, parents

and community members expressed strong

support for an extended day. As part of planning

this School Improvement Grant proposal, the

LEA has spent time planning the extended day at

IOES. We are poised to begin pre-

implementation of the extended day plans in April

2011 so that IOES can launch its new extended

day in August 2011.


Individuals with

expertise and willingness

to lead change

Continued

worked for IOBUSD since June 2009.

The Special Education Coordinator,

Mrs. Madge Miranda, has extensive

experience in IOBUSD, serving as

both a teacher and an administrator

since 1997. She holds a B.A. in

Special Education and an M.A. in

Bilingual/Bicultural Education, and is

pursuing a master’s in Educational

Leadership.

Willingness to make dramatic

change:

This team of leaders has led IOBUSD

through many dramatic

improvements during 2010-2011.

Most important was their decision to

use the 2010 School Improvement

Grant process for Baboquivari High

School as a catalyst to start a district-

wide turnaround. In implementing

the turnaround, the LEA leaders have

shown their willingness to make

dramatic change:

They improved the district’s intensive

job-embedded professional

development program by hiring a

dedicated School Improvement

Specialist at each school site to

deliver coaching and professional


Individuals with

expertise and willingness

to lead change

Continued

development to teachers.

The LEA leaders worked to change

the role of the principal to that of an

instructional leader. They built more

classroom observation time into the

principal’s job description. During

the 2010-2011 school year, the IOES

principal has spent at least two days

per week in classrooms and meeting

with teachers.

They brought a new reading program

to the district and have supported

IOES and the other schools in their

implementation of this program,

which is Success For All.

They implemented a new recruiting

and hiring process. Job fairs and

regional advertising attracted many

teacher candidates to apply for a

position at IOES.

They developed a strong new teacher

induction program.



restructuring of


schools



What are the





The LEA/charter holder

is involving

community/parents in

the restructuring process

including

communicating current

reality, new vision, buy

in, and addressing

resistors

The district leadership held three

community meetings at different

locations to communicate the changes

that will be taking place as part of the

school transformation. The

leadership also addressed the

transformation at the IOES site

council and staff meetings. A request

for written input was distributed to

parents so that they could provide

comments and recommendations.

The district leadership has a monthly

radio show that is broadcasted to the

community in which our school

district news and events are

highlighted. Students from the

middle school and high school

provide weekly public service

announcements as part of the show.

The district has begun periodic

newsletters describing the ongoing

turnaround initiative, highlighting

student successes, and reporting

district events. The town hall

meeting dates were announced via the

newsletter.

Though there has been

recent progress,

historically, the system has

not demonstrated through

its actions that it is serious

about systemic change.

The vacant LEA-level

Parent Involvement

Coordinator position has

been posted for two

months. We are having

difficulty filling this

position with a qualified

person.

The leadership of the eleven districts of the

Tohono O’odham Nation will meet with the

IOBUSD Superintendent for site-level classroom

visits, followed by presentations at each district

throughout the year.

For the open Parent Involvement Coordinator

position, we will expand our search, advertising

in the local newspaper and the greater Tucson

area.

The LEA will use its existing mobile learning lab

to provide teacher outreach to villages on the

Nation.

We will be developing parent access to student

data via the district website.


Involving the parents

and the community

Continued

The local newspaper, The Runner,

has published several articles

highlighting our school district.

The Superintendent of IOBUSD sits

on the Executive Board of the

Tohono O’odham Nation Prevention

Coalition and is a member of the

Cancer Prevention Board.

Each school year, IOES teachers

participate in four evening school-

level events (including parent

conferences and literacy nights). This

allows for additional communication

with families.

The district provides systemic support

for timely, accurate, and open

communication with families. For

example, a semiannual newsletter is

mailed to each address in the Nation,

and we redesigned the IOBUSD

website so that it now includes much

more information useful to parents

and community members. In

addition, the LEA presents school

data to the Tohono O’odham Nation

Legislative Council annually.



restructuring

What are the strengths? What is in

place?

What are the

weaknesses? What needs

to be put in place?

What changes will address the weaknesses and

improve on strengths?

The LEA has a culture of

high expectations for

student achievement

including established

vision, mission, and

goals which address

student achievement

District-wide, there is a focus on

improving student achievement in

reading and math and increasing

student attendance.

The district’s mission and vision

statements underline the importance

of student achievement:

Mission Statement

The Indian Oasis-Baboquivari

Unified School District, in

partnership with families and

communities, prepares students as

leaders by providing a high quality

educational environment where

students excel with skills and

knowledge needed to compete in a

global society while retaining

traditional values, cultures and

heritage.

Vision Statement

Our students will be academically

prepared, know their Himdag, and

have life skills to excel.

IOBUSD’s goal statements, which

also address student achievement, are

There is a need to increase

teacher awareness and

―buy in‖ of the school and

LEA vision, mission and

goals.

During summer 2010, the IOBUSD Governing

Board and district leadership team developed

vision, mission, and goal statements that address

student achievement. The LEA is working on

improving on its strengths by focusing on the

following principles:

IOBUSD as a whole will create an

environment for learning. In classrooms, one

will see state-of-the-art technology, up-to-

date textbooks, desks or tables arranged in

ways that encourage interaction, and other

physical indications that this is a place where

higher-level learning takes place.

IOBUSD will develop a highly effective

instructional program for all of our students.

District-wide, we are working on creating a

sense of teacher and staff efficacy—the

ability to make a difference in student

learning despite social problems,

dysfunctional families, and other situations

that were in the past used as excuses for poor

student performance.

In order to develop this effective instructional

program, teachers and administrators at every

level will be charged with considering and

answering the DuFour Guiding Questions for

Learning:


High expectations for

student achievement

Continued

listed in answer to question A.2.

The Governing Board recently

revised the vision, mission, and goals

to more closely align with the School

Improvement Grant.

The culture of high expectations is

evidenced by these actions:

Administrators observe

classrooms for two days a week

and participate with the LEA

leadership on a weekly basis to

review the district goals and

monitor progress. Principals are

also required to provide regular

communiqués such as newsletters

to parents and the community.

Teachers attend professional

development and induction. The

salary structure has been

designed to support these efforts

and the overall focus on high

expectations. Regular PLC time

is scheduled to analyze student

achievement data that guide the

instructional program.

Teachers post student-friendly

objectives in their classrooms and

have lesson plans available for

visitors to observe.

1. What do we want our students to learn?

2. How do we know when students have

achieved mastery in what we have taught

them?

3. What will we do when students do not

learn?

4. How do we support learning for those

who have already achieved mastery?

A staff, parent, student, and community climate

survey will be administered once per year to

assist in the development of yearly goals.



restructuring


place?

What are the

weaknesses? What needs

to be put in place?

What changes will address the weaknesses and

improve on strengths?

Evidence of shared

leadership at the LEA

and school levels

The LEA leadership calls itself the

Professional Learning Community

Committee (PLCC). This committee

is comprised of

o Superintendent

o Executive Director of Teaching

and Learning

o Principals

o School Improvement Specialists

(one from each school)


o Business Manager

o Facilities Manager

o One teacher representative from

each school

The committee meets at minimum

two hours per week and discusses all

aspects of teaching and learning. The

committee applies a shared decision-

making approach.

At IOES, the school has a leadership

team that is comprised of a teacher

representative from each grade level,

the School Improvement Specialist,

and the principal. This group meets

weekly. The leadership team works

well together and has brought many

Out of necessity at the

beginning of the

turnaround process, the

schools needed to use a

committee approach to

decision-making, with the

SFA committees taking

the lead. However, as we

progressed, the decision-

making has become more

inclusive and based on

school-wide and district-

wide input.

Site council members need

more training in site-based

decision making.

We are continuing to build on the concept of

shared decision making and see this as an integral

part of our transformation plan. We have

implemented PLC best practices at both the LEA

and the schools.

The LEA will provide training to site council

members to increase decision-making ability.


Shared leadership at the

LEA and school levels

Continued

positive changes to IOES, such as a

schedule that is organized around

instructional needs.

The school leadership team works

seamlessly with the LEA’s PLCC,

facilitating walk-throughs, sharing

data, representing the district at

conferences and the community, and

serving as a sounding board for new

ideas and strategies.

FOCUSED

STRATEGY FOR

IMPROVING

INSTRUCTION WITH

CLEAR

EXPECTATIONS OF

CLASSROOM

PRACTICE


place?

What are the weaknesses? What

needs to be put in place?

What changes will address the

weaknesses and improve on

strengths?

Use of guaranteed and

viable curriculum that is

aligned to the current

Arizona Academic

Standards

IOBUSD has curriculum aligned with

Arizona state standards.

The LEA makes extensive use of

Galileo K-12 Online, a

comprehensive instructional

improvement system developed by

Assessment Technology Incorporated

(ATI). The LEA monitors reading

and mathematics programs to ensure

that student progress is measured by

The curriculum consists of adopted

textbooks and the Arizona state

standards. Pacing guides and

curriculum maps are at varying levels

of completion but are in the process

of refinement.

The curriculum needs comprehensive

vertical alignment.

Before the beginning of the 2011-2012

school year, a system for annual

review of curriculum and pacing

guides will be developed. IOBUSD

will work with an approved vendor for

this part of our transformation plan.

The curriculum process will include

training for all instructional staff on

the Common Core Standards. All

content and grade-level pacing guides


Curriculum aligned to

Arizona standards

Continued

Galileo benchmarks (quarterly, as

scheduled on the district calendar),

formative and summative

assessments, DIBELS, and reading

level assessments.

A comprehensive, scientifically-

proven reading program has been

selected to address the needs of all

students K-10. The reading program

is Success For All. Elementary and

middle schools in Arizona that use

Success For All have made

significant progress in their AIMS

reading scores. See the website

www.successforall.net for research

results and documentation.

The district has also selected the

Success For All framework for

mathematics instruction called

PowerTeaching: Mathematics. This

approach uses research-based Cycles

of Effective Instruction, an interactive

instructional model that supports

cooperative learning. The model

teaches learning behaviors, team

cooperation, goals, processes,

strategies, and skills. Every lesson is

designed to be student-centered and

engaging through the following

components: active instruction,

will be completed by the end of the

first quarter of the 2011-2012 school

year.

IOBUSD is planning to hire a

Psychometrician, a professional who

focuses on the theory and technique of

educational testing, including

interpretation and analysis of test

results and other educational data.

The district Psychometrician will work

closely with the site-level PLCs. Data

reports will be generated from various

sources, including Galileo, SFA,

DIBELS, and Infinite Campus and

presented to site-level PLCs weekly.

With assistance from the

Psychometrician and the School

Improvement Specialist, each site-

level PLC will interpret the data and

make instructional and grouping

adjustments based on the results. The

site-level PLCs will meet after school

during the extended teacher contract

day and during the school day as the

IOES schedules allows.

http://www.successforall.net/


teamwork, assessment, and

celebration.


restructuring


place?





strengths?

Policy and/or procedures

to review and evaluate

standards-based

core/supplemental

programs are in place

Ongoing review of core and

supplemental curriculum takes place

during professional development days

and informally during PLC time.

IOES teachers complete the Arizona

Department of Education Standards

and Rubrics for LEA Improvement

annually.

The LEA’s Policy IGA Curriculum

Development states that ―the school

systems continually develops and

modifies its curriculum to meet

changing needs.‖

There is no system in place for a

formal annual review of core and

supplemental programs.

There needs to be a better

understanding of the change process,

and the expected rate of improvement

with our intervention programs.

As part of its transformation plan, the

LEA will establish procedures for

regularly reviewing and evaluating

core and supplemental programs.

During 2011-2012, a calendar for this

purpose will be developed and

maintained by the Executive Director

of Teaching and Learning. The

calendar will indicate which programs

need to be reviewed each school year

and will flag steps in the process, such

as convening a committee to begin the

review.

The review of core and supplemental

curriculum will rely on data gathered

and analyzed by the Psychometrician,

School Improvement Specialists, and

others on the site-level PLC and the

LEA’s PLCC.



restructuring


place?





strengths?

A framework/model that

defines effective

instruction has been

developed and is clearly

communicated

IOBUSD uses the DuFour Guiding

Questions as a framework for

effective instruction. Teachers and

administrators at every level are

charged with considering and

answering the DuFour Guiding

Questions for Learning:

1. What do we want our students to

learn?

2. How do we know when students

have achieved mastery in what

we have taught them?

3. What will we do when students

do not learn?

4. How do we support learning for

those who have already achieved

mastery?

In addition to using the DuFour

questions extensively, IOBUSD

ensures that its professional

development for teachers includes

one or more sessions on Marzano’s

Effective Instructional Strategies,

based on the work of Robert J.

Marzano, Debra J. Pickering, and

Jane E. Pollock. The nine effective

strategies are as follows:

Implementation of the DuFour

Guiding Questions remains an issue.

With many new staff in the district,

we have seen teachers being

challenged to respond to the third

question: ―What will we do when

students do not learn?‖

For instance, when the average scores

are low for a group of students,

teachers struggle with re-teaching,

differentiating instruction, and

providing classroom interventions.

As another example, the scripted

manual for Success For All has

brought up the question for teachers

of how to support learners who need

more time while also keeping the

whole group on track with the

scripted curriculum.

IOES is in the introductory or

―mechanical‖ phase of implementing

Success For All, which means that

teachers are still learning the routine;

as we move into the next phase—the

―refined‖ phase of implementation—

we expect to see the DuFour Guiding

Questions and Marzano Strategies

enriching the daily teaching of Success

For All and PowerTeaching: Math.

IOBUSD will improve its effective

instructional program for all of our

students and expand it to all areas of

learning. Using Galileo, AIMS,

Scholastic Reading Inventory,

DIBELS, and Success For All data and

supported by the Psychometrician, all

teachers will become experts in

targeting instruction based on data and

sharing effective instructional

practices with their grade-level,

content, and district colleagues.

The interplay between the framework

and model of effective instruction and

the supplemental curriculum will be

addressed at the June 2011

professional development. See the

next question for more about this


Effective instruction

Continued

1. Identifying similarities and

differences

2. Summarizing and note taking

3. Reinforcing effort and providing

recognition

4. Homework and practice

5. Cooperative learning

6. Nonlinguistic representations

7. Setting objectives and providing

feedback

8. Generating and testing

hypotheses

9. Cues, questions, and advance

information

IOBUSD has an Executive Director

of Teaching and Learning who has

the responsibility to ensure that

teachers understand and use the

DuFour framework and the Marzano

model.

IOES developed its schedule to

include job-embedded time for

teachers in PLCs to answer the

DuFour questions.

month of professional development.



restructuring


place?





strengths?


has a professional

development plan which

includes job-embedded

PD that specifically

addresses and targets

instructional needs

Some professional development is

already built into the schedule.

IOBUSD has operated on a four-day

week, which allowed for professional

development to be offered on two

Fridays per month.

Job-embedded professional

development with School

Improvement Specialists is taking

place, and grade level teachers hold

regular afternoon meetings.

Last year, the IOES schedule was

changed so that teachers are now on

campus until 4:30 p.m. (The school

day ends at 3:00 p.m.) This time after

the school day ends allows for

collaboration during the teacher work

day.

Walk-through observers have seen

limited evidence of active

implementation of the strategies

covered in the professional

development sessions.

Data collected from assessments,

including AIMS, Galileo, DIBELS,

and other instruments show that there

is limited student progress.

During June 2011, teachers, principals,

and district staff will convene in an

intensive four-week professional

development session that we are

calling the Summer Institute. The

schedule will be arranged as follows:

Week 1

Training for all on the Common Core

Standards, with a focus on how to

teach to the standards effectively.

Week 2

At each school, principals, teachers,

and School Improvement Specialists

will work together on curriculum

mapping and pacing guides. District

staff will be involved with this process

and will also work on procedures for

curriculum review and evaluation.

Week 3

Training for all on using Promethean

boards and SMART Boards. In

addition to covering the technical

aspects of using the boards, the

training will address effective use of

technology to enhance instruction.


Professional

development plan

Continued

Week 4

Exploration of the Positive Behavior

Interventions and Support (PBIS)

framework and philosophy. Teachers

and principals from each school will

work on the implementation of PBIS

on their campus.

We will also conduct system-wide

team-building and training on problem

solving. We have identified a provider

who will bring expertise on how to

effectively address students’

developmental issues in educational

programs.


restructuring


place?





strengths?


has a teacher supervision

process in place which

includes procedures for

measuring quality

instruction and student

engagement that includes

walk-throughs and

timely feedback

A district-level PLC group has been

established and meets weekly to

analyze and address instruction and

student learning using a variety of

data (walk-through observations,

Galileo results, DIBELS, and so on).

Galileo assessments have been

administered to establish baselines,

and results are being used to measure

student progress.

The LEA conducts school and

classroom walkthroughs monthly at

each site as part of regular leadership

The purpose of district walk-throughs

is not clear to teachers and other

school staff.

District administrators, principals, and

School Improvement Specialists will

receive training in walk-through

protocol and coaching that supports

teacher growth and professional

development. This is the Claims,

Evidence, Interpretation (CEI) method

of classroom observations.

After the CEI training, the district

walk-through team will communicate

to school staff the purpose of district

walk-throughs and the type of

feedback that will be provided.


Teacher supervision

process

Continued

team meetings. In addition, each

school has walk-through protocols.

As of this school year, principals are

spending two days per week in

classrooms observing instruction.

IOBUSD uses Pathwise as its

comprehensive teacher supervision

and evaluation system.

Current IOBUSD leadership has

determined to excel at teacher

evaluation. Therefore, the leadership

is committed to more rigorous

evaluation than that required by the

Governing Board policy. In practice,

principals are expected to complete

first walk-throughs and first formal

evaluations for all teachers prior to

the end of the first quarter. Those

teachers demonstrating inadequate

performance by this date are placed

on a formal plan of improvement.

Teachers who appear to need support

for their instruction and classroom

management receive immediate job-

embedded professional development.

School Improvement Specialists

provide individualized coaching and

consultation to teachers on

improvement plans.

The Superintendent and the Executive

Director of Teaching and Learning

will ensure that principals implement

CEI training with fidelity.

IOBUSD has requested to participate

in the Arizona Department of

Education’s pilot teacher value-added

evaluation system.



restructuring


place?





strengths?

A

comprehensive/balanced

assessment system is in

place including

screening, formative,

progress monitoring, and

summative assessments

Currently, IOBUSD student learning

is assessed with the following

instruments:

DIBELS (progress monitoring)

SFA Assessments (progress

monitoring and formative)

Galileo (progress monitoring and

formative)

Scholastic Reading Inventory

(SRI, for grades 3-12, progress

monitoring and formative)

Assessments that accompany

adopted textbooks such as

enVisions for mathematics

(progress monitoring and

formative)

Stanford 10 (for 2nd

graders)

(summative)

AIMS (summative)

In SFA, Roots Assessments are

used to determine student

placement. SRI and classroom

assessments are used to

determine Wings placements.

There is inconsistent use of the data

collected through the assessment

instruments.

The LEA is at the initial stage of

teaching staff how to use data to drive

instruction and differentiate

instruction.

Training on how to use data for

instruction and intervention has not

been offered long enough for teachers

to absorb and implement the training

at a high level of proficiency.

We have developed a relationship with

the Pima County Regional Support

Center, which will provide training on

school-specific data, on analysis and

interpretation, and on using data to

improve instruction. IOBUSD intends

to hire a Psychometrician to take on

this role in the future.

The LEA will train six teachers as

district-wide data coaches to support

their colleagues in collecting,

analyzing, and using assessment data.

Two of the data coaches will be IOES

teachers.

The LEA will continue having

professional development on data-

driven instruction so that IOES

teachers have time to absorb and put

into practice the needed strategies.

The School Improvement Specialist

will continue to work closely with the

principal and teachers to model the

effective use of data in the PLC

process.


USE OF DATA AND

EVIDENCE TO

DRIVE DECISIONS

AND REVISE

STRATEGIES


restructuring


place?





strengths?


has a comprehensive

data warehouse system

that allows for the

collection of student data

down to individual

student performance

IOBUSD is licensed to use Infinite

Campus, which allows for the

warehousing of student data,

including Galileo, AIMS, and

DIBELS results.

Galileo is used for benchmarking and

reporting at the performance

objective level.

Individualized Education Plans

(IEPs) are stored on Infinite Campus,

as is sub-group data.

There are many problems with our

usage of Infinite Campus. Data are

not entered accurately and in a timely

manner. We lack procedures and

consistency across the district.

We have provided initial training on

Infinite Campus to administrators,

teachers, and staff, but more training

is needed so that the capabilities of

Infinite Campus can be more fully

utilized.

A comprehensive data analysis system

will be developed, including:

More training on Infinite Campus

for administrators, teachers, staff,

and parents and students.

Hiring a research and evaluation

Psychometrician who will be

responsible for developing

procedural guidelines, supervising

data entry, disaggregating data to

the student level, and presenting

data and analysis to staff.

Providing parent and student

access to grades, assessment, and

attendance data. The IOBUSD

website will be updated with a

student and parent portal with

secure log-ins.



restructuring


place?





strengths?


has a system in place to

train and support

teachers in using data to

drive instruction and all

staff members are held

accountable for

increased student

achievement

IOBUSD does have a system to train

and support teachers in using data.

The system consists of weekly PLC

meetings (built into the daily

schedule), support by the School

Improvement Specialist, and data-

focused professional development.

During the 2010-2011 school year,

the School Improvement Specialists

have worked with teachers at some

PLC meetings, and certain

improvements have been made.

Teachers are beginning to use the

DuFour questions and data to make

their lesson plans.

Principals and School Improvement

Specialists have attended professional

development with ATI to learn how

to use Galileo and AIMS data to

improve instruction.

The Success For All program requires

ongoing data collection, analysis, and

data-driven decision-making.

Instructional aides meet as a

Professional Learning Community.

The weakness with our system is that

job-embedded PLC meetings

sometimes do not occur. The

meetings are convened by the School

Improvement Specialist or Principal,

which means that the ownership for

the PLC work is too centralized.

Eventually, we need to put in place a

level of PLC operation where teachers

feel comfortable accessing data and

using it to drive instruction.

Currently, one staff member is

handling both the SFA Coordinator

and School Improvement Specialist

positions.

Teachers will be provided with at least

12 hours of professional development

sessions to help them understand,

interpret, analyze and apply data to

improve instruction. The

Psychometrician will provide job-

embedded data training, and the six

data mentors will give additional

support.

At minimum, once a week PLC time

will be allocated for data analysis and

collaborative instructional decision-

making. The weekly PLC meetings

will become more intentionally

focused on increasing student

achievement.

The School Improvement Specialists

and principals will provide more

training to teachers on PLC protocols

and on collaboration in general.

Beginning in July 2011, the School

Improvement Specialist at IOES will

specifically focus on data analysis,

coaching, job-embedded training, and

modeling. A new staff member will

be hired as the SFA Facilitator.


Train and support

teachers in data use

Continued

Use of Galileo will be consistent

district-wide. Each campus will

analyze the data for benchmarks of

school-wide performance. Teachers

will monitor progress of student

learning and use this data to drive

instruction.

As for holding all staff accountable,

we have requested for IOBUSD to be

a pilot site for the Arizona Department

of Education’s new value-added

evaluation process.


restructuring


place?





strengths?


has a systematic process

enabling teachers to

collaborate during the

work day to use data to

make programmatic and

instructional decisions

for the purpose of

improving instruction

IOES created time within the school

day to engage in weekly PLC

meetings with all teachers.

Currently, the school day for teachers

allows 90 minutes for collaboration

and planning after the students leave

for the day.

Some professional development days

(held on Fridays) allow time for PLC

collaboration.

Many of our teachers are new to the

PLC philosophy. Their inexperience

requires more leadership support to

meet their PLC goals.

The IOES School Improvement

Specialist and Principal will provide

more training to teachers on PLC

protocols and on collaboration in

general.

The School Improvement Specialist

will continue providing job-embedded

professional development to support

teacher collaboration on using data

more effectively.


PROVISION OF

RESOURCES TO

IMPLEMENT

CONTINUOUS

SCHOOL

IMPROVEMENT

ACTION STEPS


restructuring


place?





strengths?

Procedures are in place

to identify and evaluate

appropriate technical

assistance from external

providers, as necessary,

to address needs

identified through data

analysis

Based on specific needs, the LEA

researches potential providers and

evaluates them according to standards

defined by the LEA’s Professional

Learning Community Committee

(PLCC). For educational services

and products, we look for proven

success based on research and

successful implementation with

Native American populations.

We ensure that we comply with the

Uniform System of Financial Records

(USFR) for procurement of external

providers.

Because the LEA has taken a

comprehensive approach to reviewing

external providers, we now provide

more detail in essay form.

Because of our rural location, it is

sometimes difficult to attract external

providers or to find potential vendors

to complete bids. Vendors often

charge additional fees for travel to

such a remote location. For ongoing

contracts, it is difficult for providers

to maintain timely and consistent

delivery due to our remote location.

The LEA will continue to allocate

sufficient funds to attract and retain

high quality vendors.


Process of Screening and Selecting External Providers

During summer 2010, the IOBUSD PLCC concluded that a self-imposed turnaround model would be the most appropriate model for the

dramatic, immediate change required since this model relies heavily on both the infusion of talent and the change in decision-making and

operational practices. The IOBUSD leadership team conducted meetings with the governing board, the community, the school site councils,

school teachers and other staff, the Legislative Council, the Tohono O’odham Nation’s Chairman, and other stakeholders to reach this

conclusion. Once the decision was made to effect a dramatic turnaround, the district followed the guidelines on selecting and evaluating

external providers, as detailed in the Handbook on Effective Implementation of School Improvement Grants (pp. 75-79). The district

leadership took these steps:

Conducted a needs assessment and data review.

Set goals for reading, mathematics, and attendance.

Analyzed the data and concluded that a new rigorous supplemental curriculum accompanied by a professional development program

was needed for reading and mathematics.

Researched several programs listed on the What Works Clearinghouse, by the U.S. Department of Education, using a criteria-based

approach. The criteria were that the program must include research-based practices, and quality comprehensive services, including an

instructional program, resources, and professional development.

Determined that there were two potential external providers and invited them to present to the PLCC.

Conducted site visits and interviews of other K-12 institutions, both in-state and out-of-state, that use these providers.

The external provider's leadership team was interviewed by IOBUSD Superintendent, Dr. Albert Siqueiros.

Selected the provider with the best fit for our needs, Success For All.

The Success For All program was selected as an external provider because:

The program provides a research-based instructional framework (Cycle for Effective Instruction), specifically for reading and math

and which can also be applied to other content areas K-12;

Cooperative learning, which works well in the Tohono O’odham context, provides the foundation for student engagement;

A significant number of current classroom resources (textbooks, trade books, technology, etc.) can be used to support the instructional

framework and cooperative learning structures;

Fidelity of implementation is monitored both internally and externally;

Ongoing, job-embedded professional development is provided and supported for all staff; and

Data from SFA documents significant improvement in student achievement.


The LEA negotiated a contract that includes the roles and responsibilities of Success For All as an external provider, as well as for the

district. Evaluation of the external partner's progress toward improving student achievement in reading and math is ongoing and formalized

as part of the contract. The consequences for failing to make significant improvement in reading and math achievement by students in Indian

Oasis Elementary School is clearly outlined in the contract and may include modification of the contract or termination, if necessary.


restructuring


place?





strengths?


has prioritized the

reallocation of resources

(Title I, Title II, M & O,

Special Ed.) to schools

in improvement

including personnel,

funding, programming,

etc.

This ADE School Improvement grant

is the umbrella for all other LEA

grants and programs affecting Indian

Oasis Elementary School.

IOBUSD is considering

implementing Schoolwide 3, which

will allow us to blend all major

funding sources starting in fall 2011.

The LEA has re-prioritized its

funding allocation to redirect

resources to increase teacher pay.

The Board has also given the

Superintendent discretion in placing

teachers on the salary schedule (by up

to ten years of experience for hard-to-

fill positions).

An experienced and knowledgeable

Business Manager reports budget and

funding issues to the Board in an

open and clear manner in monthly

meetings.

Compliance with grant requirements

and guidelines has been inconsistent

and funding has been allocated

without strategic planning that

supports student achievement.

The LEA is still streamlining and

reconciling funds from previous

years.

The LEA has already hired an

accountant to support the business

manager in reconciling accounts.

The LEA will be highly selective in

applying for other grants so that

cohesiveness and compliance are

ensured. This selectivity will ensure

that new grants are aligned with

student learning. All IDEA, Title I,

and Title II grants will be written

consistently with the priorities of this

School Improvement Grant.

The allocation and expenditure of all

funding sources will be systematically

reviewed in order to prioritize for

instructional programming consistent

with the IOES transformation process

and the sustainability of outcomes.

Strategic allocation of resources will

put student learning as the top priority

and will include stakeholder input

(teachers, support staff, parents,


Reallocation of resources

Continued

The district has a Budget Committee

consisting of community members,

parents, teachers, and administrators.

IOBUSD has aligned time and money

to support the transformational

process. It has revised budgets to put

more funding into instruction.

Professional development is another

priority. The School Improvement

Grant will allow for the continuation

of the School Improvement

Specialist, one at each school, who

will provide job-embedded

professional learning for teachers.

IOBUSD is in the process of

developing three- to five-year

professional learning plans for all

district employees.

An increased number of contract days

for the 2011-2012 school year aligns

time with transformation goals, as

does the additional instructional day

planned for IOES.

community members, and district

leadership).

The district is improving the practices

of the business office by developing

policies and procedures for

expenditure requests and approvals.

Only requests that contribute to

student learning and effective

instruction will be approved.

With the input of all stakeholders and

data analysis by the Psychometrician,

the LEA leadership team will evaluate

academic programs and make

appropriate changes as needed.

Programs slated for evaluation over

the next three years include Success

For All, Positive Behavior

Intervention Supports, and the

PLC/Professional Development

Program.

Stakeholder input in funding

allocation will be continued through

the district Budget Committee. The

Budget Committee will meet quarterly

and will be chaired by the district’s

Business Manager. The committee

will be comprised of teachers, support

staff, parents, community members,

and the district’s leadership.



Continued

The LEA will more closely align its

budget with transformational

initiatives. It will strategically apply

for grants that align with

transformational priorities.

The application for IDEA, Title I and

Title II will be aligned with School

Improvement goals. IDEA will

support the use of best practices in the

identification of students requiring

Special Education services. IDEA

will also fund instruction for Special

Education students. Title I will

support RTI tutoring and lower class

size. Title II will support professional

development and recruitment and

retention of highly-qualified and

highly-effective teachers.

IOBUSD will develop a Summer

Institute in June 2011 and an all-staff

Summer Academy for seven days

prior to the beginning of the school

year in August 2011.

IOBUSD will implement a

comprehensive K-12 summer school

taught by highly effective teachers

using an external provider. IOES

teachers will be participating in the

Summer Institute.



Continued

IOES will align Galileo benchmarks to

the curriculum. The Professional

Learning Community Committee

members (the leadership team) will be

fully trained in all adopted programs.

IOES will complete a three- to five-

year Professional Learning Plan for

each teacher that includes new teacher

induction, differentiated learning, and

job-embedded support. IOBUSD will

restructure the role of the parent

liaison position to focus on student

attendance (as an Attendance

Specialist) and, through the SIG, will

hire a Parent Involvement Specialist

whose primary responsibility is to

focus on parent and community

involvement and engagement. In

support of this, the LEA will provide

supervision, training, and support

through the district-based Parent

Involvement Coordinator.


C. ROOT CAUSES

How did we get to this place? Based on the information from Section A and Section B, examine possible reasons for current level of performance. The LEA/charter

holder must determine the root causes from the results. This requires the LEA to move from problem identification to problem

solving.

C.1 Provide the conclusions the LEA/charter holder has reached, based on the analyzed data from the previous sections (A-Data

Analysis & B-Capacity and Commitment) and examine possible reasons for the current level of performance.

Include the data used for analysis, the observations, findings, and conclusions reached by the team

Conclusions need to be aligned and supported by data / evidence from sections A & B

Utilize the ―5 Why’s‖ to examine Root Causes

Summarize information from Section A:

In January of 2010, Baboquivari High School was labeled a

PLA, and the LEA determined that it would write and

implement a district-wide turnaround plan at its three

schools. Thus IOES implemented a self-imposed

―turnaround‖ reform effort beginning with the 2010-2011

school year. IOES replaced 60% of its instructional staff,

restructured the instructional program, implemented a

focused professional development program, and has begun

to use data to support instruction.

The IOES staff is committed to this reform process and is

positioned to continue this effort into the 2011-2012 school

year through the Transformation Model. There is laser like

focus and commitment to serving the 500 students primarily

from the Tohono O’odham Nation. Clearly there is a

recognition that, as a whole, the school has not performed

well in the past and that comprehensive systemic change is

required to achieve the expected outcomes.

Conclusions:

Low passing rates on AIMS Reading and Math

The AIMS reading and math passing rates have decreased over the past three

years, with a more significant decline in the third year of the analysis. IOES

will continue to use the SFA reading program and the PowerTeaching: Math

framework introduced at the beginning of the current year. Additionally, IOES

will continue to create a PLC environment that is focused on data-driven

instruction. This will be supported through intensive professional development

that includes SFA, PowerTeaching: Math, enVisions Math, Data Analysis,

Marzano Best Practices, and relevant new teacher induction training.

In 3rd

through 5th

grades achievement results will improve as follows:

Reading

At a minimum, 35% of our third grade students will meet/exceed

2010-2011 standards as measured by AIMS.

At a minimum, 37% of our fourth grade students will

meet/exceed 2010-2011 standards as measured by AIMS.

At a minimum, 38% of our fifth grade students will meet/exceed



Math

At a minimum, 25% of our third grade students will meet/exceed


At a minimum, 23% of our fourth grade students will

meet/exceed 2010-2011 standards as measured by AIMS.

At a minimum, 21% of our fifth grade students will meet/exceed


Poor Attendance

Attendance historically has been an issue in this district, and many theories

about it have been advanced, including the idea that the Tohono O’odham

culture influenced attendance patterns based on religious holidays, lengthy

funeral customs, and extended family needs. However, the district leadership

believes that high-quality instruction and strong attachment to school will

motivate students to attend school regularly and minimize their absences.

The LEA and IOES will implement an attendance plan designed to increase

student attendance. Primary to this is an increase in parent/community

involvement and engagement. This includes restructuring IOES’s student

services staff and programs as follows:

A SIG-funded Parent Involvement Specialist will be hired to promote an

increased level of parent and community involvement and engagement.

The Title I funded Parent Liaison position will be converted to an

Attendance Specialist position addressing all absenteeism and tardiness.

A SIG-funded Assistant Principal will be hired to support all student-

related activities and programs.

A SIG-funded Extended Day Program that will provide social services

to students will be implemented

A student attendance incentive program will be implemented.

An incentive program for parents of students with good attendance will

also be implemented.

The Title I Compact will reflect the school’s and parents’ commitment

to ensuring good attendance.


Leadership

There has existed a high level of turnover in leadership at the school and

district levels. The LEA is committed to recruitment and retention of

leadership positions to support IOES and other schools. It will:

Offer competitive salaries and benefits.

Implement a professional development program and provide other

opportunities designed to support leadership.

Develop leadership structures aligned to PLCs.

Offer upgraded housing.

Teachers

IOBUSD has had a high turnover rate for instructional staff, with 18 percent to

67 percent turnover of teachers annually over the past decade. Before the

2009-2010 school year, teachers were frequently hired with emergency

certification, and long-term substitutes were common at the schools.

The LEA and IOES has implement a more strategic teacher recruitment and

retention process that:

Assigned a full-time staff member to the Human Resources

Department.

Set stringent procedures and protocol for hiring teachers.

Continued to implement the New Teacher Induction Program.

Offered a differentiated professional development program for

continuing teachers.

Issued a laptop computer to each teacher.

Provided a commuter bus (equipped with wireless capabilities) for

teachers traveling from and to Tucson.

Offered upgraded teacher housing.


Summarize information from Section B:

The LEA has taken a comprehensive approach at

transforming the district from one of mediocre

expectations to one of high accountability for all

stakeholders. The LEA conducted a data analysis of its

performance over the past decade and the obvious became

clearly evident: We needed to influence a whole systems

transformation to create an environment conducive to

highly effective teaching and learning.

In analyzing student achievement, we focused on reading

and math. For reading scores, AIMS proficiency levels

never reached 60% and that proficiency declines as

students get older. The same trend holds true for

mathematics: AIMS proficiency levels decline in higher

grade levels. In other words, the achievement gap widens

as students move through the system. This is known as

the Matthew Effect, a term coined by Keith Stanovich, a

psychologist who has done extensive research on reading

and language disabilities. The important point about the

Matthew Effect is that the intervention time needed to

gain proficiency is much longer for older students.

Conclusion:

The LEA continues to build an increased sense of accountability among the

professional staff through PLCs. The inclusion of the following PLC

components reflect this:

Establishing a shared mission, vision, values, and goals.

o Commitment to rigor, especially among long-time teachers,

must be sustained.

Incorporate Collaboration within grade levels and across grade

levels.

o Implement job-embedded collaboration.

Provide opportunities for collective inquiry.

o Implement processes and procedures for analyzing data to

support instructional decision-making.

o 60% of the teachers at IOES are new to the district, coming to us

with different levels of training, and varying years of experience.

This has resulted in a variation in the use of data analysis,

requiring the LEA to support teachers at different levels of

training.

Strive for continuous improvement.

o Implementation of a focused professional development program

and new teacher induction.

Assess our actions.

In reviewing section B, we see that IOBUSD has many positive systems and

capacities, including: Implementation of the Success For All curriculum. A

major thing that needs to be changed is as follows:

The new staff needs more time to absorb and implement the

professional development practices and other systems of IOBUSD.

Based on these conclusions, identify the root causes:

High teacher/administrator turnover, lack of instructional direction, high student absenteeism, and a lack of parental involvement and

engagement have all been manifested due to the LEA’s ineffectiveness and inability to provide the required structures and systems that


promote student success. The lack of structures and systems has resulted in years of mediocre academic achievement. The new LEA

leadership, in collaboration with IOES, is committed to using best practices within a systems approach to build and sustain academic

excellence. Specifically, it will:

Focus on student achievement

Develop positive and meaningful partnerships and relationships

Design a highly effective and efficient Educational Support Services Division

Develop a highly effective system of governance


C.2 Based on the conclusions and root causes in C1, identify the student, school and system strengths and needs.

Student Strengths Student Needs School Strengths School Needs System Strengths System Needs

Desire to succeed Enriched curriculum Teachers demonstrate

a high level of

professional efficacy

as demonstrated by

their support of one

another and regular

collaboration.

Need more

instructional time (a

five-day week)

Currently, students

attend 157 days per

school year. The

LEA will implement

a 180 day school

year beginning in

2011-2012

New leadership from

SY 2009-2010 has

provided continuity

of practice

Continue to review

and refine the K-12

curriculum to ensure

alignment to

standards and

instruction

Cultural heritage—

Artistic, visual talents

More support in

social, emotional,

and physical domains

IOES is beginning to

see more than

moderate evidence of

professional

development

implementation into

classrooms

particularly during

reading instruction

―Professional Growth

Time‖ for 60% of

new staff to learn

more about teaching

and the community

Has begun

implementing School

Improvement district-

wide

Strengthen the

foundation of

committed

employees who

believe that all

students can learn

Musical talent Basic math and

reading skills

Has established PLC

groups

Need to use

cooperative learning

strategies in all

subjects

Effective

communication

between schools and

alignment of goals,

strategy, philosophy,

and interventions

Continue to build a

transportation system

that supports students

and their learning

The LEA will

provide an

elementary

transportation tier.


Traditional Dance Issues with grammar

and vocabulary

Staff is learning to

use data to inform

instruction

Parent involvement

needs to be focused

on attendance and

student achievement

Renewed vision,

mission, and goals

have been adopted by

the governing board

Continue strategic

professional

development along

with a new teacher

induction program.

The new teacher

induction will

provide differentiated

training based on

years of experience.

Love of storytelling Differentiation Has developed a

daily schedule that

focuses on instruction

School needs to

continue its work on

ensuring curricular

alignment to the

standards and

instruction

Renewed work

integrity

Continue to refine

the educational

support and

operations services in

order to provide

effective and

efficient support to

schools.

Sense of family and

community

Encouragement,

trust, belief that they

are valued, cared for,

and will not be

abandoned

The school provides

a technology rich

environment where

all classroom are

equipped with a

Promethean Boards

and all students have

access to one-to-one

laptops

Although the school

has a technology rich

learning

environment, further

integration of

technology in

instruction is needed

Renewed belief in

student success and

the education process

Continue to develop

and implement

processes to evaluate

program

effectiveness.


Based on the conclusions and root causes in C1, identify the LEA/charter holder and school barriers.

School Barriers LEA / Charter Holder Barriers

There is high student tardiness and absenteeism. Though the LEA has restructured most of its operations departments,

two departments lack the capacity to fully engage in effective change

due to limited expertise and the LEA’s inability to attract candidates

for leadership vacancies.

Parent and community involvement and engagement is limited.

Though the LEA is providing strategic community outreach, there

continues to be a general sense of distrust towards the LEA as a result

of years of inadequate results and communication.

Many students are more than one year behind academically. Though the LEA has implemented a best practices approach to

recruitment of staff, teachers, and administrators, the LEA is

challenged to fill key vacancies across the district.

The four day school week does not provide sufficient instructional

time for students to learn to their potential.

The LEA is in the first year of implementing a teacher retention plan.

This plan is too new to measure results. In previous years, the LEA

has experienced a high teacher turnover that has had a direct impact

on continuity of instruction.


C.3 Outline the action steps the district will take to address the needs and barriers identified in C.2.

The district will take a series of steps to address the needs and barriers at IOES and to implement the selected transformation model.

Operating Stability and Sustained Support

Staff Changes and Additions

A turnaround principal will be hired beginning with the 2011-2012 school year along with an assistant principal to provide administrative

support. An Extended Day Coordinator reporting to the principal will be responsible for the new extended day. A Mathematics Specialist

and a Success For All (SFA) Facilitator will be hired to provide job-embedded support to teachers in math and reading. A certified position

of Parent Involvement Specialist will oversee outreach to parents and ensure that the school’s parent involvement efforts focus on supporting

student achievement. The Parent Involvement Specialist will supervise the non-certified Attendance Specialist, a position dedicated to

minimizing student absences by working with parents and families on attendance issues. In summary the following positions will work

closely with the turnaround principal in guiding the Transformation Plan at IOES.

The Assistant Principal will be responsible for

Discipline/PBIS

Facilities

Student Services: Attendance, Counseling, Parent Involvement, and Support Staff

The Extended Day Coordinator will be responsible for

Learning programs at IOES held during the late afternoon (the extended day)

Supervising the IOBUSD Extended Day Staff

Coordinating with providers of after-school learning modules, such as the Tohono O’odham Nation’s Department of Health &

Human Services, Tohono O’odham Community Action (TOCA), and the Healthy O’odham Promotion Program (HOPP)

The Mathematics Specialist will be responsible for

Coaching/mentoring teachers

Modeling lessons

Guiding the work of PLCs related to math instruction

Assisting teachers in all matters related to math instruction


The SFA Facilitator will be responsible for

Coaching/mentoring teachers in SFA

Modeling lessons

Guiding the work of PLCs related to SFA

Organizing and distributing SFA materials

Assisting teachers in all matters related to the SFA reading program

The Data Clerk will be responsible for

Entering all achievement data into the district’s data warehouse and Member Center

Managing and distributing data as needed

The Parent Involvement Specialist will be responsible for

Organizing and leading all aspects of parent and community involvement and engagement

At the district level, three new positions will support work at IOES. A Coordinator for Student Success (funded outside of the SIG) will be

charged with keeping the district’s focus on factors that correlate with student success, such as attendance, positive discipline, and high-

quality after-school programs; and the position will oversee the two alternative education schools and the alternative education program at the

Juvenile Detention Center (which does not apply to IOES but is mentioned here to give readers a full description of the position). A

Psychometrician will guide the district’s data systems, helping IOES use data to drive instruction. The Psychometrician will also train two

teachers at IOES (and at each of the other schools in the district) to serve as data coaches to other teachers. The data coaches will be teachers’

go-to people on campus to address questions of data interpretation and devising ideas for data-based instructional interventions. This effort

will be coordinated with the School Improvement Specialist, Math Specialist, SFA Facilitator, and the principal in facilitating weekly data

conversations by grade level to determine instructional direction. In addition, a district position that was left open this year, the Parent

Involvement Coordinator (funded out of Title I), will be filled. This coordinator will guide the Parent Involvement Specialist at each of the

schools and will help the IOES Attendance Specialist focus on improving school attendance through meaningful contact with parents.


The following chart shows the positions involved in school transformation at IOES:


The partial organizational chart below shows the LEA positions that will support school transformation at IOES:

Community Governing Board

Superintendent

Executive Director of Teaching &

Learning

Coordinator of Student Success

IOES PrincipalSpecial

Education Coordinator

Business Manager

Parent Involvement Coordinator

Psychometrician


Develop Teacher and Leader Effectiveness

An important element of a school transformation plan is transforming the performance of the instructional staff. To this end, IOES teachers

and instructional staff will undergo high-quality professional development during the month of June 2011 in preparation for the new school

year. The Summer Institute (16 days) will include training and collaboration time which will cover key parts of our School Improvement

Plan. The Summer Academy (7 days), to be held in August before school starts, will focus on Success For All training, differentiated for new

teachers and continuing teachers. Another strand of professional development is the district’s new teacher induction program, which is

detailed below. Throughout the 2011-2012 school year and beyond, professional development will be a strong focus of the School

Improvement Plan, including both job-embedded learning and dedicated professional development days.

Conduct the Summer Institute as Pre-Implementation Professional Development

During June 2011, teachers, principals, and district staff will convene in an intensive four-week professional development session called the

Summer Institute. The schedule will be arranged as follows:

Week 1

Training on the current Learning Standards and the new Common Core Standards, with a focus on how to teach to the standards effectively.

We will ensure that kindergarten teachers are ready to teach to the adopted Kindergarten Common Core Standards in fall 2011.

Week 2

At IOES and the other schools, principals, teachers, and School Improvement Specialists will work together on curricular alignment,

including curriculum mapping and pacing guides. District staff will be involved with this process and will also work on procedures for

curriculum review and evaluation.

Week 3

Training on using Promethean boards and SMART Boards. In addition to covering the technical aspects of using the boards, the training will

address effective use of technology for instruction.

Week 4

Development of an IOBUSD Positive Behavior Interventions and Support (PBIS) framework and philosophy for full implementation in

August 2011. Teachers and principals from IOES and the other schools will create their plans to implement PBIS on their campus. This

week will also focus on parent involvement, relationship building, and cultural relevance.

Throughout the Summer Institute, we will also conduct system-wide team-building and training on problem solving. We have identified a

provider who will bring expertise on how to effectively address students’ developmental issues in educational programs.


Hold a Summer Academy Before the School Year

At the beginning of August 2011, the district will hold a seven-day Summer Academy for instructional staff. The Summer Academy will

include training on

Success For All

Response to Intervention (RTI)

Data analysis and interpretation

Site level professional activities, e.g., prepare classrooms, participate in staff meetings, and collaborate with grade-level

colleagues, as needed

Continue with the IOBUSD New Teacher Induction

The district will conduct a mandatory new teacher induction program consisting of 16 hours to be held over several evenings or days

throughout the school year. Three tracks will be held:

a track for teachers new to the profession (year 1)

a track for teachers who are in their second year of teaching (year 2)

a track for experienced teachers who are in their first year at IOBUSD as of fall 2011

The new teacher induction program will cover the following topics: classroom management, data analysis, lesson planning, cultural

proficiency, and Marzano’s Effective Teaching Strategies/Student Engagement.

Re-Organize Professional Days

Due to the change to a five-days-per-week schedule, the district will no longer have two Fridays per month available for professional

development. A calendar is being developed that will allow for four professional development days during the school year (one day per

quarter). These four days will be reserved for professional development needs that arise during the school year, such as SFA topics, data

collection and interpretation, mathematics curriculum and teaching methods. Professional development will also be conducted through the

Summer Institute, the Summer Academy and job-embedded activities.


Implement Comprehensive Instructional Reform Strategies

The Common Core Standards

The school and the district will work on aligning the existing curriculum to the English Language Arts and Mathematics Common Core

Standards, while still responding to Arizona State Standards until they expire. IOBUSD will contract with an approved external provider to

facilitate this work.

Our plan is to phase in the Common Core Standards in the following way:

Year 1, 2011-2012 Work on aligning K-12 curriculum with Common Core Standards.

Provide professional development to teachers on the Common Core Standards and the

crosswalk between these standards and Arizona State Standards.

Implement the Common Core Standards for instruction in kindergarten.

Year 2, 2012-2013 Implement the Common Core Standards for instruction in kindergarten and first grade.

Continue professional development for teachers on the Common Core Standards.

Year 3, 2013-2014 Implement the Common Core Standards for grades K-12.

Success For All Reading

IOES will continue to implement the Success For All (SFA) reading program, which includes job-embedded professional development.

Success For All (SFA) is a supplemental reading curriculum. However, due to the significant number of students not meeting reading

standards, SFA is being utilized as our Tier 1 intervention. Those students requiring Tier 2 interventions participate in SFA’s Team Alphie

and/or the Breakfast Club. Team Alphie is a computer-based tutoring program in which students work in pairs on their reading skills. The

Breakfast Club provides an opportunity for students to read their SFA books at the school cafeteria during breakfast before school. The

Breakfast Club also provides support for students needing Tier 3 interventions.

A similar process is planned for the 2011-2012 school year. Additionally, the SFA Facilitator will facilitate Tier 3 interventions during the

extended school day.


Mathematics

IOES will also continue with SFA’s PowerTeaching: Mathematics model. The new Mathematics Facilitator will conduct job-embedded

professional development related to mathematics and will also provide interventions with individuals or groups of students who are

performing below grade level in mathematics. The LEA will provide enVisions training to IOES teachers.

The enVisions math curriculum is being utilized as our Tier 1 intervention. For those students requiring Tier 2 interventions teachers will

provide math interventions in the classroom. Currently, Tier 3 interventions take place two Fridays a month for 4 hours.

A similar process is planned for the 2011-2012 school year. Additionally, for the Tier 3 interventions that are embedded into the school day,

students will be divided into level-based math groups using Galileo formative assessments. The Math Specialist will facilitate Tier 3

interventions during the school day.

Extend the Learning Time and Create Community-Oriented Schools

Implement a Five-Day Week

School will now be held Monday-Friday (replacing the old four-day week). Students will attend school for 180 days per year. The regular

school day at IOES is tentatively scheduled from 8:00 a.m. to 2:50 p.m.

Create an Extended Day

To support students’ learning during the school day, IOES will add a learning-focused program during a two-hour extended day, Monday-

Thursday, from 3:00-5:00 p.m. The extended day will provide a safe, structured after-school environment while also giving elementary

students the opportunity to explore the creative, emotional, social, and physical realms of life. The program will be offered as a pilot in 2011-

2012 to the first 75 families who sign up. Participants must be students at IOES. Since some of the 75 families will have siblings enrolled in

the school, we anticipate serving up to 100 students in the pilot program.

During the extended day, the students will rotate through various learning opportunities designed to enhance their academic performance,

exploration of interests, health and fitness, cultural awareness, and understanding of the outside world. Some students may join established

activities during this time, such as Girl Scouts, Boy Scouts, or league sports. The Extended Day Coordinator will be on-site during the after-

school program and will oversee learning modules and activities offered by the various groups. Our brainstorming list of groups and

activities includes the following: culture, counseling, health (TOCA and HOPP), fine arts, sports, academic support, involving elders and

community organizations, Boy Scouts, Girl Scouts, field trips, gardening, guests, service projects. The Coordinator will develop a schedule


that allows for a variety of activities that support our strategic goal to reinforce students’ learning and broaden their horizons. Providers will

participate in training organized by the Extended Day Coordinator so that the purposes and strategies of the program are understood by all.

Tentatively, we anticipate the Extended Day schedule to be as follows:

3:00 Meet in cafeteria, roll call, snack, homework.

3:30 Groups of around 16 students go to activities.

4:45 All meet in cafeteria for closure.

5:00 Dismissal.

IOBUSD employees will meet the students in the cafeteria and supervise the roll call, snack, and homework. The external providers will

deliver the activities from 3:30-4:45 and provide the closure session.

Target Parents for Involvement with Attendance and Better Communications

The district-level Parent Involvement Coordinator will work with the IOES Parent Involvement Specialist and Attendance Specialist to focus

their work on encouraging parent actions that promote student success. In other words, the focus will be on actions by the specialists that

encourage parents to bring about higher attendance rates and better discipline at IOES. The Parent Involvement Coordinator will also find

ways to improve communications with parents and will be in charge of updating the District website with comprehensive calendar and

program descriptions.

As part of the focus on parents, the district will provide training for school secretaries and other selected staff on a ―customer-service‖

orientation towards parents. School personnel will explain school processes, particularly attendance procedures, to parents. The idea is to

transform the school-parent relationship so that parents see IOES as a friendly, results-oriented school.

Certified staff will participate in at least four evening activities per school year at IOES, including involvement in open houses and other

evening activities, such as make-it/take-it nights. This will help parents engage with their students’ academic success.

Response to Intervention

IOES will continue to implement a Response to Intervention (RTI) system. Our RTI is a School-wide Intervention model. The LEA will

provide RTI training to teachers during the Summer Academy before the 2011-2012 school year.

Teacher Evaluation

IOES is a possible pilot site for the state’s value-added teacher evaluation.


C.4 Identify the intervention model that is chosen for each Tier I and/or Tier II school. Provide a comprehensive justification for

choosing this model. Align the needs and barriers (C.2) and action steps (C.3) with the required strategies of the chosen intervention

model. How will student achievement be improved by this model?

Model Selected: Transformation Model for IOBUSD’s Tier I School, Indian Oasis Elementary School (IOES)

Justification: IOBUSD selected a transformation model for IOES for the following reasons:

1. Other models are not appropriate for IOES. The close/consolidate/restart model will not work in our vast school district where there

is only one public elementary school and the community values its only public elementary school.

2. During 2010-2011, IOES underwent a district-wide turnaround. Over 50 percent of its teachers were replaced, and it implemented a

new instructional program, the Success For All (SFA) reading program and SFA’s PowerTeaching: Mathematics framework. The

school day was restructured to provide more time for work on the core subjects of reading and mathematics.

3. This leaves the transformation model. However, we chose it not by a process of elimination but because it is the most appropriate

model for IOES at this time. In fact, we have already taken many steps that essentially have started the transformation at IOES.

4. IOES has an energetic teaching staff that is ready to work hard at improving instruction and developing professionally. With sixty

percent of the staff newly hired in 2010-2011, the best strategy is for the LEA to continue its investment in these teachers, working

with them to transform instruction in order to achieve high standards in 2011-2012 and in the years to come.

5. Unlike many elementary schools, IOES has not had an after-school program. With the Transformation Model’s emphasis on

extending learning time and creating a community-oriented school, we find that the School Improvement process will allow us to do

something that is much needed by the IOES students and families—i.e., to create a high-quality after-school program that will serve as

the pilot for an extended school day.

For all of these reasons, we feel that the Transformation Model is the best School Improvement Model for IOES: it allows us to build upon

the current turnaround strategies and is the least disruptive to our ongoing processes to transform Indian Oasis-Baboquivari schools.

Required Strategies of Selected Model (attend to all) Needs / Barriers / Action Steps

1. Develop Teacher and Leader Effectiveness. As we saw from the table in C.2, teachers and leaders have various needs for

developing their effectiveness. Need—Within our professional development, we

have implemented training on accessing and using the full range of student data to

help teachers drive instruction. However, this is year 1 of the process, and there is

a varied level of implementation due to experiences and/or level of knowledge on

the part of teachers. Barrier—The barrier is essentially the time and lack of


human resources needed for teachers’ professional growth in this area. Action

Steps--The hiring of the Psychometrician and the training of data coaches will

create the human resources necessary to develop teacher capabilities to implement

data-driven instruction. The Psychometrician will manage and disaggregate data

to make it usable for driving instruction.

Need—IOES has implemented SFA Solutions Teams composed of teachers and

support staff, which have identified areas of need, specifically in attendance,

parent involvement, and student achievement; but the school has been unable to

fully operationalize their recommendations. Barrier—IOES has not clearly

defined employee responsibilities and guided employees on how to implement

their responsibilities in alignment with best practices supporting the SFA

Solutions Teams’ recommendations (what needs to get done). This barrier applies

to the LEA as well as to IOES. Action Steps—IOES will hire a new Principal

committed to school transformation and will also hire an Assistant Principal to

help with the transformation. A key focus for these two positions will be

providing leadership to the school staff. We will hire highly effective turnaround

leaders who will clearly outline responsibilities for all employees at the school.

2. Implement Comprehensive Instructional Reform

Strategies.

Need—IOES and the other IOBUSD schools need to align their curriculum to the

newly-adopted Common Core Standards (especially given the fact that

kindergarten needs to implement the Common Core Standards in SY 2011-2012).

Barrier—The only barrier is the limited number of people available to develop the

curriculum. Action Step—IOBUSD will contract with an external provider to

align our existing curriculum with the Common Core Standards as one of the first

steps of this School Improvement Plan.

During 2010-2011, we began implementing a comprehensive district-wide

turnaround process that has strategically introduced instructional reform tools such

as Success For All, PowerTeaching: Mathematics, the DuFour Guiding Questions,

Marzano’s Effective Strategies of Teaching, and implementation of Professional

Learning Communities at the LEA and site level.

3. Extend Learning Time and Create Community-

Oriented Schools

Need—IOES students need more time for learning. Barrier—Formerly, a four-

day week was instituted as a cost-saving measure. Action Step—IOBUSD is

returning to a five-day week in order to give students more time in school.


Need—IOES students need opportunities for a wide range of supervised creative,

recreational, and educational activities that assist in their social, emotional,

creative, intellectual, and physical development. Barrier—Because of high

academic need, the time in the school day has emphasized academics rather than

addressing social, emotional, creative, and physical areas. Action Step—IOES

will essentially create more time by offering an extended day that addresses the

areas listed above.

Need—IOES needs more parents involved in school life in meaningful ways such

as attending school events, supporting their students by volunteering or coming to

the school, as well as by ensuring good attendance, appropriate behavior, and

homework completion. Barrier—Many reasons are given for the low rates of

parent involvement, but we believe the root causes are 1) uneasiness with the

school environment, 2) lack of understanding how an active parent role can

contribute to student success, 3) difficulty for working parents to engage with

IOES during school hours, and 4) the lack of a strategic parent involvement plan

on the part of the LEA and school. Action Steps—IOBUSD will hire a Parent

Involvement Coordinator who will be given the responsibility to train the IOES

and other schools’ Parent Involvement Specialists and Attendance Specialists to

focus on helping parents understand effective parent involvement. IOES will train

the school secretary and other selected staff on taking a customer service attitude

with parents. The Parent Involvement Coordinator will develop a parent

involvement program that includes training parents on navigating the schools and

the special education process, talking with school teachers and leaders, and

collaborating with other parents to support the school. This training may take

place through a ―Parent Academy‖ or through the training of parent coaches.

4.Provide Operating Stability and Sustained Support

Need— The system needs to continue to refine the educational support and

operations services in order to provide effective and efficient support to schools.

Barrier— Though the LEA has restructured most of its operations departments,

two departments lack the capacity to fully engage in effective change due to lack

of expertise and the LEA’s ability to attract candidates for leadership vacancies.

Action Step—We will continue to advertise for these positions and then fill the

vacancies with qualified candidates.


Need— The system needs to strengthen the foundation of committed employees

who believe that all students can learn. Barrier— Though the LEA has

implemented a best practices approach to recruitment of staff, teachers, and

administrators the LEA is challenged to fill key vacancies across the district.

Step—We will follow the staff additions and hiring discussed in C.3.

How will student achievement be improved by this model?

As previously mentioned, IOBUSD selected a transformation model for IOES for the following reasons:

1. Other models are not appropriate for IOES. The close/consolidate/restart model will not work in our vast school district where there

is only one public elementary school and the community values its only public elementary school.

2. During 2010-2011, IOES underwent a district-wide turnaround. Over 50 percent of its teachers were replaced, and it implemented a

new instructional program, the Success For All (SFA) reading program and SFA’s PowerTeaching: Mathematics framework. The

school day was restructured to provide more time for work on the core subjects of reading and mathematics.

3. This leaves the transformation model. However, we chose it not by a process of elimination but because it is the most appropriate

model for IOES at this time. In fact, we have already taken many steps that essentially have started the transformation at IOES.

4. IOES has an energetic teaching staff who are ready to work hard at improving instruction and developing professionally. With 60

percent of the staff newly hired in 2010-2011, the best strategy is for the LEA to continue its investment in these teachers, working

with them to transform instruction in order to achieve high standards in 2011-2012 and in the years to come.

5. Unlike many elementary schools, IOES has not had an after-school program. With the Transformation Model’s emphasis on

extending learning time and creating a community-oriented school, we find that the School Improvement process will allow us to do

something that is much needed by the IOES students and families—i.e., to create a high-quality after-school program that will serve as

the pilot for an extended school day.

For all of these reasons, we feel that the Transformation Model is the best School Improvement Model for IOES: it allows us to build upon

the current turnaround strategies and is the least disruptive to our ongoing processes to transform IOES. Student achievement will improve

through this model because of the intense focus on instruction.

More specifically, the following strategies/programs/components that improve student achievement will continue to be implemented or will

be implemented as part of the SIG:


Utilization of Professional Learning Communities

During the Summer Institute in June 2011, teachers, instructional staff and administrators will receive training on Arizona Learning

Standards and the new Common Core Standards. This will include time to develop pacing guides and formative assessments.

During the Summer Academy in August 2011, teachers, instructional staff, and administrators will receive training on data analysis

and interpretation.

During the teacher after-school preparation time, the following will occur:

o Develop lesson plans based on assessment data, student work, and pacing guides

o Collaborate with SFA Facilitator and Math Specialist

o SFA Solutions Team meetings

o Consult with Special Education staff

o Whole staff meetings

Implementation of Instructional Programs

Success For All will serve as the Tier I intervention and support IOES’s attainment of the stated reading goal.

SFA:

Provides a research-based instructional framework (Cycle for Effective Instruction), specifically for reading and which can also be

applied to other content areas K-12;

Builds a the foundation for student engagement;

Aligns with significant number of current classroom resources (textbooks, trade books, technology, etc.) that can be used to support

the instructional framework and cooperative learning structures;

Is monitored for fidelity of implementation both internally and externally;

Provides ongoing, job-embedded professional development for all staff; and

Has been proven to support significant improvement in student achievement at numerous sites across the country.

PowerTeaching: Math framework in alignment with enVisions Math core program will serve as the Tier I intervention.

PowerTeaching: Math:

Provides a research-based instructional framework (Cycle for Effective Instruction), specifically for math and which can also be

applied to other content areas K-12;

Builds a foundation for student engagement;

Aligns with significant number of current classroom resources (textbooks, trade books, technology, etc.) that can be used to support


the instructional framework and cooperative learning structures;

Is monitored for fidelity of implementation both internally and externally;

Provides ongoing, job-embedded professional development for all staff; and

Has been proven to support significant improvement in student achievement at numerous sites across the country.

Response To Intervention (RTI)

Multi-tiered approach to provide services and interventions to all students.

Is a model for making decisions about general, remedial, and special education needs.

Helps educators answer the third DuFour question of ―What do we do when students are not learning?‖

Presents a pyramid of intervention for helping the school identify the appropriate level of intervention for ensuring that students do

learn.

Generally, eighty percent of learners will be successful with Tier I universal interventions; twenty percent might need Tier II targeted

interventions. Of the Tier II group, about ten percent might need Tier III intensive intervention.

In summary, student achievement will be improved by the transformation model because teachers’ instruction will become more engaging

and more tailored to individual students’ needs. As teachers increase their usage of the DuFour Guiding Questions and the Marzano

Strategies within the structure of an active Professional Learning Community, they will provide engaging lessons that motivate and educate

students.

Our Professional Development plan is designed to help teachers become comfortable with using and interpreting data to differentiate

instruction to meet student needs. As data-driven instruction becomes the norm, student achievement will improve significantly.

Linking the comprehensive curriculum to the Common Core Standards will focus instruction and create higher standards, which will provide

IOES students with the 21st century skills and knowledge they will need to be successful.

The extended day will help student achievement improve by giving students opportunity to learn through a wide range of supervised,

creative, recreational, and educational activities that assist in the social, emotional, creative, and physical development of children. Having a

strong foundation in these areas of life will help students with their academic learning. The extended day will help improve the health of the

community by creating positive alternatives to the common challenges found on reservations (substance abuse, gang involvement, becoming

a dropout, unemployment, and health issues).

Finally, the new personnel allowed with this School Transformation Plan will allow the IOES principal and teachers to focus on instruction

while other personnel attend to support services.


D. SCHOOLS TO BE SERVED

D.1 Identify each Tier I, Tier II, and Tier III school the LEA commits to serve and identify the model that the LEA will use in each Tier I and Tier

II school. (The model is identified after the team analyzes the data, identifies the schools’ needs and examines LEA capacity to serve the school.)

SCHOOL

NAME

NCES ID # TIER I TIER II TIER III INTERVENTION MODEL CHOSEN

turnaround restart closure transformation

Indian Oasis Elementary School 100240101 X X

D.2 If the LEA/charter holder is not applying to serve each Tier I and/or Tier II school, the LEA/charter holder must explain

why it lacks capacity to serve each school:

This is not applicable. We are serving the one Tier I school that is eligible for this grant.

D.3 Prioritize, by need, the district’s TIER III schools:

SCHOOL NAME

NCES ID#

AYP

Designation

Area of Need(s) Based on 2009 AIMS Assessment

Baboquivari Middle School (BMS) 100240103 Not Met Reading and Math. IOBUSD’s only Tier III school has many

needs that are similar to those at IOES, namely, the need for data-

driven instruction, for a comprehensive curriculum, and for more

engaging instructional practices. BMS is participating in the

district-wide turnaround begun in 2010-2011; and it will benefit

from some district-wide actions that come out of the current School

Transformation Plan. For example, BMS teachers will attend the

Professional Development Month in June 2011, and will also

benefit from the services of new district employees such as the

Psychometrician and the Parent Involvement Coordinator.


E. LEA’S ACCOUNTABILITY

E.1 Describe the annual goals for student achievement on the State’s assessments in both reading, math and or graduation rate (high

schools only) that have been established in order to monitor the Tier I and Tier II schools. Using the Analysis of Data completed in

Sections A. and B., complete the following for each Tier I and/or Tier II school being served:

The district leadership feels strongly that teachers, school personnel, and students themselves should have the goal of performing on or above

grade level. If overall goals are for 75% or 80% of students to be on grade level, which is to decide which 25% or 20% of students do not

need to be on grade level? Which parents will agree for their children to be in the under-performing tranche?

Therefore, IOBUSD has set ―stretch‖ goals that every student at IOES will read and perform mathematics at grade level. ―Stretch‖ goals are

ambitious objectives that help motivate the highest level of performance. In order to help us achieve these goals, we also have included

―SMART‖ goals that show how we will arrive at the stretch goals step by step. SMART goals are Strategic, Measurable, Attainable, Results-

oriented, and Time bound.

IOBUSD’s Tier I School: Indian Oasis Elementary School

Goal Area SMART Goals (SY 2011-2012) Baseline (Most Recent AIMS Data)

Reading Stretch: Every student will read at grade level or above, supported by a

system of interventions beginning in kindergarten.

SMART Goal 2010-2011:

At a minimum, 35% of our third grade students will Meet/Exceed

2010-2011 reading standards as measured by 2011 AIMS.

At a minimum, 37% of our fourth grade students will Meet/Exceed


At a minimum, 38% of our fifth grade students will Meet/Exceed


SMART Goal 2011-2012





2010 AIMS Data – Reading Standards

Grade Level Meets or Exceeds

3 25%

4 26%

5 28%

(See section A.3. for complete 2010 AIMS

data for IOES.)

2011 SFA Data – Reading Grade Level

(as of 2/28/2011)

Grade

Level

1 22% at grade level

78% at kindergarten level


77% at first grade level





For SY 2011-2012, students reading below grade level will continue to

receive intensive intervention through the supplemental reading program,

Success For All (SFA). Response to Intervention (RTI) Tier 2

intervention will occur during flexibly-grouped intervention block at

IOES. Response to Intervention (RTI) Tier 3 intervention will be provided

to the most struggling students during the school day or during the

extended day, as appropriate. These interventions were initiated at the

start of the 2010-2011 school year.


30% at second grade level




56% at third grade level





48% at fourth grade level

23% at third grade level




Mathematics Stretch: Every student will perform mathematics at grade level or above,

supported by a system of interventions beginning in kindergarten.

SMART Goals 2010-2011


2010-2011 mathematics standards as measured by AIMS.





SMART Goals 2011-2012


2011-2012 mathematics standards as measured by 2012 AIMS .


2011-2012 mathematics standards as measured by 2012 AIMS.


2011-2012 mathematics standards as measured by 2012 AIMS.

2010 AIMS Data – Math Standards

Grade Level Meets or Exceeds

3 15%

4 13%

5 9%

Mathematics Grade Levels from Galileo

Grade Level,

Dec. 2010

Meets or Exceeds

3 4%

4 10%

5 6%


These goals will allow IOES to meet Safe Harbor goals each fiscal year.

The 2011-2012 goals will be adjusted based on 2010-2011 outcomes to

more accurately identify Safe Harbor goals based on actual outcome

results. Goals for all grade levels are to continually reduce the percentage

of students falling far below while simultaneously increasing the

percentage of students who meet or exceed standards.

IOES will also continue with SFA’s PowerTeaching: Math framework for

all students. Additionally, beginning in September 2011, students

performing math below grade level will receive intensive intervention

using the Success For All PowerTeaching: Mathematics framework.

Response to Intervention (RTI) Tier 2 intervention will occur during

flexibly grouped intervention time. Response to Intervention (RTI) Tier 3

intervention will be provided to the most struggling students during the

school day or during the extended day, as appropriate. The new

Mathematics Facilitator will conduct job-embedded professional

development related to mathematics, support to teachers with Tier 2

interventions and provide Tier 3 interventions for the lowest performing

students.

Attendance Stretch Goal: All students will value the importance of daily attendance

and perform accordingly.

SMART Goal for 2011-2012: At a minimum, our yearly average

attendance rate will be 94%.

Baseline attendance rates for IOES:

As of 1-31-2011: 92.36%

2009-2010: 91.34%

For each Goal

in: Progress Monitoring of Goals (Include Intermediate Benchmarks) Person(s) Responsible

Process Timeline Reading Quarterly Galileo benchmarks

Scholastic Reading Inventory

Success For All Roots assessments

DIBELS

October 2011, January 2012,

March 2012, May 2012

August 2011, January 2012,

May 2012

Teachers, School Improvement

Specialist, SFA Facilitator, Principal,

Assistant Principal, Executive

Director of Teaching and Learning,

Psychometrician, Superintendent


Teacher summative and formative

assessments

LEA Walk Through Observations

Principal Walk Throughs

Weekly and Monthly

Monthly

Daily

Monitoring for the purpose of

this SIG will start in year 1 and

continue through year 3.

However, it is important to

note that we implemented

progress monitoring at the

beginning of the 2010-2011

school year and will continue

beyond the conclusion of the

grant.

Mathematics Quarterly Galileo

Teacher summative and formative

assessments

LEA Walk Through Observations

Principal Walk Throughs

October 2011, January 2012,

March 2012, May 2012

Weekly and Monthly

Monthly

Daily

Monitoring for the purpose of

this SIG will start in year 1 and

continue through year 3.

However, it is important to

note that we implemented

progress monitoring at the

beginning of the 2010-2011

Teachers, School Improvement

Specialist, Mathematics Specialist,

Principal, Assistant Principal,

Executive Director of Teaching and

Learning, Psychometrician,

Superintendent


school year and will continue

beyond the conclusion of the

grant.

Attendance Teachers take attendance using the electronic

Student Management System.

The Attendance Clerk will call the

parents/guardians within the first hour of the

school day. If needed, referrals will be made

to the School Counselor and/or Attendance

Specialist. Data on the day’s attendance will

be entered.

The Attendance Clerk monitors afternoon

attendance similarly.

Work with parents on attendance procedures

such as calling in absences and providing

medical notes.

An Attendance Review Meeting will be held

in which attendance records are checked and

students in need of intervention are

identified. The data from the attendance

incentive program will also be analyzed.

Twice daily

Daily

Daily

Quarterly

Weekly

Teachers

Attendance Clerk

Attendance Clerk

Attendance Specialist

Principal, Assistant Principal, Parent

Involvement Specialist, School

Counselor, Attendance Specialist, and

Special Education Coordinator

E.2 Describe the LEA/charter holder’s plan for supporting increased student achievement through the implementation of the

chosen intervention model.

How is the LEA/charter holder supporting school leadership in meeting student achievement goals?

How is the LEA/charter holder supporting school leadership in implementing the action steps of the chosen model?


Through this transformation plan, the LEA will support IOES leadership in meeting student achievement goals through the following

means:

Through the turnaround plan implemented K-12 in 2010-2011, the LEA hired an Executive Director of Teaching and Learning who

focuses on school improvement, funded by the Baboquivari High School SIG and other district funding sources. Her support has

extended to IOES leadership.

The LEA has changed Governing Board policy permitting the Superintendent to offer up to ten years’ experience for hard-to-fill

positions. The classification of hard-to-fill positions is based on current year hiring challenges.

The LEA has implemented a Professional Learning Community Committee (PLCC) comprised of site-level administration, School

Improvement Specialists, and LEA administrative staff that meets weekly to make decisions regarding teaching and learning.

Beginning with the 2010-2011 school year, the LEA has implemented a principal-focused professional development plan. This includes

the Claims-Evidence-Interpretation (CEI) observation and feedback model and other classroom observation models, data analysis, and

SFA Leadership Training.

The LEA took the leadership to communicate with the community about the School Improvement process and to incorporate feedback

into our plan.

The above supports have already been provided and will continue into the future.

The following will be added support. Timeline and frequency are included in the descriptions.

Starting in August 2011, a monthly administrators’ meeting will provide professional development for all principals. This professional

development will cover teacher and staff evaluation, legal requirements for the work environment, and Claims-Evidence-Interpretation

and other walk-through protocols, and will also include Todd Whitaker’s What Great Principals Do leadership training.

Principals, teachers, and other instructional staff will receive 16 days of professional development/collaboration (see p. 75) that will

support teaching and learning at the Summer Institute in June 2011. As an example, by providing the opportunity for curricular and

instructional alignment, the district is supporting the school leaders by helping them prepare teachers to be ready for instruction at the

start of the school year.

Principals, teachers, and other instructional staff will receive 7 days of professional development/collaboration during the Summer

Academy in August 2011. The professional development will be focused on Success For All, Response to Intervention, data analysis

training, and selected topics identified according to need after the Summer Institute. (See p. 76 about the Summer Academy.)

The 2011-2012 governing board adopted school calendar increases the number of school days from 157 to 180.

The 2011-2012 governing board adopted calendar provides for a quarterly professional development day. (See p. 76.)

In 2011-2012 there will be two early dismissal days with parent-teacher-student conferences scheduled in the afternoon. These will

occur at the end of the first quarter and the end of the second quarter.

In August 2011 the Title I Compacts at IOES will be revised to emphasize parent involvement and engagement to support student

attendance.


Through this transformation plan, the LEA will support IOES leadership in implementing the action steps of the chosen model by the

following means:

June 2011: By hiring staff to help with the extended day, data analysis, the parent involvement program, and school operations, the

district will support the Principal and the School Improvement Specialist by allowing them to focus on their primary responsibility as

instructional leaders.

August 2011: By providing a template for the extended day, the district will help the principal and other leaders at the school focus on

implementation of the program.

Years 1-3, ongoing: The LEA will allocate funding to support all the action steps of the School Transformation Plan.

Starting in July 2011 and ongoing: For the purpose of supporting the school leadership, the LEA will administer an annual evaluation

process of the principal which measure’s the principal’s application of the Interstate School Leaders Licensure Consortium (ISLLC)

standards. The process will include goal-setting at the start of the year, a mid-year review with appropriate adjustments and re-

direction, and a year-end evaluation.

September 2011: The LEA will conduct monthly walk-throughs that will assess the implementation of transformation model

components. This will be followed by appropriate adjustments and re-direction.

Evaluation of LEA support:

January 2012: The LEA will contract with a solutions team to conduct a formal school-wide walk-through. The solutions team will be

looking for LEA support of IOES leadership and for evidence of the implementation of the transformation plan. This strategy will be

funded from a source outside of the School Improvement Grant.

March 2012: The LEA will conduct a survey of staff, parents, and students designed to measure effectiveness of the School

Transformation Plan.


E.3 Describe the LEA/ charter holder’s plan for monitoring progress of student achievement and the implementation of the chosen

intervention model.

How is the LEA/charter holder holding school leadership accountable for meeting student achievement goals?

How is the LEA/charter holder holding school leadership accountable for implementing the action steps of the chosen

model? The LEA will monitor progress of student achievement and the implementation of the school transformation model at weekly leadership team

meetings through discussion and updates, and more formally on a quarterly basis when team members will look at student achievement

results and plan action steps to make improvements as needed.

The LEA will hold school leadership accountable for meeting student achievement goals and implementing the action steps of the

transformation plan through both a formal evaluation process and through informal meetings and ongoing collaboration. The formal process

is addressed later. Here is our plan for working with school leadership regularly for ongoing accountability.

During the school year, the Superintendent or Executive Director of Teaching and Learning will meet weekly with the IOES principal

and other school leadership to review student achievement data and progress towards meeting student performance goals.

The LEA leadership will make suggestions to the principal and school leadership for steps needed to improve student achievement in

the short term.

At the next meeting, the Superintendent or Executive Director of Teaching and Learning will check with the school leadership on

follow-up to the suggestions and on further adjustments to the plan.

The IOES evaluation system for administrators is based on the Interstate School Leaders Licensure Consortium (ISLLC) standards. The

contracts for the principal, assistant principal and other administrators at IOES will include clear expectations for their inputs to the school’s

student achievement goals, and for the action steps they need to take related to the transformation plan. Evaluation will track their

performance vis-à-vis these expectations.

The evaluation system includes an explicit linkage of principals’ goals to the ISSLC standards. The six ISSLC standards concern these areas:

1. Stewardship of a vision of learning that is supported by the community.

2. A school culture and instructional program conducive to learning.

3. Management of resources for an effective learning environment.

4. Collaboration with families and the community.

5. Integrity, fairness and conducting school business in an ethical manner.

6. Positively interacting with the social, economic, and cultural context of school.


Here are the steps by which IOBUSD implements its principal evaluation system:

1. Prior to the beginning of the school year, the Principal with the Superintendent/Executive Director of Teaching & Learning will

establish annual performance goals aligned with the transformation model.

2. The LEA will initiate monthly meetings with the principal to review data and supporting evidence towards achievement of goals will

be part of the formal evaluation process. Recommendations for improvement may be provided based on the evidence of performance

deficiencies in one or more ISSLC standards.

3. If adequate progress is not made after reasonable time after recommendations, the principal may be placed on a written plan for

improvement. If adequate improvement is not made after specified timelines in accordance with Arizona Revised Statutes,

recommendations for dismissal and/or non-renewal may result.

4. By the end of January, the principal will submit his/her self assessment to the Superintendent/Executive Director of Teaching &

Learning.

5. At the end of the school year, a final review will be conducted in June.

Outline the process for monitoring the implementation of each intervention model strategy.

List each required

strategy for your

intervention

model:

Progress Monitoring of Intervention Strategies (Include Intermediate Benchmarks) Person(s) Responsible

Process Timeline

1. Develop teacher

and leader

effectiveness.

The main process for developing teacher and leader effectiveness is

to offer high-quality professional development of sufficient

quantity to make a difference.

Step 1: Ensuring a 2011-2012 calendar with four professional

development days.

Step 2: Planning the Summer Institute.

Step 3: Offering the Summer Institute.

Step 4: Holding first PLC meeting with each grade level and

ensuring teachers understand the concept of data-driven instruction

and IOBUSD data protocols. Grade-level PLC meetings will be

held weekly.

By 4/15/2011

By 4/30/2011

During June 2011

By 8/31/2011 for first

meeting and weekly

thereafter

Superintendent

Executive Director of

Teaching & Learning

All on the LEA

Leadership Team

School Improvement

Specialist


Step 5: Planning and holding professional development days and

new teacher induction.

Step 6: Observing teachers and providing feedback for the purpose

of improving instruction. The principal will have two days per

week dedicated to classroom walk-throughs and teacher

evaluations. These dedicated days will support the principal’s

overall role as instructional leader.

Quarterly throughout

year

At least semi-weekly

throughout year


Teaching & Learning

Principal

2. Implement

comprehensive

instructional

reform strategies.

One of the main processes for bringing about instructional reform

is to align the district’s curriculum with the Common Core

Standards based on the Arizona Department of Education’s phase-

in calendar.

Step 1: Investigate vendors of curriculum services.

Step 2: Convene LEA Leadership Team to determine criteria,

review bids and decide on vendor.

Step 3: Engage vendor of curriculum services and provide initial

information so that the vendor can begin the work.

Step 4: Support the vendor company as it aligns IOBUSD’s K-12

curriculum to the Common Core Standards.

Step 5: Provide training for teachers on the Common Core

Standards during the Summer Institute.

Step 6: Continue high-quality professional development through

job-embedded techniques and during professional development

days and summer sessions.

Another main initiative is continuing the Success For All program,

with training provided in the Summer Academy differentiated by

groups—new-to-the-district teachers and continuing teachers.

By 3/31/2011

By 5/15/2011

By 5/30/2011

June-October 2011

June 2011

Years 1-5 of the

program

August 2011

Business Manager

Superintendent and


Teaching & Learning

Same people as Step 2

Leadership Team


Teaching & Learning

and School

Improvement Specialist

Leadership Team


Teaching & Learning


and School

Improvement Specialist

and SFA Facilitator

3. Extend

Learning Time

and Create

Community-

Oriented Schools

The main process here will be the extended school day.

Step 1: Initiate hiring of Extended Day Coordinator.

Step 2: Interview candidates, make decision, recruit best candidate.

Step 3: Plan after-school program.

Step 4: Arrange for training of extended day providers.

Step 5: Start the after-school program.

Mid-March 2011

April 2011

May-July 2011

By 8/8/2011

By 9/1/2011

Superintendent with

IOBUSD Human

Resource Office

Leadership Team

Extended Day Coord.

Extended Day Coord.

Extended Day Coord.

with support from

IOES leadership team

4. Provide

Operating

Stability and

Sustained Support

The main strategy here is the hiring of staff to support the elements

of this School Transformation Plan. The district will also work on

transportation issues that arise with the extended day at IOES.

These steps are detailed further in our Pre-Implementation plans.

March-August 2011 Superintendent,

Business Manager, and

other Leadership Team

members

E.4 Using the prioritized list developed in D.2, provide a detailed description of the support that the LEA will provide for each Tier

III school. Include the interventions provided by level of need.

School Level of Need Describe LEA Support (Internal and/or External)

Funded and non-Funded support

Timeline

Highest Medium Lowest Baboquivari Middle School

X Resource allocation (financial, time); internal and

external professional learning with instructional coaches

and external consultants, data management; recruitment

and retention of highly effective teachers; continued

implementation of the district-wide turnaround plan.

Quarters 1-4

of the school

year


E.5 Describe the annual goals the LEA has established in order to hold accountable your Tier III schools that receive school

improvement funds.

IOBUSD’s Tier III School: Baboquivari Middle School (BMS)

Note: Baboquivari Middle School does not receive school improvement funds, but we have included the following summary plan as a

courtesy.

Goal Area Goals Baseline Progress Monitoring Plan Person

Responsible Process Timeline

Reading/Language

Arts

Every student will

read at or above

grade level every

year, supported

by a system of

intervention.

2010 AIMS

results, grades 6-8

Quarterly Galileo

standards-based

benchmarking,

grades 6-8

Baseline yearly and quarterly

assessment data will be analyzed by the

Success For All Facilitator, the School

Improvement Specialist, and teachers

in order to make intervention decisions

and match professional development to

needs identified.

Success For All assessments and tools

will also be used.

If the school is not meeting its

achievement goals, the district PLCC

will act as a Solutions Team and

conduct school-wide walk-throughs,

interviews, and surveys and make

recommendations for improvement.

Ongoing. School

Improvement

Specialist, SFA

Facilitator, and

teachers for the

school will

carry out the

monitoring

process.

The principal is

ultimately

responsible for

achieving

results.

Mathematics Every student will

perform math at

or above grade

level every year,

supported by a

system of

intervention.

2010 AIMS

results grades 6-8

Quarterly Galileo

standards-based

benchmarking,

grades 6-8

Baseline yearly and quarterly

assessment data will be analyzed by

School Improvement Specialist and

teachers in order to make intervention

decisions and match professional

development to needs identified.

Ongoing. School

Improvement

Specialist and

teachers for the

school will

carry out the

monitoring

process.


PowerTeaching: Mathematics tools

will also be used.

If the school is not meeting its

achievement goals, the district PLCC

will act as a Solutions Team and

conduct school-wide walk-throughs,

interviews, and surveys and make

recommendations for improvement.

The principal is

ultimately

responsible for

achieving

results.

Attendance Rate Every student will

attend school

daily, supported

by a system of

intervention.

Attendance data

from the 2010-

2011 school year.

The School Improvement Specialists

will report attendance to teachers at

weekly staff meetings. Teachers will

be asked to call or visit families

starting with a student’s first unexcused

absence. Following the first unexcused

absence, for families who cannot be

contacted by telephone, the school’s

Attendance Specialist will make an in-

person home visit to follow up. The

idea will be to intervene early in

attendance issues, showing students

that they are missed when they do not

attend school.

If a school is not meeting its attendance

goals, the district PLCC will act as a

Solutions Team and conduct school-

wide walk-throughs, interviews, and

surveys and make recommendations for

improvement.

Ongoing. School

Improvement

Specialist and

teachers will

carry out the

monitoring

process.

The principal is

ultimately

responsible for

achieving

results.


F. BUDGET

F. Using the Budget Excel spreadsheet, provide a budget that indicates the amount of school improvement funds the LEA will use

each year to –

Implement all components of the selected model in each Tier I and Tier II school it commits to serve;

Conduct LEA-level activities designed to support implementation of the selected school intervention models in the LEA’s Tier I and

Tier II schools; and

Support school improvement activities, at the school or LEA level, for each Tier III school identified in the LEA’s application.

An LEA’s budget must cover the period of availability (3 years), including any extension granted through a waiver, and be of sufficient size

and scope to implement the selected school intervention model in each Tier I and Tier II school the LEA commits to serve.

An LEA’s budget for each year may not exceed the number of Tier I, Tier II and Tier III schools it commits to serve multiplied by

$2,000,000.**Attach LEA budget as an appendix. The budget is attached as an appendix.

Comments on the Budget

The budget is closely aligned with the School Improvement Plan and provides adequate funding to accomplish turnaround goals. Grant funds

are designed to create significant improvement in our Tier I school, Indian Oasis Elementary School. The LEA’s Executive Director of

Teaching and Learning and the IOES School Improvement Specialist will focus on improving instruction, which in turn will bring about

improved results in student achievement. The Coordinator of Student Success will oversee factors related to student success such as

attendance and behavior (as described in question C.3.) The Psychometrician will provide data analysis and recommendations so that

instruction can be improved in targeted ways. The Parent Involvement Coordinator will oversee and support the parent engagement program

at IOES. The LEA-level positions are all funded outside of this IOES SIG budget.

The district will continue to coordinate the instructional programs through ongoing cross grade level articulation while ensuring effective

utilization of SIG funds at IOES and at BHS along with other funding streams at all the schools. This effort is in alignment with the LEA’s

strategic K-12 reform effort (self-imposed modified turnaround model).

The budget allocates substantial resources to the Success For All (SFA) Reading curriculum so that the major goals of our School

Improvement Plan can be achieved. Funds also cover an SFA Facilitator so that the district will be able to fully implement this curriculum.

A new Math Specialist will focus on improving instruction in mathematics. Professional development is covered in the budget through job-

embedded SFA training and through a yearly Summer Institute. Compensation for substitutes is included in the budget to allow teachers time

for training during work days.


G. SUSTAINABILITY G. Describe the plan for sustaining these efforts after the funding period ends. Address the following in the plan: funding sources,

hiring practices, professional development, changes in policies and practices.

1. Complete the chart below to show how, over the next five years, the LEA/charter holder will be able to continue or increase its

own funding to support the positions/programs generated by the School Improvement Grant (SIG) beyond its duration.

Possible funding sources to consider may include: M&O, Title I, II III, IDEA, 21st CCLC, etc. Also, designate in the chart if

the program or position is not expected to continue beyond the grant. Examples are provided in the guidance document.

Personnel/Program Year 1, 2011-2012 Year 2, 2012-2013 Year 3, 2013-2014 Year 4 Year 5

New staffing for

Transformation Model

100% SIG Funds 100% SIG Funds 100% SIG Funds Title I, M&O,

Impact Aid

monies, and other

funds will

support crucial

positions. Will

combine the SFA

and SIS positions.

Will continue per

year 4 plan.

Success For All 100% SIG Funds 100% SIG Funds

According to our

SFA contract, the

cost per year for

SFA decreases.

100% Title I Funds The SIS/SFA

position will

provide training,

which reduces

costs

significantly.

Summer Institute 100% SIG Funds

for a four-week

institute.

100% SIG Funds

for a three-week

institute.

100% SIG Funds

for a two-week

institute.

100% Title I

funds for a one-

week institute.

Phase out and re-

assess the need

for a summer

institute.

Extended Day 100% SIG Funds 100% SIG Funds 100% SIG Funds

Continue with Title

I, M&O, Impact

Aid, and other

funds

Continue with

Title I, M&O,

Impact Aid, and

other funds.

Continue with

Title I, M&O,

Impact Aid, and

other funds.


Align curriculum with

Common Core Standards

100% of SIG Funds

for a full

curriculum review

(a one-time

expense)

2. Describe the rationale for eliminating/maintaining original SIG funded personnel/program identified in the above chart.

The new staff hired to implement the School Transformation Plan will put systems in place so that effective instruction and student

achievement will be firmly established by the end of year 3. Of the new positions dedicated to school transformation, during year 3, the

school will identify those positions most critical to sustaining the gains made through this model.

Success For All (SFA) is meant to be an accelerating tool for school transformation, not a permanent program. SFA provides intensive

training to teachers and other certified staff at the school. The cost for SFA decreases yearly, and by the end of year 3, we expect to have

internalized the SFA framework so that the School Improvement Specialist can support teachers for implementing SFA reading as an

intervention strategy. The Board-adopted reading series will serve as the core reading program beginning in year 3 or 4.

Regarding professional development, we are budgeting for a 16-day Summer Institute in 2011 because of the scope of training associated

with this School Transformation Plan. In future years, shorter summer institutes will be sufficient, so we are phasing down the length of

the program by one week each year. We will continue the one-week Summer Academy at the start of the school year with other funding

sources.

The Extended Day is intended to be an ongoing program for IOES. We will support this program with other funds besides SIG monies

starting in year 4. We expect to have increased M&O funds available due to increased attendance and membership.

3. Describe how the LEA will integrate new staff into the established transformation or turnaround model at the school.

New staff will be integrated through the Summer Institute and Summer Academy, both of which will focus on key elements of the

transformation plan.

New teachers will also attend a new teacher induction program. Starting with the transformation year in fall 2011, the program will have

three strands so that new teachers will receive tailored professional development and will be better able to connect with the members of

their small groups:

teachers new to the profession (year 1)

teachers who are in their second year of teaching (year 2)

experienced teachers who are in their first year at IOBUSD as of fall 2011


In addition, new certified staff will be integrated into the transformation model through coaching and classroom support by the School

Improvement Specialist, the SFA Facilitator, and the Mathematics Specialist.

The new Principal and Assistant Principal will lead the transformation model at the school. They will be oriented to IOBUSD and to the

expectations for the IOES Transformation Plan by the district leadership team.

4. Describe how the LEA will ensure that the transfer of knowledge (programmatic, vision, culture, intent, etc.), policies and

procedures will survive any change in leadership and/or staffing positions.

IOBUSD in its efforts at sustaining long-term success is diligently working towards a systems approach based on best practices for all

departments and divisions within the school district. As a result of all these efforts, we are creating a culture focused on professional

learning communities (PLCs) that support the programs, vision, institutional culture, policies, and procedures needed to maintain a high-

achieving school. In addition, the PLCs build leadership capacity, thus supporting sustainability and continuity of the components of the

transformation plan. Some examples of this include:

Our School Transformation Plan focuses on training teachers, staff, and administrators throughout IOES and district-wide.

Through intensive professional development initiatives such as the Summer Institute and Summer Academy, IOBUSD will

communicate the content and importance of the transformation plan to everyone in the district.

Through retention efforts, we intend to minimize changes in leadership and staffing. Where there are changes in key personnel

related to the transformation plan, we will ensure that knowledge, policies, and procedures related to the plan are transferred to the

new individuals assuming those responsibilities.

The School Transformation Plan will be distributed to all employees. Potential employees will be briefed on the plan, with

questions related to the plan covered in the hiring interview.

Through our Parent Involvement and Community Outreach efforts, we will ensure the full transparency of the process of our

school transformation. This will be accomplished through newsletters, community meetings, parent training, posts on our web

page, press releases, and so on.


H. ASSURANCES: An LEA must include the following assurances in it application for a School Improvement Grant.

By indicating with a mark on the below items, the Indian Oasis-Baboquivari Unified School District fully and completely assures that it will:

Use its School Improvement Grant to implement fully and effectively an intervention in each Tier I and Tier II school that the LEA commits to

serve consistent with the final requirements;

Establish annual goals for student achievement on the State’s assessments in both reading and mathematics and measure progress on the leading

indicators in section III of the 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;

If it implements a restart model in a Tier I or Tier II school, include in its contract or agreement terms and provisions to hold the charter operator,

charter management organization, or education management organization accountable for complying with the requirements; and

Report to the SEA the school-level data required under section III of the final requirements.

X

X

X


I. WAIVERS: If the SEA has requested any waivers of requirements applicable to the LEA’s School Improvement Grant, an LEA

must indicate which of those waivers it intends to implement.

Arizona Department of Education has applied, through its SEA level application, for all of the Waivers offered for the School

Improvement Grant. If Arizona receives approval for these waivers, all waivers automatically apply to any LEA/charter holder in the

state.

The LEA/charter holder must indicate each waiver that the LEA/charter holder will implement. If the LEA/charter holder does not intend to

implement the waiver with respect to each applicable school, the LEA/charter holder must indicate for which schools it will implement the

waiver.

Indian Oasis-Baboquivari Unified School District will implement the below marked waivers:

―Starting over‖ in the school improvement timeline for Tier I and Tier II Title I participating schools implementing a turnaround or

restart model. School(s): ___________________________________

Implementing a schoolwide program in a Tier I or Tier II Title I participating school that does not meet the 40 percent poverty

eligibility threshold. School(s): _______________________________


J. CONSULTATION WITH STAKEHOLDERS: The LEA must consult with relevant stakeholders regarding the LEA’s application

and implementation of school improvement intervention models in its Tier I and Tier II schools.

J. Before submitting its application for School Improvement Grant, the LEA must consult with all relevant stakeholders.

The LEA/charter holder has consulted with the following stakeholders:

Parents, through three town hall

meetings held during February 2011,

one meeting each at the elementary,

middle, and high schools.

Teachers and staff, through staff meetings

which the Superintendent attended to share

the plan for improvement.

Indian Oasis-Baboquivari Unified

School District Governing Board A presentation is scheduled for the

Board’s April 12, 2011 meeting.

The Executive Branch of the

Tohono O’odham Nation through

meetings with the Chairman and the

Education Department of the Tohono

O’odham Nation.

A meeting with the Tohono O’odham

Nation Legislative Council is scheduled

for March 23, 2011.


K. Pre-Implementation: The LEA/charter holder may use SIG funds towards early implementation activities that will increase

probability of strong implementation of the model at the start of the 2011-2012 school year.

K. Early Implementation Action Plan (Optional)

If LEA chooses to conduct Early Implementation activities, complete your action plan below for each component.

**There is not a penalty to LEAs that choose not to conduct Early Implementation activities on the Rubric Scoring.

Staffing

Action Steps Person(s)

Responsible

Timeline Budget Evaluation

Hiring of Administration and Staff. (The budget

item is for advertising and other recruitment costs.)

Turnaround Principal

a. Advertise March 15-31, 2011

b. Interview week of April 4, 2011

c. Candidate recommended to Governing

Board April 12, 2011

d. Contract issued to begin no later than

July 1, 2011

Extended Day Coordinator

a. Recommendation to approve position

to Governing Board, March 8, 2011

b. Advertise March 15 to March 18, 2011

c. Candidate recommended to Governing

Board April 12, 2011.

d. Contract issued to begin no later than

end of April 2011

Site-level Parent Involvement Specialist

a. Advertise April 1 to April 15, 2011

b. Candidate recommended to Governing

Board on May 10, 2011

c. Contract issued to begin no later than

June 6, 2011

Superintendent

March 15 to

April 12, 2011

March 8 to April

12, 2011

April 1 to May

10, 2011

$10,000.00

$6,726 for days

in June

$11,387 to start

on June 6

See E.3 for a

detailed

description of

the evaluation

system.


Counselor





June 6, 2011

Assistant Principal





June 6, 2011

Coordinator of Student Success (funded outside

of the SIG)





June 6, 2011

April 1 to May

10, 2011

April 1 to May

10, 2011

April 1 to May

10, 2011

$11,387 to start

on June 6

$11,387 for

days in June

Instructional Programs and Curriculum Alignment


Responsible


Summer Institute

1. Common Core Standards Training,

Curriculum Alignment, Curriculum

Mapping, Lesson Planning


Teaching & Learning

June 6 to 16,

2011 (8 days)

$95,000 The Summer

Institute will be

evaluated by

observation and

documented by

schedules,

attendance logs, and

participant

evaluation forms.


Professional Development and Support


Responsible


Summer Institute

1. Common Core Standards, Arizona

Learning Standards, Curricular

Alignment

2. Positive Behavior Intervention Support,

Cultural Training, Parent Involvement

3. Technology as an Instructional Tool,

including Promethean and SMART

Boards


Teaching & Learning

June 2011 (16

days)

(same as

above)

The Summer

Institute will be

evaluated by

observation and

documented by

schedules,

attendance logs, and

participant

evaluation forms.

Assessment Systems and Accountability Measures

Action Steps Person(s) Responsible Timeline Budget Evaluation

IOBUSD has already developed a data system. We

currently use Galileo, DIBELS, Success For All

assessments, and the Scholastic Reading Inventory

(SRI) in addition to AIMS and Stanford 10. The

action steps for this School Transformation Plan focus

on training and effective implementation of our data

systems so that teachers use summative, benchmark,

screening, diagnostic, and progress monitoring data to

drive and assess instruction. Two teachers at IOES will

be trained as data coaches to support their colleagues

in data usage. The Psychometrician will provide

ongoing training to all staff.

Psychometrician Year 1 for hiring

the

Psychometrician

and Training

Data Coaches

$7,080 for

two data

coaches’

stipends

The effectiveness of

data usage will be

measured in part by

the increases in

student achievement

measures. Other

measures will be

attendance at

trainings and

attendance at PLC

data chats.


Rigorous Review of External Providers


Responsible


IOBUSD will develop requests for proposal for each

service needed describing the scope of work aligned to

the SIG plan and containing specific performance

criteria. Bids will be solicited and reviewed by the

leadership team.

Business Manager May-June 2011 (The LEA

will cover

this indirect

cost.)

The bids for the

curriculum work will

be compared and

analyzed for best

practices, an

evidence-based

proven track record,

and reasonable costs.

Culture and Climate


Responsible


See Summer Institute Above

Family and Community Engagement


Responsible


Start an Extended Day

Hold a general meeting for providers.

Issue a Request for Proposals. Providers will include

the following in their proposals:

Commit staff to fully implement (ratio: 1 adult

to 8 students)

Write and post objectives (linked to learning

standards, with help from the Extended Day

Coordinator)

Commit to 3:00-5:00 p.m. Monday-Thursday

for all Extended Day weeks

Designate grade levels the provider will serve

Commit to producing daily lesson plans and

show one sample lesson plan

Superintendent

Business Manager

April 18, 2011

April 18, 2011

$10,500

($10,000 for

the Extended

Day

Coordinator’s

salary for

May-June +

$500 office

supplies)

The Extended Day

Coordinator will

develop an

assessment

instrument to collect

student and parent

feedback on the

success of the

program. Providers

will also be surveyed

on their experience

in the program.


Must have insurance and fingerprint clearance

for all staff working with students

Agree to submit to program evaluation

Providers submit proposals by May 16th

Selection of providers by May 31st

Plan the program in detail

Extended Day

Coordinator

Extended Day

Coordinator

Extended Day

Coordinator

May 16, 2011

May 31, 2011

June-July 2011

STEP 2: COMPLETE PLANNING TEMPLATE ON ALEAT

L. The LEA/charter holder must include a timeline delineating the steps it will take during the 2010-2011 school year to implement

the selected intervention in each Tier I and Tier II schools identified in the LEA’s application.

To be completed in ALEAT Plan

STEP 3: COMPLETE BUDGET ON GRANTS MANAGEMENT

M. The LEA/charter holder must complete the budget information on ADE’s Grant Management System.

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