School Improvement Grants

Application for FY 2014 New Awards Competition

Section 1003(g) of the

Elementary and Secondary Education Act

Fiscal Year 2014

District Name:North Wasco County School District

Oregon Department of Education

Salem, OR 97310

.

Submission Information
Electronic Submission:
The Oregon Department of Education strongly prefers to receive a district’s FY 2014 SIG application electronically. The application should be sent as a Microsoft Word document, not as a PDF.
The district should submit its FY 2014 application
The cover page must be signed by the superintendent and school board chairperson. It can be electronically signed and submitted with the application, or the district may submit a paper copy of the cover page signed by the district superintendentand school board chairperson to the address listed below under “Paper Submission.”
Paper Submission:
If a district is not able to submit its application electronically, it may submit the original and two copies of its SIG application to the following address:
Erica Anderson
Oregon Department of Education
255 Capitol St NE
Salem, OR 97310
Due to potential delays in government processing of mail sent through the U.S. Postal Service, districts are encouraged to use alternate carriers for paper submissions.
Application Deadline
Applications are due on or before May 20, 2015.
For Further Information
If you have any questions, please contact Erica Anderson at (503) 947-5880 or by e-mail at .

1

APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS

Legal Name of Applicant:
North Wasco County School District #21 / Applicant’sMailing Address:
3632 West 10th Street
The Dalles, OR 97058
District Contact for the School Improvement Grant
Name: Penny Grotting
Position and Office: Assistant Superintendent, School Improvement
Contact’sMailing Address:
400 E. Scenic Drive, Suite 207
The Dalles, OR 97058
Telephone: 541-298-3131
Fax:
Email address:
District Superintendent(Printed Name):
Candy Armstrong / Telephone:
541-506-3420
Signature of the District Superintendent:
X / Date:
The district agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State and/or District receives through this application.
District School Board Chairperson (Printed Name):
Ernie Blatz / Telephone:
541-298-1519
Signature of the District School Board Chairperson:
X / Date:

1

DISTRICT APPLICATION REQUIREMENTS

A. SCHOOLS TO BE SERVED: A district must include the following information with respect to the schools it will serve with a School Improvement Grant.
A district must identify each schoolthat itis applying to serve and that it commits to serve, and the district must identify the model that it will use in each school as applicable. Enter school information in the table below.
Intervention model districts may include are: (1) turnaround; (2) restart; (3) closure; (4) transformation; (5) evidence-based whole school reform model; and (6) early learning model.
SCHOOL
NAME / NCES ID # / STATE
SCHOOL ID # / Priority or Focus (Include ODE school improvement tier assigned fall 2014) / INTERVENTION:
Example Elementary School / XXXXXX / XXXXXX / Focus, Tier 3 / Transformation
Colonel Wright Elementary School / 410004801155 / 1097 / Focus, Tier 3 / Transformation
B. DESCRIPTIVE INFORMATION: A district must include the following information in its application for a School Improvement Grant.
(1)For each priority and focus school that the LEA commits to serve, the LEA must demonstrate that the LEA has analyzed the needs of each school, such as instructional programs, school leadership and school infrastructure, based on a needs analysis that, among other things, analyzes the needs identified by families and the community, and selected interventions for each school aligned to the needs each school has identified. [Respond to parts 1A – 1C]
(1A) [Enter response here. Describe how family and community stakeholders have been engaged in identifying the needs of the school and selecting an intervention. See the evaluation rubric below for guidance.
The Colonel Wright School Leadership Team has been in place and active since 2013. For the past two years the school has been in Tier 3 Focus Status and the School Leadership Team has been leading the effort to shift school outcomes through a Comprehensive Achievement Plan (CAP) process. North Wasco County School District Leadership met with the Colonel Wright School Leadership Team to review the CAP, analyze current data, current school-wide interventions and the current needs and perceptions of the school. In order to get a good picture of the current needs and perceptions at the school, the School Leadership Team sought input from multiple stakeholders including families, the parent teacher organization, staff and multiple community partners In seeking input, the team knew that they would need to find several ways to reach out to stakeholders in order to get an accurate picture of the needs and perceptions of the school.
The first step was to determine what survey tool would provide the richest information. They sought resources and guidance from their school support coach who helped them select the Oregon Department of Education (ODE) survey tool. This survey was administered in a variety of ways including an on-line survey accessible via the school website; a paper-pencil survey that went home with students and an in-person survey conducted during school conferences. Additionally, the team interviewed staff members and reviewed school climate survey data to get a clear picture of school needs from the staff perspective.
The school principal and superintendent presented updates regarding the CAP and school progress including student data and implementation of interventions to the school board during work sessions and received input, guidance and direction leading to the selection of a model for School Improvement. Additionally, the school principal, school superintendent, and the school improvement coordinator attended several parent meetings, and community partner meetings where they discussed the Comprehensive Achievement Plan and the school’s progress and targets in an effort to get feedback and direction. These meetings included the Parent Teacher Organization, Migrant Parent Advisory Committee, REACH Parents, Indian Education Parent Advisory Committee, Title 1 Parent Meetings, English Language Learner Parent Meeting, District Professional Learning Team, Achievement Compact Committee, Continuous Improvement Planning Committee, the D21 Education Foundation, Intergovernmental Team, and the Interagency Team. In addition the School Superintendent and Chief Financial Officer appeared on several open air radio talk shows openly discussing the schools’ Tier 3 status and took comments and questions from the general public.
The Colonel Wright School Leadership Team and the North Wasco County School District Leadership used all of the input they received from stakeholders in determining the best fit for a School Improvement Model. It was very apparent that the School Transformation Model was clearly the one that would best meet the needs identified by staff, families, school board members, and community partners.
3
strong / thorough response / 2
average / partial response / 1
weak / minimal response / 0
not addressed
The LEA, in conjunction with school leadership from each school it commits to serve, has engaged family and community stakeholders in multiple ways and at multiple times to allow for assessment and review of the needs of the school and proposed intervention model. / The LEA or the school it is committing to serve, have engaged family and community stakeholders to allow for assessment and review of the needs of the school and proposed intervention model. / The LEA or the school it is committing to serve,has informed family and community stakeholders of the proposed intervention model. / No action was taken to engage family and community stakeholders.
(1B) [Enter response here. Describe how the needs analysistakes into account the current state of improvement efforts at the school. See the evaluation rubric below for guidance.]
For the school needs assessment the Colonel Wright Leadership team, principal and leadership coachreassessed the 34Indistar indicators tocompare where the school is today in relation to the fall of 2013 when it was named a Focus school. The following findings of the school needs assessment outline the current state of improvement efforts at the school according to prioritized indicators. The following is a summary of the current improvement efforts and the identified needs of the prioritized indicators in the Indistar system.
District and School Structure and Culture:
DSC1.1 – North Wasco County School District and Colonel Wright Elementary School have invested a significant amount of resources into creating a safe, respectful and culturally inclusive environment with consistent school rules and expectations. Current improvement efforts include:
  • Implementation of PBiS framework
  • Intensive training in the Psychobiology of Trauma and the Sanctuary Model for Trauma Informed Care
  • Training and initial implementation of Collaborative Problem Solving (CPS)
  • Character Education programming
  • ELL and Title 1 Parent Nights
  • Word of the Month School Assemblies
  • Mix It Up Days
  • Expectation Rotations
  • Music Programming (Service to Senior & Veteran Communities)
  • Stage 1 of Oregon RTIi
  • Strategies to improve student transitions for more effective use of learning time
Needs identified include:
  • Increase leadership capacity through participation in McREL Balanced Leadership Consortium and Implementation
  • Expanding PBiS by adding Tier 2 and 3 behavior interventions to the RTIi process
  • Expanding implementation of CPS throughout the school
  • Participation in a pilot project and research project in partnership with Gladstone School District to move toward a more Trauma Informed approach to education.
DSC 1.2 Current Improvement Efforts include:
  • In 2012, North Wasco County School District developed a new vision and mission statement along with a unified tagline:
Educate.Motivate.Graduate.
The Mission Statement is:
“Graduating all students to be college and career ready; challenging, inspiring, and empowering them to be healthy and productive citizens.”
The Vision Statement is:
“North Wasco is a premier school district. We provide students a rigorous and relevant education with schools performing academically in the top 5% of the nation. Our students are inspired by a talented, innovative, and highly effective staff that values continuous professional growth. Our district graduates citizens who are ethical and motivated to achieve their limitless potential. North Wasco is fully embraced by the community, reflecting its health and well-being.”
Colonel Wright Elementary School has adopted the School District tagline and is integrating it into the fabric of school culture. They have been intentionally focusing on student learning and a shared sense of community.
Identified Needs Include:
  • In order to build and expand a culture of distributed leadership within the school, the leadership team has identified a need for the school to work through a visioning process similar to what the district accomplished. The vision and mission will align with the school district and reflect high expectations and equity for meeting the needs of all stakeholders.
DSC 1.4 In 2014 Colonel Wright Elementary School participated in the Oregon Response to Instruction and Intervention Cadre 9.2. The school has implemented phase one with the successful adoption of a Core Curriculum. This RTIi process allows staff to work collaboratively to identify students who need additional learning time to meet standards. Staff meet weekly in Professional Learning Teams (PLT) to review data regarding identified students and determine timely and effective interventions or assistance programs.
DSC 1.6 Professional Learning Teams (PLTs) were established in 2012. Through PLTs staff coordinate and integrate services and programs with the aim of optimizing the entire educational program to improve student learning. Current improvement efforts include:
  • Adoption and implementation of RtI
  • Implementation of the following academic assessment tools: STAR, EasyCMB, SBAC, In-Program Assessments
  • Adoption of Wonders ELA Curriculum aligned to CCSS
  • Expansion of PBiS
  • Initial implementation of CPS
Identified needs include:
  • Additional mental health services for students and families
  • Enhanced special education services for high needs students
  • Programming to support executive functioning skills among students
  • Improved collaboration and support for PBiS framework and implementation
  • Additional training for CPS and other Trauma Responsive Interventions
  • Continued support for enhancing effectiveness of PLT’s
Educator Effectiveness:
EE 2.2 Colonel Wright Elementary has implemented several instructional strategies and initiatives that are grounded in evidence based practices, strengthen core academic programming, increase the quality and quantity of learning time, and address the learning needs of all students. Current improvement efforts include:
  • Oregon RTIi
  • PLTs
  • 90 Minute Reading Block at all grade levels
  • Adoption of Wonders ELA Curriculum aligned to CCSS
  • 100% Meetings held 3 times per year
  • Reading Specialist for individualized interventions
Identified Needs Include:
  • Adoption of Math Curriculum aligned to CCSS
  • Instructional Coaching
  • Peer Observations and Mentoring
  • Extended Learning Time in Core Subject areas
  • Enhanced programming for Executive Functioning Skills
  • Enhanced special education services
  • Increased mental health services
EE 2.4 Colonel Wright utilizes PLTs to assess a variety of data indicators related to curriculum and instructional strategies in order to ensure continuous progress. Current improvement efforts include:
  • Continual review of STAR, EasyCBM, SBAC, and In-Program Assessment data
  • Professional development for para-professionals related to student management and instruction for intervention/enrichment groups
  • Professional Development for instructional strategies related to Reading was provided for grade level teams
  • RTIi Coaching for 100% meetings
  • School Leadership Team visited a model school to glean ideas for strengthening PLTs, improving leadership capacity, and strengthening CORE instruction
Identified Needs Include:
  • Additional PLT Training to assist teams in identification and evaluation of effective instructional strategies for targeted interventions. As noted in the feedback from ODE CAP Review PLTs need more sophistication in using data to drive instructional strategies.
  • Instructional Coaching related to targeting instructional strategies
  • Peer Observation & Mentoring
  • Professional development for para professionals
LDR5.1 Colonel Wright has established an active school leadership team that works collaboratively to engage school staff and community stakeholders in all aspects of school improvement. Current improvement efforts include:
  • Comprehensive Achievement Plan process
  • Active Parent Teacher Organization
  • Family and Community Engagement Strategies
  • PLTs
Identified needs include:
  • Intensive leadership training through the McREL Balanced Leadership and Implementation Consortium
3
strong / thorough response / 2
average / partial response / 1
weak / minimal response / 0
not addressed
The needs analysis, conducted by the LEA, in conjunction with school leadership, takes into account the current improvement strategies / priorities being implemented AND incorporates a review of the ODE CAP Review Feedback. / The needs analysis takes into account the current improvement strategies / priorities being implemented and might incorporate a review of the ODE CAP Review Feedback. / The needs analysis acknowledges the current improvement strategies / priorities being implemented. / The needs analysis disregards current improvement strategies / priorities.
(1C) [Enter response here. Describe how the needs assessment takes into account the current state of the school. See the evaluation rubric below for guidance.
Colonel Wright is currently listed in the bottom 15% of all Title I schools in Oregon. It was identified as a Focus School in the fall of 2013 based on the results of the 2012-2013 Oregon School Report Card with an Overall Level 2 rating. In terms of performance indicators, Colonel Wright was rated at a Level 3 for Academic Achievement in 2012-2013 and a Level 2 for Academic Growth and Subgroup Growth. In the area of Academic Growth the primary concern was reading where the school was rated at a Level 1 for all students and all minority subgroups. In math, the school scored much better with a rating of Level 3 for all students and Level 2 for all minority subgroups.
When the Oregon Report Card was published for 2013-2014 Colonel Wright remained at status quo with an Overall Level 2 rating and the exact same percentage of points earned per performance indicator. There was some improvement in the area of academic growth in reading for all students, however math scores suffered.
While the scores for 2013-2014 were disappointing for Colonel Wright, they were not surprising. During the 2013-2014 school year, the school was primarily engaged in planning and preparing for implementation of improvement strategies. They spent a majority of the year assessing and planning around the Indistar Indicators. They also participated in the district-wide adoption process seeking a common ELA Curriculum aligned with CCSS and they invested in professional development by joining the Oregon RTIi Cadre 9.2.
In the current year, 2014-2015 Colonel Wright has been engaged in a period of rapid change with the implementation of the new ELA Curriculum, Wonders, implementation of Oregon RTIi and the adoption of the EasyCBM student assessment. Additionally, Colonel Wright transitioned to using the Smarter Balanced Assessment Consortium that is better aligned with CCSS to determine levels of student achievement. This transition will impact the capacity for the school to compare data from the baseline in 2012-2013, however it is anticipated that student growth is improving, especially in the area of reading. As is noted in the recent ODE CAP Review Feedback.
In 2015-2016 North Wasco County School District will begin to accelerate improvement strategies by participating in the McREL Balanced Leadership Consortium, continuing expansion of RTIi, expanding professional development in the areas of curriculum and PLTs, and implementation of strategies to shift school culture. In addition to all of that NWCSD will begin the process of adopting a common curriculum for Math that is aligned with CCSS. As the district implements the new curriculum and refocuses on mathematics in 2016-2017 there should be significant growth in both areas of Reading and Math by 2018 and Colonel Wright anticipates being recognized as a model school or have a Level 5 rating by 2019.