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Appoquinimink - Delaware Department of Education

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					Delaware Success Plan Template

Part 1: Introduction and summary
Vision: How will your LEA be different in 2014? How will student outcomes be different? What will this mean for students, teachers and
administrators?

Appoquinimink school district (ASD) will be different in a variety of ways in 2014. First, while ASD will still generate our strategic
plan for our district in much the same manner, state-wide RTT initiatives will be embedded within to help support the state in its RTT
goals.

Second, student outcomes will be markedly different for three specific groups of students: students new to ASD, elementary special
education students, and academically talented students. Students new to the district will meet the same academic and social success as
students who have previously resided within ASD‟s boundaries. This will be due to the increased efforts by teachers and administrators
in monitoring the academic and social integration of new students and providing them with appropriate interventions. Next, academic
outcomes for ASD special education students at the elementary level will no longer lag behind the state percentage that meets the
standard. Through targeted hiring, improved interventions and better quality instruction provided and supported by teachers and
administrators, elementary special education students performance will no longer lag behind their middle and high school counterparts
within the district. Finally, academically advanced students will encounter a wider range of opportunities to develop and hone their skills
in a way that was not seen previously in ASD. New programs such as our Accelerated Learner program and Springboard will be fully
implemented. AP course performance will be strengthened and dual enrollment courses will be offered. This will result in academically
talented students showing the same amount of academic growth as their peers.

Through these changes, teachers and administrators will be expected to participate in and strongly support the nascent new student
orientation process by monitoring student progress and making personal contact with the students and their families. Teachers will
support the progress of our special education students in the elementary grades by accessing student data more effectively and
successfully altering their prior teaching strategies. Building and district administrators will be expected to prioritize the needs of these
students and continuously monitor their progress. Finally, teachers will be asked to again modify their instructional strategies to meet the
needs of ASD‟s academically talented students. Furthermore, several teachers at each building will be expected to work with groups of
students identified as being accelerated learners, in addition to their current work demands.

Overall, after implementing these new ways to meet the needs accelerated learners, special education students at the elementary level,
and students new to the district, we expect to see the following benchmarks met in 2014:

     35 students will be taking dual enrollment coursework (up from 4 students currently)


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     There will be a 20% increase in honors course enrollment (ASD current enrollment is 3459; by 2014 it will be up to 4151)
     Students enrolled in our Accelerated Learner Program will see the same amount of Fall to Spring RTT score growth on the
      DCAS assessment compared to their peers (this will be measured via a two sample t-test)
     ASD Elementary special education students will be 10 percentage points above the state percentage of elementary special
      education students meeting the standard.
     The achievement gap between students new to the district and those who have been enrolled previously will be zero as measure
      by the DCAS assessment.

Needs Assessment: Based on your LEA’s data, what are your greatest performance challenges? What are the root causes of those performance
challenges? [Note: This can be a narrative, or in the format of “Group Name/Needs/Root Causes/Data” found on the Success Plan website]
The Appoquinimink School District‟s main priority is to build a culture of college and career readiness in our schools by removing
obstacles to, and actively supporting, student engagement and achievement. This priority cannot be achieved without also focusing on,
and implementing, the Common Core Standards and assessments.
Our three performance challenges are:
•       High achieving students are not being challenged in the regular classroom and therefore do not have opportunities for
acceleration
•       Elementary special education students are not meeting standards to the same degree as their secondary counterparts and are
significantly below the average performance of their statewide peer group
•       Students new to the Appoquinimink School District perform below established students in the district
This is based upon a review of several data points which include student achievement data. Our achievement data shows achievement
results skewed to the right demonstrating a need to provide enrichment opportunities for our higher achieving students. In addition,
disaggregated data show the majority of our elementary special education students falling below the state average. Finally, students
moving into our district from other Delaware public school systems show a gap in their achievement levels when compared to students
who have attended Appoquinimink School District schools for their entire educational career.

Rationale for the selection of advanced students as a performance challenge:

Like our other performance challenges, this one was selected due to data analysis. Looking at the data above, one can see that ASD‟s
student population does not easily fit into a normal distribution that is often seen in other school districts. For both math and reading, our
distribution is “flatter” than one would expect in terms of frequency of scores. In other words, ASD appears to have an almost equal
number of low, average, and high achieving students. Upon examining our status, we believe that we currently have many supports in
place or in the process of being develop to meet the academic needs of students who demonstrate low or average academic achievement.
We believe that additional support is needed in order to make sure that our higher achieving students are demonstrating proper academic

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growth during their time at ASD.

Root cause of advanced students as a performance challenge:

The root cause of why this particular group of students has not been a primary focus in the past is partly due to our current accountability
system. In the past, a great deal of the focus has been spent on bringing students up to proficiency or maintaining students who are
currently meeting proficiency standards in order to meet accountability targets. While focusing on the needs of these students certainly
has tremendous merit, appropriate time, resources and attention have not always been paid to academically talented students. ASD
believes that we must meet the academic needs of these students not because it is the proper thing to do, but also in anticipation of future
changes to our current accountability system. Since our new assessment system, DCAS, has the ability to measure growth of students of
all ability levels, ASD wishes to work to get ahead of this change and also to demonstrate our commitment to academic achievement and
educational of all students. Additionally, ASD sees the tremendous benefit in exposing our secondary students to advanced coursework
that both prepares our students for their post-secondary education. For this reason, we see the need to evaluate, strengthen, and support
our AP and dual enrollment courses. Below is a table that illustrates performance of our students in their AP courses.

Rationale for the selection of elementary special education as a performance challenge:


                              Reading                      Appo % Meets                       State % Meets


                             Elementary                         30%                                42%


                               Middle                           39%                                33%


                                High                            37%                                21%


                                 All                            35%                                34%




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                               Math                      Appo % Meets                      State % Meets


                            Elementary                        31%                               44%


                              Middle                          35%                               27%


                               High                           32%                               17%


                                All                           33%                               31%



The table above illustrates the reason why special education students at the elementary level must be the focus of our RTT plan in order
to bring about significant and lasting change in our school district. Typically, when we compare ASD‟s percentage of students meeting
the standard to the state of Delaware‟s corresponding percentage of students that meet the standard, we typically see ASD at or slightly
above the state‟s percentage. This trend is also typically seen in every individual subgroup. The chart above illustrates an anomaly to
this trend: ASD special education students in our elementary schools score below the state (in terms of % of students meeting the
standard) on the DSTP, while our special education students at our middle and high are scoring above the state percentage. This
information was first identified through post-testing data mining where ASD achievement gaps were compared to gaps seen statewide.
This was done to help identify ASD‟s relative strengths and weaknesses in terms of addressing the achievement gaps of several
subgroups. This analysis is displayed below. The numbers in each column reflect the achievement gap in terms of % of students
meeting the math and reading standards as measured by the 2010 DSTP. The score reflected indicates the percentage of student meeting
from the reference group (white students, non-low income, or non-special education) minus the group listed on the far left column. When
examining achievement gaps, larger percentages are generally regarded as more problematic. The rows titled, “State-Appo Difference”
takes the states achievement gap minus ASD‟s achievement gap for that particular group. Negative numbers indicate the number of
percentage points that ASD‟s achievement gap is larger than the state of Delaware‟s, thus indicating an area of concern.


      Group         Grade    Subject         Reference         2006      2007      2008      2009
      African         3      Reading           State           18.79     20.91     20.2      21.88

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    American
     African
    American      3    Reading      Appo      8.92     12.51     9.4     13.48
     African                     State-Appo
    American      3    Reading   Difference   9.87      8.4     10.8      8.4
     SpecEd       3    Reading      State     26.21    25.42    21.69    18.39
     SpecEd       3    Reading      Appo      44.1      52       34      33.95
                                 State-Appo
      SpecEd      3    Reading   Difference   -17.89   -26.58   -12.31   -15.56
    LowIncome     3    Reading      State     17.46     16.59    17.32   17.68
    LowIncome     3    Reading      Appo      10.43     16.9     14.51     0.3
                                 State-Appo
    LowIncome     3    Reading   Difference   7.03     -0.31    2.81     17.38
      African
     American     5    Reading     State      16.04    17.42    16.83    17.8
      African
     American     5    Reading      Appo      3.91     8.59     10.5     12.79
      African                    State-Appo
     American     5    Reading   Difference   12.13    8.83     6.33     5.01
      SpecEd      5    Reading      State     31.73    29.76    30.52    30.91
      SpecEd      5    Reading      Appo      26.51    39.8     47.68    42.44
                                 State-Appo
      SpecEd      5    Reading   Difference   5.22     -10.04   -17.16   -11.53
    LowIncome     5    Reading      State     14.47     16.18    14.57   13.75
    LowIncome     5    Reading      Appo      13.57     15.33    13.17   15.12
                                 State-Appo
    LowIncome     5    Reading   Difference    0.9     0.85      1.4     -1.37
      African
     American     8    Reading     State      17.7     20.05    20.97    20.11
      African
     American     8    Reading      Appo      6.54     12.01    15.29    6.26
      African     8    Reading   State-Appo   11.16    8.04     5.68     13.85


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    American                      Difference
     SpecEd       8     Reading      State     42.57   39.36   43.17   36.89
     SpecEd       8     Reading      Appo      23.24   32.31   37.62   23.56
                                  State-Appo
      SpecEd      8     Reading   Difference   19.33   7.05    5.55    13.33
    LowIncome     8     Reading      State     15.88   17.83   18.56   16.3
    LowIncome     8     Reading      Appo      7.22    18.45   14.94   5.46
                                  State-Appo
    LowIncome     8     Reading   Difference   8.66    -0.62   3.62    10.84
      African
     American    10     Reading     State      26.61   26.07   25.97   28.41
      African
     American    10     Reading      Appo      21.34   16.45   24.56   24.65
      African                     State-Appo
     American    10     Reading   Difference   5.27    9.62    1.41    3.76
      SpecEd     10     Reading      State     54.45   50.6    52.03   47.97
      SpecEd     10     Reading      Appo      56.18   52.53   59.21   50.42
                                  State-Appo
      SpecEd     10     Reading   Difference   -1.73   -1.93   -7.18   -2.45
    LowIncome    10     Reading      State     24.51   23.34   23.74   22.47
    LowIncome    10     Reading      Appo      29.58   22.52   32.02   25.61
                                  State-Appo
    LowIncome    10     Reading   Difference   -5.07   0.82    -8.28   -3.14




     Group      Grade   Subject   Reference    2006    2007    2008    2009
     African
    American      3      Math       State      24.63   26.28   24.14   25.01
     African
    American      3      Math        Appo      12.32   17.04   9.38    17.62
     African      3      Math     State-Appo   12.31   9.24    14.76   7.39

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    American                     Difference
     SpecEd       3     Math        State     35.45   32.66    33.12   37.19
     SpecEd       3     Math        Appo      29.27   45.09    42.28   49.94
                                 State-Appo
      SpecEd      3     Math     Difference   6.18    -12.43   -9.16   -12.75
    LowIncome     3     Math        State     21.31    20.4    19.58    19.09
    LowIncome     3     Math        Appo      12.61    27.41   13.69    10.22
                                 State-Appo
    LowIncome     3     Math     Difference    8.7    -7.01    5.89    8.87
      African
     American     5     Math       State      23.65   23.04    23.04   23.14
      African
     American     5     Math        Appo       19     21.91    17.68   10.6
      African                    State-Appo
     American     5     Math     Difference   4.65    1.13     5.36    12.54
      SpecEd      5     Math        State     39.42   42.96    42.58   43.79
      SpecEd      5     Math        Appo      38.27   42.41    39.18   48.4
                                 State-Appo
      SpecEd      5     Math     Difference   1.15    0.55      3.4    -4.61
    LowIncome     5     Math        State     19.78   19.6     20.27   19.31
    LowIncome     5     Math        Appo      11.68   15.73    11.78   12.26
                                 State-Appo
    LowIncome     5     Math     Difference    8.1    3.87     8.49    7.05
      African
     American     8     Math       State      34.21   34.55    30.38   31.66
      African
     American     8     Math        Appo      21.19   26.81    16.74   20.86
      African                    State-Appo
     American     8     Math     Difference   13.02    7.74    13.64   10.8
      SpecEd      8     Math        State     45.75   45.71    49.01   46.57
      SpecEd      8     Math        Appo      38.91   50.25    47.65   42.93
      SpecEd      8     Math     State-Appo   6.84    -4.54    1.36    3.64

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                                              Difference
    LowIncome          8        Math             State           27.97      27.23     26.32     24.94
    LowIncome          8        Math             Appo            28.6       26.77     27.3      18.89
                                              State-Appo
    LowIncome          8        Math          Difference          -0.63     0.46      -0.98      6.05
      African
     American          10       Math             State           34.94      32.57     32.51     34.85
      African
     American          10       Math             Appo                       18.93     32.89     32.77
      African                                 State-Appo
     American          10       Math          Difference                    13.64     -0.38     2.08
      SpecEd           10       Math             State           49.06      45.58     47.53     47.02
      SpecEd           10       Math             Appo                       56.05      52.1     59.17
                                              State-Appo
      SpecEd           10       Math          Difference                   -10.47     -4.57     -12.15
    LowIncome          10       Math             State           28.07      25.68     26.08      25.61
    LowIncome          10       Math             Appo                       21.75     36.61      28.75
                                              State-Appo
    LowIncome          10       Math          Difference                    3.93      -10.53     -3.14

Root cause of elementary special education as a performance challenge:

Through meetings with individuals fulfilling various roles within ASD along with assistance from DDOE staff, several possible key root
causes for this disparity in scores were identified. One possible cause of why this disparity exists at the elementary, but not at the middle
and high school levels is due to resource allocation. In the past, when our schools missed AYP, it has typically been at the special
education cell at the secondary level. This is partly due to the fact that at the secondary level, the schools are large enough to meet the
minimum N of 40 for special education, while at the elementary level the N-count is usually below 40 and these scores are not factored
into the AYP calculations. Because of this, the special education achievement gap that exists at this level is not as noticeable as the ones
at the middle and high school levels, even though it is more severe at the elementary schools. In other words, since our elementary
schools were receiving “Superior” ratings, resources were not always directed at addressing the performance of students at this level
because these were not the cells that were resulting in schools missing AYP performance targets. Ultimately, while focusing resources
on improving special education performance at the secondary level may have proved to be a good strategy to get the secondary schools
out of AYP, there is a possibility that it did not serve to address the needs of our special education students at the elementary level.

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Other root causes were identified through facilitation provided by DDOE. Through these meetings, four additional root causes were
identified. First, it was noted that ASD must do a better job at diagnosing, obtaining and utilizing student data to drill down to identify
student needs. The second root cause identified was that our elementary schools would probably see a benefit from targeted professional
development on differentiation and additional instructional strategies. The third root cause identified was instruction based. Through
our meetings, the need for clear feedback through walkthrough and DPAS II data was cited as crucial to ensure the success of many
elementary special education-based strategies such as co-teaching, differentiation of instruction, and research based strategies (such as
LFS). The final root cause identified need to improve ASD‟s recruitment of special education teachers and to generate strategies to help
keep effective special education teachers maintain a position where they are helping special education students.

Rationale for the selection of students new to ASD as a performance challenge:

Appoquinimink School District (ASD) is a rapidly growing district. Since 2000, ASD has seen its student population grow from 5,474
to 9,355 today (roughly a 70% increase). Because of this growth, ASD sees a large number of students who were not enrolled in the
district the previous year. For example, 6,363 students took the DSTP assessment last spring. Out of those students, 661 of them were
not enrolled in ASD the previous year. While many of the students are moving to the Middletown-Odessa-Townsend area from within
the state of Delaware, a sizable number also are transplants from New Jersey, Pennsylvania, and New York. Recent internal studies have
found that students new to the district appear to have significantly lower score academic achievement compared to students who attended
ASD the year before. Their performance on the 2010 DSTP is illustrated below:




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 Additionally, students new to the district have also been found to have more discipline referrals when compared to students who have
been in the district longer than one year.

  Student                               Mean     Standard
                 Year          N
    Type                               Referrals Deviation
 Established     2010        7642       0.203      0.81
    New          2010         553       0.353      1.22

Root cause of students new to ASD as a performance challenge:

The root cause for this performance challenge is that teachers were not receiving the very basic information on which students in their
class are new to ASD and what type of academic and social needs the students have. Without this knowledge, teachers did not know
that these students may be in need of additional monitoring academically and socially. During these discussions with teachers, it was
found that teachers were not informed of what students in their class were new to ASD. Furthermore, some of the students new to ASD
appear to be having difficulty transitioning to their new school. For this reason, we have developed a New Student Orientation program.

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Through this program and its emphasis on data analysis and appropriate interventions, we believe that we will effectively tackle this root
cause.




Overview: What are your priorities, and how do they fit together? How will they impact your identified needs and Common Measures? How do they
represent an improvement over what you have done before?


Based upon the performance challenges identified in the above needs assessment, all three challenges hold the same degree of priority.
These priorities are:

        Support our most successful students through increased accelerated opportunities

        Improve teaching and learning outcomes for elementary special education students

        Support the transition of students new to the Appoquinimink School District

The above areas of focus fit within the scope of our district strategic plan specifically under Priority 2: Increased Student Achievement.
These needs were new to our strategic plan using the above needs assessment data during the 2010-11 strategic planning process. The
following root causes were identified – using data to drill down to identify specific needs; improving the diagnostic process for special
education, providing for new students and accelerated student needs, supporting teachers in implementing interventions that are targeted
to need; for Special education students – teachers might have difficulty identifying learning needs and interventions to address the
needs; Provide professional development on systematic problem solving method to analyze and use data to facilitate the drilling down
process when determining the root cause of student learning needs; ASD schools have been trained in the IST process – used to identify
interventions for all three populations; Increased dialogue in IST process and increased students achievement would be an outcome.
This is referenced under priority 1 goal 7 and priority 2 goal 2 of the ASD strategic plan

With the new DCAS we will be measuring growth. Without the focus on high achieving students we will have a group of students who
could possibly show no growth due to not being challenged to learn new concepts and skills beyond what they would learn from grade

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level curriculum. Additional opportunities for acceleration and a focus on providing high achieving students with additional challenging
learning opportunities

The three priority areas fit together in that they represent 3 subgroups of student that have significant needs, but whose progress is
currently not measured or evaluated under the current accountability system. While ASD plans to continue on making significant
progress in addressing the needs of the traditional subgroups identified under Delaware‟s current accountability system, ASD wishes to
push itself further and hold itself accountable for the academic performance of these potentially overlooked groups of students.

To meet these student needs, ASD has identified three initiatives through our strategic planning process that we believe can have a
dramatic impact for our learners. For detailed information on these goals, please refer to our strategic plan
(http://www.apposchooldistrict.com/district/2008_2012stratplan.pdf) where they are outlined under Priority 2: Increased Student
Achievement.
• The creation of an accelerated learner program for K-12 students
• More and better strategies to help children with learning disabilities recognize their potential
• Establishment of an orientation process to provide academic support and social engagement for new students


ASD believes that by focusing on the needs of these subgroups of students will greatly impact performance on our common measures.
Our students new to the district represent a diverse group of learners that are currently performing below their peers on various
assessments. By increasing their performance we are not only increasing the performance of new students, but also the various
subgroups that they also belong to. Also, while the performance of special education students is particularly troubling at the elementary
level and this is where ASD wishes to devote resources and attention, the actions taken to improve performance at the elementary level
should carry over when those students become middle and high schoolers. Finally, the creation of programs for our advanced learners
will impact common measures such as college enrollment and retention by fostering the academic development of students who are
mostly likely to pursue post-secondary education.
ASD is committed to making lasting and marked change in the quality and quantity of services provided to these three groups of students
and expects to see lasting and marked change in their performance, as well. In the past, a great deal of the focus has been spent on
bringing students up to proficiency or maintaining students who are currently meeting proficiency standards in order to meet
accountability targets. While focusing on the needs of these students certainly has tremendous merit, appropriate time, resources and
attention have not always been paid to academically talented students. ASD believes that we must meet the academic needs of these
students not because it is the proper thing to do, but also in anticipation of future changes to our current accountability system. Since our
new assessment system, DCAS, has the ability to measure growth of students of all ability levels, ASD wishes to work to get ahead of

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this change and also to demonstrate our commitment to academic achievement and educational of all students. Additionally, ASD sees
the tremendous benefit in exposing our secondary students to advanced coursework that both prepares our students for their post-
secondary education. For this reason, we see the need to evaluate, strengthen, and support our AP and dual enrollment courses.

Also in the past, when our schools missed AYP, it has typically been at the special education cell at the secondary level. This is partly
due to the fact that at the secondary level, the schools are large enough to meet the minimum N of 40 for special education, while at the
elementary level the N-count is usually below 40 and these scores are not factored into the AYP calculations. Because of this, the special
education achievement gap that exists at this level is not as noticeable as the ones at the middle and high school levels, even though it is
more severe at the elementary schools. While focusing resources on improving special education performance at the secondary level
may have proved to be a good strategy to get the secondary schools out of AYP, there is a possibility that it did not serve to address the
needs of our special education students at the elementary level.

Finally, in the past, students new to the district were treated no differently than those who have been attending ASD for a long time, even
though many academic and social challenges existed for these students. In fact, the majority of teachers and administrators were not
even fully aware of what students were newly enrolled. From now on, new students are treated as a subgroup of students that are
possibly in need of extra assistance and through proper data analysis students belonging to this particular subgroup are properly
identified and their needs appropriately met.

For additional information on how ASD integrated RTTT goals and objectives into our strategic plan please see the information
described in the next session, where the process of our RTTT and strategic plan is described. Additional information on the melding of
our RTTT and strategic plan can also be obtained in the “Communication and Stakeholder Engagement” section, located at the end of
this document.




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Stakeholder Engagement to Develop Your Plan: How did you engage stakeholders in the process of developing this plan?

Every year Appo reviews its strategic plan for progress as well as future challenges. As the Race to the Top opportunity came from the
state the strategic planning process incorporated these goals. Members present during the strategic planning/RTTT process included
district and building level administration, school board members, Appoquinimink Education Association members, DSEA liaison, and
Aspiring Administrator interns.

Members of the RTTT planning committee participated in county-wide meetings, chief school office meetings and local district meetings
to formalize the plan. Department of education staff members met with the superintendent, asst. superintendent, district and building
level administrators, teachers and BOE members to provide identified support needs specifically in relation to elementary special
educations.

Community stakeholders were encouraged to provide feedback following public presentations and a two page communication from our
public relations officer. Parent focus groups were held during the summer of 2010 to review student and parent perception as they relate
to the ASD educational opportunities. Representatives from the parent focus group participated as members of an accelerated learner
subcommittee. The table below provides presentation date(s) and topics for sessions held to engage stakeholders in the development of
our plan.

 Date                     Race to the Top/Strategic Plan Topic
 Dec. 8, 2009             RTTT Overview and Professional Learning Communities Reports
 May 11, 2010             RTTT update: Identification of focus areas
 July 13, 2010            District strategic plan report
 August 10, 2010          Data report with focus on special education assessment results
 September 14, 2010       Strategic plan report: Students new to ASD
 October 12, 2010         Strategic plan report: Elementary special education
 November 9, 2010         Strategic plan report: Accelerated learners
 November 24, 2010        Annual report distribution to community residences and businesses
 February 9, 2011         RTTT two page district plan update to all staff




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Common Measures and Targets: The state has defined fourteen Common Measures with corresponding state targets. Please specify your LEA’s
targets for each of these common measures.
Common Measures1                                           LEA                               LEA Targets                     Relevant State target
                                                           Baseline        2010-11      2011-12    2012-13         2013-14
                                                           (cite date)
% meets standard on DCAS Reading                           54%             84%          91%           96%          100%      100% by 2013-14

% meets standard on DCAS Mathematics                       45%             75%          83%           91%          100%      100% by 2013-14

% meets standard on DCAS Science                           NA              NA                                                100% by 2013-14
% meets standard on DCAS Social Studies                    NA              NA                                                100% by 2013-14
% advanced on DCAS 4th Grade Mathematics                   46.2%           49.0%        51.8%         54.6%        57.4%     60% proficient on NAEP by
                                                                                                                             2015
% advanced on DCAS 4th Grade Reading                       40.9%           43.7%        46.5%         49.3%        52.2%     55% proficient on NAEP by
                                                                                                                             2015
% advanced on DCAS 8th Grade Mathematics                   45.8%           47.6%        49.4%         51.2%        53.0%     55% proficient on NAEP by
                                                                                                                             2015
% advanced on DCAS 8th Grade Reading                       22.7%           29.2%        35.7%         42.2%        48.7%     55% proficient on NAEP by
                                                                                                                             2015
% reduction in black-white achievement gaps on             . B-W           B-W          B-W           B-W          B-W       50% reduction on NAEP by
DCAS (since 2008-09)                                       =24.65          21.5%        18.5%         15.4%        12.3%     2015



% reduction in Hispanic-white achievement gaps             H-W =5.52       H-W 4.8%     H-W 4.1%      H-W 3.4%     H-W       50% reduction on NAEP by
on DCAS (since 2008-09)                                                                                            2.76%     2015

% reduction in low-income - high-income                    25% gap for     22% ELA  19% ELA  16% ELA  13% ELA  50% reduction on NAEP by
achievement gaps on DCAS (since 2008-09)                   ELA             22% Math 19% Math 16% Math 13% Math 2015
                                                           24% gap for
                                                           math
NCLB graduation rate                                       88.6%           89.1%        89.6%         90.1%        90.6%     90% by 2013-14


1
    % meets standard = DCAS 3 or 4; % advance = DCAS 4; unless otherwise indicated % meets standards is for All Students

16
Delaware Success Plan Template

College enrollment rate                              61% (2010     62%          64%         66%          68%           70% by 2013-14
                                                     data)
College retention rate                               87% (2010                                                         85% by 2013-14
                                                     data)
Additional LEA Measures                              You may also define additional measures and targets of your own. These may include measures
                                                     from the Department’s “pre-defined measures” list, which is available on the Success Planning
                                                     website.
Elementary Special Education % Meets the             ~10% below 8% below 5% below The same 5% above 10% above state % meets the
Standard for Math DCAS (State % meets                the state %   the state    the state   as the       the state     standard by 2013-2014
compared to ASD % meets)                             meets         % meets      % meets     state %      % meets
                                                                                            meets
Elementary Special Education % Meets the             ~10% below 8% below 5% below The same 5% above 10% above state % meets the
Standard for Reading DCAS (State % meets             the state %   the state    the state   as the       the state     standard by 2013-2014
compared to ASD % meets)                             meets         % meets      % meets     state %      % meets
                                                                                            meets
New-Established Student Achievement Gap              ~10%          8%           6%          4%           2%            No gap by 2013-2014
Advanced students scaled score growth                TBD           No           No          No           No            No significant difference
                                                                   significant significant significant significant compared to growth shown by
                                                                   difference difference difference difference other students (measure via t-
                                                                   compared compared compared compared test)
                                                                   to growth to growth to growth to growth
                                                                   shown by shown by shown by shown by
                                                                   other        other       other        other
                                                                   students     students    students     students
                                                                   (measure (measure (measure (measure
                                                                   via t-test) via t-test) via t-test) via t-test)

Part 2: Goals, objectives, strategies, and activities
Goals: The state has defined four required goals. Please use this space to add any additional LEA goals.




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    Delaware Success Plan Template

    Statewide Goals:
        1. Accelerate achievement and improve outcomes for all students with rigorous standards, curriculum, and assessments
        2. Accelerate achievement and improve outcomes for all students with sophisticated data systems and practices
        3. Accelerate achievement and improve outcomes for all students with effective teachers and leaders
        4. Accelerate achievement and improve outcomes for all students with deep support for the lowest-achieving schools


    Objectives: The state has defined nine required objectives that will drive the achievement of the four required goals. Please use this space to add any
    additional LEA objectives.
    Statewide Objectives:                                                                                         Alignment to Goals:
        1. Implement college and career ready standards and assessments                                               1. Rigorous standards, curriculum, and assessments
        2. Improve access to and use of data systems                                                                  2. Sophisticated data systems and practices
        3. Build the capacity to use data                                                                             3. Sophisticated data systems and practices
        4. Improve the effectiveness of educators based on performance                                                4. Effective teachers and leaders
        5. Ensure equitable distribution of effective educators                                                       5. Effective teachers and leaders
        6. Ensure that educators are effectively prepared                                                             6. Effective teachers and leaders
        7. Provide effective support to educators                                                                     7. Effective teachers and leaders
        8. Provide deep support to the lowest-achieving schools                                                       8. Deep support for the lowest-achieving schools
        9. Engage families and communities effectively in supporting students’ academic                               9. [As determined by LEA]
           success
Goal 1: Accelerate achievement and improve outcomes for all students with rigorous standards, curriculum, and assessments
Objective 1: Implement college and career ready standards and assessments
Summary of strategies:
Required Strategies
    Support the development of new standards, align curriculum, and conduct assessments (SoW 1)
    Build a culture of college- and career-readiness in schools (SoW 2)

Activity plan by strategy:
Strategy 1: Support the development of new standards, align curriculum, and conduct assessments (SoW 1)                                            Owner: Curriculum Directors
indicate each activity, the budgeted amount       Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s) for
required for it (with funding sources), and the   will be carried out.                                                                     each activity, and when they will be completed.
person who will be responsible for it. Required   2010/2011            2011/2012              2012/2013              2013/2014
activities have already been included.

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    Delaware Success Plan Template

Activities              Budgeted    Person        F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su
                        amount      responsible
Evaluate the current    $0          Curriculum            X    X                                                          Gap analysis and report for ELA and math
implementation                      Directors;                                                                            Alignment analysis and revision to non-
/alignment status of                ELA and                                                                               Common Core curriculum documents
the Common Core                     Math                                                                                  according to the cycle
Standards in ELA and                Specialists
Math
   Continue with
curriculum review
cycle which is a
schedule for
auditing and
reviewing non
Common Core
subjects to insure
alignment to
standards.
Ensure curriculum       $15800      ELA and               X    X    X   X                                                 Learning maps and pacing guides will be
aligns with             Title II    Math                                                                                  developed in ELA and math aligned to the
standards and is        $6657.56    specialists                                                                           Common Core Standards in grades K-12.
implemented with        RTTT
fidelity
Create common           $5400       ELA and                    X    X   X   X    X                                        Common unit assessments in ELA and math
assessments to          Title II    Math                                                                                  across 1-10
monitor the             $5761.35    specialists
implementation of       RTTT
aligned curriculum

Provide necessary       $0 During   Content                    X    X   X   X    X    X                                   Calendar of professional development
training for teachers   PD days     Specialists                                                                           sessions; Attendance rosters, Evaluations of
in use of pacing        in school                                                                                         professional development offerings
guides, learning        year
maps, and common
assessments


Conduct focused         $0          Administrat                     X   X   X         X   X   X         X   X   X         Summary data using a common walkthrough
walkthroughs in                     ors, school                                                                           tool
school classrooms to                leadership
insure                              teams


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    Delaware Success Plan Template

implementation of
Common Core
Standards and
recently provided
professional
development


Conduct                 $11,000       Curriculum                          X    X                 X   X                 X   X               CSR report generated from DDOE rubrics will
Comprehensive Site      RTTT          Directors                                                                                            be provided to school staff to provide
Reviews. ASD will                                                                                                                          feedback about instructional practices
use the state CSR                                                                                                                          occurring in the school.
rubrics to sample
instructional
practices across the
schools in the
district. At least 3
schools will be
sampled each year.
Schools with the
greatest need will be
completed first.
Budget total
                        23418.91
                        RTTT
                        21200.00
                        (other
                        funds)

Strategy 2: Build a culture of college- and career-readiness in schools (SoW 2)                                                                    Owner: Curriculum Directors
indicate each activity, the budgeted amount required      Timeline: Place an “X” in each box that represents a time period in which the        Deliverables: List the major deliverable(s)
for it (with funding sources), and the person who will    activity will be carried out.                                                        for
be responsible for it. Required activities have already   2010/2011               2011/2012           2012/2013             2013/2014          each activity, and when they will be
been included.                                                                                                                                 completed.
Activities               Budgeted          Person         F   W     Sp   Su    F    W    Sp    Su    F    W    Sp    Su    F    W    Sp   Su
                         Amount            responsible
Provide rigorous         $3500 from        Secondary          X     X               X                     X                                    Course offerings in the course catalog.
advanced                 local funds       Curriculum                                                                                          This catalog is reviewed and revised each
coursework -                               Director                                                                                            winter to reflect current course offerings.
Increase                                                                                                                                       MOUs with institutions of higher
connections with                                                                                                                               learning.


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    Delaware Success Plan Template

higher
education/college
offerings during the
student school day
Proactively support    $2200 RTTT    School           X   X   X   X   X   X   X   X   X   X   X   X   Counselors will meet with
students in                          Counselors                                                       underrepresented student populations to
advanced                                                                                              encourage enrollment.
coursework - Offer
SAT Prep course to
all juniors and
seniors through the
course catalog
Target high-need or    $32000        High school      X           X           X           X           PSAT provides student exposure to
low-achieving          ASD local     test                                                             college admissions test format as well as
students for           funds to      administrator/                                                   identifying students for placement in AP
enrollment n           cover grade   coordinator                                                      courses and scholarships. Students will
advanced               9 & 11.                                                                        be identified for AP potential; Parent
coursework - PSAT      DDOE to                                                                        meetings will be held with identified
testing for all 9-11   cover grade                                                                    student families and students will be
grade students         10.                                                                            counseled into advanced coursework
                                                                                                      using the PSAT data
Provide rigorous       $42103.82     Middle school                X   X   X   X   X   X   X   X   X   SpringBoard (SB) English Textual Power
advanced               RTTT (state   principals and                                                   will be implemented with 6-8 grade
coursework -           may pay       identified                                                       students. SpringBoard Meaning will be
Implement              cost)         accelerated                                                      implemented with grade 6 students for
SpringBoard AP                       learner                                                          mathematics.
Primer in middle                     teachers
school enrichment
period for
accelerated learners
Target high-need or    $12000        Curriculum                   X   X   X   X   X   X   X   X   X   In defining a ladder experience, students
low-achieving          Talent        Directors                                                        will be exposed to at least one college
students for           Development                                                                    experience per year dependent upon
enrollment n           $7500 RTTT                                                                     grade level. Experiences include:
                                                                                                        th
advanced                                                                                              5 grade – Career day with presentations
coursework -                                                                                          from people in different careers requiring
Provide a ladder                                                                                      a college education.
                th                                                                                      th
experience for 5 -                                                                                    6 grade - Field Trip to a college in the
  th
9 grade for                                                                                           State of Delaware
                                                                                                        th
immersion in                                                                                          7 grade - “What’s My Line” - Panel
college related                                                                                       discussions with individuals from non-
activities                                                                                            traditional careers (ex. male nurse,


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    Delaware Success Plan Template

                                                                                                                female engineer, etc).
                                                                                                                 th
                                                                                                                8 grade – College fair to include
                                                                                                                admissions officers, financial aide officers
                                                                                                                for college attendance and career market
                                                                                                                forecasts for the state of Delaware.
                                                                                                                 th
                                                                                                                9 grade – Tour an out of state regional
                                                                                                                college. Attend high school college and
                                                                                                                career fair.


Budget total      47500.00
                  Other funds
                  51803.82
                  RTTT




Objective 1 Measures: Which measures will this objective impact, how much, and when?
Measures                                   LEA Baseline     2010-11     2011-12         2012-13         2013-14              Rationale
                                           (If applicable) (End of SY) (End of SY)      (End of SY)     (End of SY)
[Select at least one measure for this
objective]
Degree of alignment between teaching                        TBD with    80% alignment   90% alignment   100%                 By completing
practice and Common Core Standards                          gap                                         alignment            walkthroughs and DPAS
                                                            analysis                                                         II observations ASD will
                                                                                                                             observe a reduction in
                                                                                                                             the gap between
                                                                                                                             Common Core
                                                                                                                             Standards and teaching
                                                                                                                             practice in schools
                                                                                                                             therefore improving
                                                                                                                             student achievement.
Within 5 days of a professional            NA            NA                             90%              >90%                Walkthroughs
development opportunity, walkthrough                                                    implementation                       immediately after PD
data will demonstrate evidence of                                                       of the new                           offerings maintain the
implementation of new learning. At least                                                learning will be                     urgency and
50% of the attendees will be visited.                                                   evident                              importance of the

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   Delaware Success Plan Template

                                                                                                                                 content in the training.
Comparative mean SAT test scores         PreSAT Prep      T-test will     T-test will be     Students in SAT    Students in T-   Increased access to SAT
between students who are enrolled in SAT course           be              completed to       T-test will be     test will be     preparation through
Prep and those not in an SAT Prep course Seniors 09-10:   completed       determine if       completed to       completed to     school day offerings
                                         Reading (09-     to              there is a         determine if       determine if     will improve SAT
                                         10) = 485        determine       statistically      there is a         there is a       performance therefore
                                         Math (09-10)     if there is a   significant        statistically      statistically    increasing student
                                         = 492            statistically   difference         significant        significant      college enrollment
                                         Writing (09-     significant     between the        difference         difference
                                         10) 476          difference      students           between the        between the
                                                          between         enrolled in SAT    students           students
                                                          the             Prep and those     enrolled in SAT    enrolled in
                                                          students        not in SAT Prep    Prep and those     SAT Prep and
                                                          enrolled in                        not in SAT Prep    those not in
                                                          SAT Prep                                              SAT Prep
                                                          and those
                                                          not in SAT
                                                          Prep
Increased enrollment in honors, AP and   Dual                             At least 20        At least 30        At least 35      The middle school
dual enrollment courses at the high      enrollment                       students           students           students         SpringBoard program
school level.                            courses = 4                      enrolled in dual   enrolled in dual   enrolled in      increases participation
                                         students                         enrollment         enrollment         dual             and prepares a greater,
                                         Honors =                         courses; 5%        courses;           enrollment       more diverse group of
                                         3459                             increase in        20% increase in    courses;         students for success in
                                         AP = 600                         honors course      honors course      Maintain 20%     AP, college and
                                         seats (09-10)                    enrollment and     enrollment and     increase in      beyond. Maintaining
                                                                          pass rate in       pass rate in       honors           AP while increasing
                                                                          honors courses     honors courses     course           dual enrollment is
                                                                          for incoming       for incoming       enrollment       evidence that more
                                                                          freshman;          freshman;          and pass rate    students are becoming
                                                                          Maintain 600       Maintain 600       with a B or      college and career
                                                                          seats in AP        seats in AP        better in        ready.
                                                                          courses            courses            honors
                                                                                                                courses for


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   Delaware Success Plan Template

                                                                                                                 incoming
                                                                                                                 freshman;
                                                                                                                 20%increased
                                                                                                                 enrollment
                                                                                                                 and pass rate
                                                                                                                 for
                                                                                                                 sophomores
                                                                                                                 with a B or
                                                                                                                 better ;
                                                                                                                 Maintain 600
                                                                                                                 seats in AP
                                                                                                                 courses


Increased AP exam pass rate and dual                          Baseline      Baseline + X%     Baseline + X%      Baseline + X%   The middle school
enrollment courses at the high school                         (scores to                                                         SpringBoard program
level.                                                        be                                                                 increases participation
                                                              received in                                                        and prepares a greater,
                                                              summer)                                                            more diverse group of
                                                                                                                                 students for success in
                                                                                                                                 AP, college and
                                                                                                                                 beyond. Maintaining
                                                                                                                                 AP while increasing
                                                                                                                                 dual enrollment is
                                                                                                                                 evidence that more
                                                                                                                                 students are becoming
                                                                                                                                 college and career
                                                                                                                                 ready.
Objective 1 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]




   24
   Delaware Success Plan Template


How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)?

College and career readiness will be realized through the above strategies by increasing both the rigor and access to higher level curriculum.
By emphasizing college readiness activities and building increased opportunities for exposure to a sequential career and college program over
multiple years, through the offering of programs that align to academic skill preparation, students will increase their foundational structure to
achieve at higher levels in content specific classes where the common core is the focus.

How will this work impact your identified needs and Common Measures?

The identified needs in ASD are students in special education, students new to our district and our academically talented students. By
increasing the academic rigor in our programs and aligning our curriculum and offerings to the common core, students will be better prepared
for post-secondary experiences. The work we plan to do with teachers to align the curriculum and develop learning maps using the common
core as the foundation will insure that our students have the skills and necessary knowledge to be successful and compete in a globally
competitive society. Providing our students with opportunities to visit college campuses, participate in the SpringBoard program, dually
enroll in college courses, establishes the culture and community for learning and high expectation for all students.


How will this be an improvement over what you have done before?

In the past there was no formalized monitoring system for our regular education struggling students. New monitoring systems were piloted
during the 2010-11 school year. One system showing promise at the secondary level is one where students identified as not meeting the
standards in reading and math on the state DCAS assessment are tracked and monitored for various levels of intervention. The building
administration and teachers of the students needing support meet to discuss interventions. As interventions such as Soar to Success or
Reciprocal Teaching are put in place, the administration and teachers track the student progress over a period of time and make adjustments
based upon changes in the students‟ performance. A color coded system for tracking students provides a visual representation to guide the
discussion of the participants. Interventions have included test talks with students to review test performance, attendance monitoring, PLC
discussions about individual students, grade cluster transition meetings, counselor meetings with all retained freshman, and check-in/check-
out systems for students with an adult in the building. These systems will be implemented on a larger scale and will include all schools within
the district.

In the past we have offered the PSAT to all of our 9-11 grade students during the school day. Having the opportunity to have all 11th graders
take the SAT will provide students access to a college placement test while providing others an additional in school opportunity to
demonstrate readiness for college. By offering the Pre-AP program, SpringBoard, at the middle school, enrollment in AP classes as well as

   25
     Delaware Success Plan Template

 achievement is anticipated to improve. Students will begin thinking about post-secondary opportunities as a result of the early exposure
 strategies identified above.

 Furthermore, parents have held the sole responsibility for encouraging and initiating college visits and admissions. The college and career
 readiness ladder experience to be implemented in grades 5-9 will serve as a formal introduction to post secondary opportunities for all
 students regardless of academic or family background. This provides more equitable exposure to college and career options available to all
 of our students in our 21st century society.

 PSAT data will be used through the AP Potential portal to assist in the identification of students who may be successful in AP classes and are
 not traditionally enrolled in these classes. School staff, such as counselors and administrators, will meet with identified, under-represented
 students to encourage enrollment in more rigorous courses. Teachers will scaffold supports to provide access for non-traditional, under-
 represented populations within these higher level classes.

 How will you ensure that this improvement is sustainable once RTTT funds are gone?

 The objective 1 activities are either finite or build capacity amongst ASD staff for implementation without the needs for further training.
 Once the RTTT funds are depleted the district will have built capacity in teachers and will only require the purchase of SpringBoard student
 materials which will be supported through local district funds.

 Should the state pick up the cost for any of the activities identified for use with RTTT funds, the district will do an analysis of our priorities
 and reallocate the identified RTTT funds.

 Goal 2: Accelerate achievement and improve outcomes for all students with sophisticated data systems and practices

 Objective 2: Improve access to and use of data systems
Summary of strategies:
 Required Strategies
     Implement and support improvement of the state longitudinal data system (SoW 3)

Activity plan by strategy:
 Strategy: Implement and support improvement of the state longitudinal data system (SoW 3)                                                          Owner: Data Analyst
 For the above strategy, indicate each activity, the   Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s)
 budgeted amount required for it (with funding         will be carried out.                                                                     for


     26
    Delaware Success Plan Template

sources), and the person who will be responsible for it.   2010/2011         2011/2012         2012/2013         2013/2014         each activity, and when they will be
Required activities have already been included.                                                                                    completed.
Activities             Budgeted        Person              F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su
                       amount          responsible
Provide technical                      Data analyst                                       X    X                 X                 PLC meeting minutes; Training agendas
training for schools                                                                                                               and sign in data
on how to use the
state data
dashboard
Continue to train      $50,000         Administrators,                       X   X   X         X   X   X         X   X   X         Schedule of training, agendas for training,
and support staff      (local and      data analyst,                                                                               attendance data for training, evaluations
on the use of          consolidated content                                                                                        for training
iTracker Pro system funds)             specialists
from Data Service
Center to monitor
student
performance and
progress in
Response to
Intervention
Provide                $15000 IDEA Data Analyst                              X   X   X    X    X   X   X    X    X   X   X    X    Schedule of training, IST process, student
professional           B               and special                                                                                 instructional plans in provided in iTracker
development for all $13315.12          education                                                                                   Pro
teachers on            RTTT            supervisor
systematic problem
solving method to
analyze and use
data to facilitate
the drilling down
process when
determining root
causes of student
learning challenges
Expand data access     $ 25,000        Public                                X   X   X         X   X   X         X   X   x         Schedule of school and community
to parents and the     (local)         Information                                                                                 trainings; District publications (strategic
community                              Office                                                                                      plan and annual report)
Budget total           90000.00
                       Other funds
                       13315.12
                       RTTT




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    Delaware Success Plan Template


Objective 2 Measures: Which measures will this objective impact, how much, and when?
Measures                                          LEA Baseline     2010-11     2011-12      2012-13       2013-14       Rationale
                                                  (If applicable) (End of SY) (End of SY)   (End of SY)   (End of SY)
Percentage of core teachers accessing data on a   NA               NA          Establish    Baseline      Baseline      Staff using data on a
weekly basis                                                                   baseline     +X%(TBD)      +X%(TBD)      regular basis will improve
                                                                                                                        student outcomes
Percent of staff participating in training       NA              NA           80% (This     85%           90%           Increased staff
                                                                              will                                      participation will provide
                                                                              establish                                 systemic use of data to
                                                                              baseline)                                 improve instruction for
                                                                                                                        students.
PLC attendance at data review and school based   NA              NA           80% (This     85%           90%           We want to encourage
training                                                                      will                                      best practice data use and
                                                                              establish                                 interpretation of data to
                                                                              baseline)                                 make the best decisions to
                                                                                                                        impact student
                                                                                                                        achievement for each
                                                                                                                        learner.
Number of sessions offered for                   3               3            4             5             5             Offering training to
parent/community training                                                                                               parents and community
                                                                                                                        members will increase
                                                                                                                        their understanding of
                                                                                                                        school and district data. If
                                                                                                                        parents and community
                                                                                                                        understand better the key
                                                                                                                        indicators of student
                                                                                                                        success they will be able
                                                                                                                        to support their children
                                                                                                                        in their education.
Percent of parents accessing Home Access at      73%             75%          78%           80%           85%           Increased parent use of
least three times per year                                                                                              Home Access system
                                                                                                                        creates awareness and


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   Delaware Success Plan Template

                                                                                                                                has the potential impact
                                                                                                                                to increase parent
                                                                                                                                expectations for student
                                                                                                                                achievement
Percent of elementary special education students ELA = 22%            ELA = 22%      ELA = 30%      ELA = 40%      ELA = 50%    Implementing instruction
meeting/exceeding standards                        Math = 20%         Math =         Math =         Math =         Math =       as an outcome of the
                                                                      20%            28%            38%            48%          systematic problem
                                                                                                                                solving method should
                                                                                                                                result in gains for special
                                                                                                                                education student
                                                                                                                                achievement.
Objective 2 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? With increased data
availability due to the development of a statewide longitudinal data system, education insight dashboards, and LEA-based data systems (such
as iTracker), both the collection and use of quality data must be ensured to guarantee that proper educational decisions are being made.
Training on where the various data points are located as well as how these metric are derived must be provided to both the staff and the
community. Staff needs to know where to locate important student-level data in order to properly adjust their instruction to fit the student
needs. It is important for community and parents to know what are the key indicators of student success and how they are measured in order
to support district and statewide educational initiatives.

How will this work impact your identified needs and common measures? Proper data use is a key component to our initiatives. For
example, teachers and schools must be able to properly identify who are the new students, who are the accelerated students, and what student
is in need of additional interventions. We want to make sure that the right people are making the right decision based upon quality data and
analysis. When these components are in place, academic success for all students should follow.

How will this be an improvement over what you have done before? Currently, training occurs on existing data systems, but it is sometimes
provided as needed or as requested by a building administrator. Formalizing the process and making sure that the vast majority of staff are
properly trained on data acquisition and its use is needed.



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    Delaware Success Plan Template

How will you ensure that this improvement is sustainable once RTTT funds are gone? Most of the activities are already being conducted
without RTTT funding; we are just proposing to formalize the process to ensure that all stakeholders are aware of data use and collection.
The LDS and the dashboard are being developed with RTTT funding, but will remain viable once complete.


Objective 3: Build the capacity to use data
Summary of strategies:
Required Strategies
    Ensure implementation of instructional improvement systems (SoW 4)

Activity plan by strategy:
Strategy: Ensure implementation of instructional improvement systems (SoW 4)                                                                        Owner: Curriculum Directors
For the above strategy, indicate each activity, the        Timeline: Place an “X” in each box that represents a time period in which the        Deliverables: List the major
budgeted amount required for it (with funding              activity will be carried out.                                                        deliverable(s) for
sources), and the person who will be responsible for it.   2010/2011               2011/2012           2012/2013             2013/2014          each activity, and when they will be
Required activities have already been included.                                                                                                 completed.
Activities             Budgeted         Person             F   W    Sp    Su    F    W    Sp    Su    F    W    Sp    Su    F    W    Sp   Su
                       amount           responsible:
Provide 90 minutes $ 0                  Administrators;                         X    X    X           X    X    X           X    X    X         PLC meeting minutes, PLC agendas, PLC
of weekly                               school                                                                                                  attendance
collaborative time –                    leadership                                                                                              All schools except Brick Mill Elementary
All schools have 2                      teams                                                                                                   have had training in PLCs. Brick Mill
45 minute PLC                                                                                                                                   leadership team will be attending
periods embedded                                                                                                                                training during the summer 2011 and will
into the school                                                                                                                                 provide turn-key training for the full staff
week                                                                                                                                            prior to the beginning of the student
                                                                                                                                                year.
Create a common        $0               Curriculum                        X                                                                     PLC reporting system – Building
system for                              Directors                                                                                               administrators are responsible for
reporting PLC                                                                                                                                   identifying record keeping system for
activities and                                                                                                                                  tracking instructional practice. Tracking
impact                                                                                                                                          system will be provided to the respective
                                                                                                                                                director.
Implement (or          $ 40000          Curriculum         X   X                X    X          X     X    X                X    X              Staff trained in research-based, best
enhance) an            Local, School    Directors                                                                                               instructional practices; calendar of LFS
instructional          Improvement                                                                                                              training
improvement            Funds,                                                                                                                    All staff have had training in at least the


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    Delaware Success Plan Template

system               Success Plan                                                                                        first two modules of Learning Focused
Provide systemic     funds                                                                                               Strategies. Training in subsequent
training in LFS      $53200 RTTT                                                                                         modules will occur over the next 2 years.
strategies

Use State data       $0             Building                   X   X   X         X   X      X          X   X   X         Schedule for using state data coaches for
coaches to                          administrators                                                                       collaborative planning time; PLC meeting
facilitate                                                                                                               minutes and attendance data; schedule
collaborative time                                                                                                       for building and district leadership to
                                                                                                                         meet regularly with data coaches
Provide              $8,000 IDEA    Special                X   X   X        X    X   X            X    X   x        x    Schedule for PD, Coaching reports,
professional         B              education                                                                            survey data from inclusion teams,
development to                      supervisor                                                                           attendance data
special education                                                                                                        Provide training in IST for all teachers
inclusion teams on                                                                                                       who have not currently had training in
collaborative                                                                                                            the model
teaming.
Budget total         $48,000
                     Other funds
                     $53,200
                     RTTT

Objective 3 Measures: Which measures will this objective impact, how much, and when?
Measures                                      LEA Baseline     2010-11     2011-12              2012-13            2013-14         Rationale
                                              (If applicable) (End of      (End of SY)          (End of SY)        (End of SY)
                                                               SY)
[Select at least one measure for this
objective]
Staff surveys                                 NA               NA          60% of               75% of teachers    90% of          As inclusion teams learn
                                                                           teachers             report a more      teachers        to work more
                                                                           report a             collaborative      report a        collaboratively students
                                                                           more                 inclusion          more            benefit from better
                                                                           collaborative        teaching           collaborative   planning and execution
                                                                           inclusion            environment        inclusion       of differentiated
                                                                           teaching                                teaching        strategies in the
                                                                           environment                             environment     classroom
Percent of staff participating in training    NA               NA          80% (This            85%                90%             Increased participation
                                                                           will establish                                          of special education

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   Delaware Success Plan Template

                                                                              baseline)                                         inclusion teams will
                                                                                                                                result in improved
                                                                                                                                planning and
                                                                                                                                instructional delivery to
                                                                                                                                meet the needs of
                                                                                                                                diverse student learners.
Within 5 days of a professional development     NA               NA                           90%              >90%             Walkthroughs
opportunity, walkthrough data will                                                            implementation                    immediately after PD
demonstrate evidence of implementation of                                                     of the new                        offerings maintain the
new learning. At least 50% of the attendees                                                   learning will be                  urgency and importance
will be visited.                                                                              evident                           of the content in the
                                                                                                                                training.
PLC participation logs                          NA               NA           70% of PLC      85% of PLC        95% of PLC      As PLC groups increase
                                                                              time            time engaged in   time            engagement around
                                                                              engaged in      strategies that   engaged in      student achievement
                                                                              strategies      effect student    strategies      there should be gains in
                                                                              that effect     achievement       that effect     student success
                                                                              student         (data review,     student         measures
                                                                              achievement     common            achievement
                                                                              (data           assessments       (data
                                                                              review,         and lesson        review,
                                                                              common          planning)         common
                                                                              assessments                       assessments
                                                                              and lesson                        and lesson
                                                                              planning)                         planning)
Objective 3 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]
How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? Accessing quality data is
just the beginning step in using data. One key challenge is obtaining the data, interpreting the results, and then altering instruction or
interventions based upon one‟s conclusions. It is in this area that we hope to build the capacity of our staff in order to bring about beneficial
educational outcomes for our students. We believe that we can build this capacity in three ways. First, teachers will be able to share their
experiences of beneficial educational practices for specific types of students during their 90 minutes of collaborative planning time. During

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    Delaware Success Plan Template

 this PLC time, we also look forward to data coaches facilitating this time to aid in the interpretation of the variety of information that is being
 collected. Finally, through LFS training, teachers should have more knowledge on how to match up what type of research-based strategies
 are most effective in building upon the strengths or helping with the weaknesses of students, particularly our special education students, those
 new to the district and our higher achieving students, based upon data that has been collected and analyzed.

 How will this work impact your identified needs and common measures? Proper decision-making based upon data will lead to the
 academic success of all students. Early on, teachers will be able to identify individual student strengths and weakness and will be able to
 modify their instruction to meet student needs. Through common planning and PLC work, grade or subject-wide areas of strengths and
 weakness can be addressed which will lead to beneficial outcomes not just within one class, but in a much larger scope.

 How will this be an improvement over what you have done before? In the past, ASD did not have a consistent implementation or common
 language for instruction both within and across classrooms and grade levels. Through LFS training, common instructional vocabulary and
 practices will be used by professional staff and students alike. Professional learning communities support the LFS model through common
 planning and data driven decision making. By including state data coaches in the PLC process, staff at high needs schools will have access
 to greater training in the analysis process which will improve the implementation of targeted learning interventions. In addition, ASD will
 develop a research-based rubric for completing classroom walkthroughs that will incorporate LFS strategies, best practices in co-teaching,
 and instruction and intervention/student needs match. Professional development will be provided to all administrators for use in the rubric to
 insure proficiency in monitoring. This rubric will be implemented and walkthrough documentation will be monitored by district
 administrators to assess the effectiveness of instructional practices in all classrooms in the district.

 How will you ensure that this improvement is sustainable once RTTT funds are gone? Following all four LFS training modules
 instructional specialists and coaches will receive additional training to become LFS certified trainers. These individuals will support future
 LFS staff training needs. State sponsored data coaches will build capacity in high needs schools that will allow transfer of knowledge for
 data use across within the district.

 Goal 3: Accelerate achievement and improve outcomes for all students with effective teachers and leaders
 Objective 4: Improve the effectiveness of educators based on performance
Summary of strategies:
 Required Strategies
     Use evaluations as a primary factor in educator development, promotion, advancement, retention, and removal (SoW 5)

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     Delaware Success Plan Template

          Establish new educator career paths linked to evaluation (SoW 6)

Activity plan by strategy:
 Strategy: Use evaluations as a primary factor in educator development, promotion, advancement, retention, and                                           Owner: Human Resources
 removal (SoW 5)                                                                                                                                         Director
 For the above strategy, indicate each activity, the budgeted       Timeline: Place an “X” in each box that represents a time period in which the         Deliverables: List the major
 amount required for it (with funding sources), and the person      activity will be carried out.                                                         deliverable(s) for
 who will be responsible for it. Required activities have already   2010/2011               2011/2012          2012/2013            2013/2014             each activity, and when they will be
 been included.                                                                                                                                           completed.
 Activities             Budgeted Person responsible:                F   W    Sp    Su    F   W     Sp    Su   F    W    Sp    Su    F   W     Sp    Su
                        amount
 Ensure that            $0           Human Resources Director                            X   X     X          X    X    X           X   X     X           District-wide timeline
 schools are                                                                                                                                              Building reviews of completed
 scheduling and                                                                                                                                           evaluations
 conducting
 evaluations in
 accordance with
 state regulations
 Integrate              None         Asst.                                               X   X     X     X    X    X    X     X     X   X     X     X     Administrators in schools not
 development                         Superintendent/Curriculum                                                                                            making AYP will collaborate with
 coaches into the                    Directors                                                                                                            development coaches with a
 evaluation                                                                                                                                               primary focus on those teachers
                                                                                                                                                          from content areas/cells where
                                                                                                                                                          AYP is not being made.
 Deliver               $10,400      Building administrators                  X           X   X     X          X    X    X           X   X     X           Provide opportunities for teachers
 professional          (PD                                                                                                                                on improvement plans with
 development           Funds                                                                                                                              teacher leaders and/or
 offerings that are    and Title                                                                                                                          administrators to engage in peer
 aligned with          II)                                                                                                                                observations and/or learning walks
 improvement plans                                                                                                                                        with in targeted
                                                                                                                                                          classrooms/schools.
                                    Building admins/ Teacher                 X           x   x     x          x    x    x           x   x     x
                                    on improvement                                                                                                        Provide additional resources (ie.
                                                                                                                                                          peer coaching, peer mentor,
                       $10,400                                                                                                                            videos, professional readings,
                       (PD                                                                                                                                online resources) aligned with
                       Funds                                                                                                                              specific areas identified as needing
                       and Title                                                                                                                          improvement.
                       II)



     34
    Delaware Success Plan Template


Provide              $7169.68   Building                                                             Data and reflective discussions
opportunities for    RTTT       admins/Curriculum   X   X   X   X   X   X   X       X   X   X       from learning walks will provide
teacher leaders to   funds      Directors                                                           school portraits of instructional
engage in learning                                                                                  practices that can be used in
walks in targeted                                                                                   planning future professional
classrooms/schools                                                                                  development. Walkthrough data
at least twice per                                                                                  will be shared with school
year.                                                                                               leadership teams are will be
                                                                                                    expected to be used in planning
                                                                                                    professional development
                                                                                                    activities




Through the DPAS     $0         Teachers                    X   X           X   X           X   X   DPAS II documentation


    35
    Delaware Success Plan Template

II evaluation
process, teachers
will identify areas
of need for future
professional
development
based on student
data and
performance.

School leadership     Varies       Building Administrators                      X                     X                    X                   x     Professional development menu
teams will use end    with                                                                                                                           will be made available to staff
of year DCAS,         needs
curriculum based      (cap at
measures and          $18,000
DPAS II data to       from PD
determine the         funds)
professional
development
needed in the
following year.

Provide               $12,000      Teachers                                           X         X           X         X          X         x         Attendance records, units
opportunities for     local                                                                                                                          developed/implemented as a
teachers to           funds                                                                                                                          result of attendance
participate in the
Delaware Teachers
Institute falling
under the Yale
Institute

Budget total          50800.00
                      Other
                      funds
                      7169.68
                      RTTT
Strategy: Establish new educator career paths linked to evaluation (SoW 6)                                                                         Owner: Human Resources
                                                                                                                                                   Director
For the above strategy, indicate each activity, the budgeted   Timeline: Place an “X” in each box that represents a time period in which the       Deliverables: List the major
amount required for it (with funding sources), and the         activity will be carried out.                                                       deliverable(s) for
person who will be responsible for it. Required activities     2010/2011               2011/2012          2012/2013             2013/2014          each activity, and when they will be

    36
    Delaware Success Plan Template

have already been included.                                                                                                          completed.
Activities           Budgeted     Person responsible:        F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su   F   W   Sp   Su
                     amount
Define the career                                                                                                                    Existing career ladders in ASD are
ladders already in                                                                                                                   department chairs, lead teachers,
place                                                                                                                                school leadership team, and
                                                                                                                                     committee leadership.

                                                                                                                                     Staff in existing leadership roles must
                      $434,967    HR                                 X                 X                                             achieve an effective performance
                      (local)                                                                                                        rating.

                                                                                                                                     A task force will be put in place to
                                                                                                                                     engage in conversations around
                                                                     X    x    X   X   X    X                                        career ladders and explore options
                      None                                                                                                           for career ladders.
                                                                                                                                     Recommendations for career ladder
                                                                                                                                     will be made to Appoquinimink BOE
                                                                                                                                     in Summer 2012.
Establish and staff
a teacher leader
position in each                  Curriculum Directors/HR            X                 X                 X                 X         Teacher rated as highly effective may
high-need school                                                                                                                     complete an application for
                                                                                                                                     participation in the teacher leader
                                                                                                                                     program. This is a 2 year
                                                                                                                                     commitment.

                                  HR DIrector                                                                      X   X   X
                                                                                                                                     Teacher leaders will be placed in high
                                                                                                                                     need schools to serve as teacher
                                                                                                                                     leaders.



Provide               $4000       Curriculum Directors and                     X   X   X    X    X   X   X    X    X   X   X    x    Professional development schedule
professional          (PD funds   curriculum staff                                                                                   PD will include: Problem solving
development over      and Title                                                                                                      process for drilling down into data to
2 years for           II)                                                                                                            make stronger instructional/student
teachers selected                                                                                                                    need matches; Conducting
for the teacher                                                                                                                      walkthroughs; Peer coaching; Book
leader program.                                                                                                                      studies on topics related to needs
Training will focus                                                                                                                  discerned through walkthroughs and


    37
     Delaware Success Plan Template

on coaching and                                                                                                               DPAS II feedback
mentoring
classroom
teachers to
improve
instructional
delivery
Teacher leaders       $2200       Administrators                                                              X   X   X       Walkthrough schedule and feedback,
will participate in   (PD and                                                                                                 mentoring and coaching logs
walkthroughs,         Title II)
peer mentoring
and teacher
coaching
Continue the                      Fallis/Asst.                        X               X               X               X       May– Applications for acceptance
Aspiring                          Superintendent                                                                              into the Appoquinimink Aspiring
Administrators                                                                                                                Administrators program are
program
                                                                                                                              completed. This is a 2 year
                                  Asst.                                                                                       commitment.
                                  Superintendent/Interview
                                  committee                               X               X               X               X   June – Interviews for acceptance
                                                                                                                              into the Appoquinimink Aspiring
                                                                                                                              Administrators program are
                                                                                                                              completed

                      $4,000      Asst. Superintendent will                   X   X           X   X           X   X           Monthly professional development
                      (local)     assign staff to do                                                                          and projects for those selected for
                                  presentations
                                                                                                                              participation in AAA

Audit building        $0          District Administration     X   X   X       X   X   X       X   X   X       X   X   X       All formative and summative
level                                                                                                                         evaluations will be submitted to
administrator                                                                                                                 district office for review and
evaluations                                                                                                                   feedback and monitoring which will
                                                                                                                              align to the state monitoring process.
                                                                                                                              Reviewing completed observations
                                                                                                                              and the feedback provided to staff
                                                                                                                              will identify administrative needs for
                                                                                                                              professional development in
                                                                                                                              conducting and writing evaluations
                                                                                                                              and areas where consistency needs
                                                                                                                              to be addressed to facilitate fidelity


     38
    Delaware Success Plan Template

                                                                                                                                                          with the DPAS II process. Audit will
                                                                                                                                                          include compliance as well as quality
                                                                                                                                                          control.
Budget total          $445,167
For the above strategy, indicate each activity, the   Timeline: Place an “X” in each box that represents a time period in which the activity      Deliverables: List the major deliverable(s) for
budgeted amount required for it (with funding         will be carried out.                                                                        each activity, and when they will be
sources), and the person who will be responsible      2010/2011             2011/2012             2012/2013              2013/2014                completed.
for it. Required activities have already been
included.
Activities                Budgeted Person             F   W     Sp    Su    F   W     Sp    Su     F   W     Sp    Su    F   W     Sp    Su
                          amount       responsible:




Budget total
Objective 4 Measures: Which measures will this objective impact, how much, and when?
Measures                                           LEA Baseline    2010-11      2011-12                                   2012-13              2013-14          Rationale
                                                   (If applicable) (End of SY) (End of SY)                                (End of SY)          (End of SY)
Percentage of teachers who have a highly           NA              NA           15%                                       20%                  25%              We want all of our
effective rating on the summative evaluation.                                                                                                                   teachers to be effective,
                                                                                                                                                                but we also want to
                                                                                                                                                                increase the percentage of
                                                                                                                                                                our teachers that are
                                                                                                                                                                rated as highly effective.
                                                                                                                                                                The more effective our
                                                                                                                                                                teachers are the higher
                                                                                                                                                                our student achievement
                                                                                                                                                                will be in the district.
Percentage of students meeting/exceeding the                      ELA – 54%            ELA – 65.5       ELA – 77          ELA – 88.5           ELA – 100%       Ultimately the quality of
standards on DCAS tested subjects.                                Math – 45%           Math – 59        Math 73           Math - 87            Math –           the teacher in the
                                                                                                                                               100%             classroom should have a
                                                                                                                                                                direct impact on student

    39
   Delaware Success Plan Template

                                                                                                  achievement. The
                                                                                                  expectation is that every
                                                                                                  student will achieve and
                                                                                                  meet the standards in ELA
                                                                                                  and math
Percentage of teachers who receive at least a     NA   NA   Establish   + X% (TBD)   + X% (TBD)   Ultimately the quality of
satisfactory on the student growth component of             baseline                              the teacher in the
DPAS II.                                                                                          classroom should have a
                                                                                                  direct impact on student
                                                                                                  achievement.
                                                                                                   In order to receive a
                                                                                                  “satisfactory” on the
                                                                                                  student growth
                                                                                                  component of DPAS II,
                                                                                                  teachers must meet or
                                                                                                  exceed the state definition
                                                                                                  of student growth as
                                                                                                  measured by DCAS and
                                                                                                  other common
                                                                                                  assessments. Establishing
                                                                                                  goals prior to definition of
                                                                                                  acceptable student
                                                                                                  growth and knowing
                                                                                                  present levels of
                                                                                                  performance will not
                                                                                                  result in accurate, SMART
                                                                                                  goals.


Number of walkthroughs per teacher leader         NA   NA   NA          NA           60           In order for teacher
                                                                                                  leaders to effectively
                                                                                                  know the areas needed
                                                                                                  for coaching and
                                                                                                  mentoring, they will need


   40
    Delaware Success Plan Template

                                                                                                                          to complete walkthroughs
                                                                                                                          in high needs
                                                                                                                          schools/classrooms to do
                                                                                                                          a needs assessment.
Percentage of administrators implementing DPAS         NA          NA            Establish     +X% TBD      100%          Providing consistent
II process with fidelity as measured by the district                             baseline                                 feedback to teachers
office audit process                                                                                                      aligned to the state
                                                                                                                          rubrics for DPAS II will
                                                                                                                          increase teacher
                                                                                                                          performance and student
                                                                                                                          achievement.

Objective 4 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this
work impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure
that this improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? The strategies we have
identified increases the instructional capacity and leadership which should transfer into improved classroom instruction and ultimately gains
in student achievement. Each of the ASD administrators will participate in DPAS II training to understand and implement the DPAS II
rubrics with fidelity in the observation, feedback and evaluation process. This calibration will insure inter-rater reliability in the evaluation
process. In addition, district office administrators will review all completed formative and summative feedback as it is completed to assist in
decisions for district-wide and school-wide needs for professional development. District office instructional administrators will engage in bi-
monthly PLC meetings to review the feedback from DPAS II and student achievement data in order to monitor the progress and achievement
within schools and to restructure the support provided to the schools.

How will this work impact your identified needs and Common Measures? Our identified needs are to improve special education student
achievement and to address the learning needs of accelerated students so they too are making gains each year. Providing teachers with
specific professional development as well as increased leadership roles will accelerate the gains made by these two groups. Teachers will
have more strategies and a deeper understanding of how to improve student achievement. In addition, teachers serving in leadership roles
will have the opportunity to take a more active role in the school resulting in more ownership and buy in for the success of the school,
teachers and each student within the school. By examining data and working with coaches, we will be better able to program for students
based on need and provide the necessary supports for intervention and acceleration.
Additionally, all formative and summative evaluations will be submitted to district office for review and feedback and monitoring which will
align to the state monitoring process. Reviewing completed observations and the feedback provided to staff will identify administrative

    41
   Delaware Success Plan Template

needs for professional development in conducting and writing evaluations and areas where consistency needs to be addressed to facilitate
fidelity with the DPAS II process. The audit will include compliance as well as quality control.

How will this be an improvement over what you have done before? In the past teachers in our current career ladder could hold such
positions regardless of performance. In addition, we believe that by providing opportunities for staff in these positions to do learning walks,
peer mentor and coach their colleagues is key to our plan. We think this will increase their leadership and exposure to effective instructional
strategies which they will be better able to share and model. Teachers in leadership positions will have a greater stake in the performance of
the teachers and students in their content area.

Providing targeted professional development based on DPAS, data and specific school needs will results in less district-wide professional
development. Building administrators will be more involved in working collaboratively with their staff members to review classroom, grade
level and school data to pinpoint and support teachers in identifying and securing appropriate professional development. This will mean that
as a district we might have a greater variety and scope of professional development happening within the district.

The district has had an aspiring administrator program for several years for teachers who would like to consider an administrative position.
This program provides professional development over a 2 year period to introduce teachers to the administrator role. This program will
continue, however, we would like to put in place a similar program for teachers not interested in administration but interested in teacher
leadership. This program would require teachers to apply and be interviewed. Those selected would also go through a 2 year professional
development program focusing on areas of instructional leadership, coaching, providing feedback to teachers, mentoring, etc. Teachers
completing this program would be those considered for placement in schools needing assistance. Teacher leader walkthroughs, coaching and
mentoring cannot be fully implemented until graduating from the 2 year training program which will occur for the first cohort in spring 2012-
13. Should Appoquinimink have a high needs school (or possibly for schools that have recently missed AYP such as Appoquinimink High,
Redding Middle, Meredith Middle, and Silver Lake Elementary), teacher leader expertise will be aligned with identified areas of need within
the building (elementary special education, students new to the district and high achieving students). Their role in these schools would be to
work alongside the administrator in a teacher role to improve classroom instruction and student achievement implementing the strategies they
learned through the 2 years of professional development.

How will you ensure that this improvement is sustainable once RTTT funds are gone? The activities described above are not contingent on
RTTT funds and can be supported through existing funds and systems within the district. These are all capacity building activities. We are
building skills not purchasing goods or services.




   42
     Delaware Success Plan Template



 Objective 5: Ensure equitable distribution of effective educators (SoW7)
Summary of strategies:
 Required Strategies
     Increase the concentration of highly-effective teachers and leaders in high need schools (SoW 7 req.)

Activity plan by strategy:
 Strategy: Increase the concentration of highly-effective teachers and leaders in high need schools (SoW 7 req.)                                      Owner: Human Resources
                                                                                                                                                      Director
 For the above strategy, indicate each activity, the   Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s)
 budgeted amount required for it, and the person       will be carried out.                                                                     for
 who will be responsible for it.                       2010/2011             2011/2012             2012/2013              2013/2014             each activity, and when they will be
                                                                                                                                                completed.
 Activities              Budgeted     Person           F   W     Sp    Su    F   W     Sp    Su    F    W    Sp    Su     F   W     Sp    Su
                         amount       responsible:
 Use the central         0            Human                            X     X   X     X     X     X    X    X     X      X   X     X     X     Use a rating system that will record the
 website for                          resources                                                                                                 hiring of all new teachers
 applications                         Director
                                                                                                                                                Develop a rating system for new hires and
                                                                       X                                                                        keep a record of all hires and their rating.

 Forecast hiring         0            Human                      X     X               X     X               X     X                X     X     Survey of current staff to determine returns
 needs and use                        Resources                                                                                                 and non-returns
 succession planning                  Director with                                                                                             Exit interviews and summary report
                                      Unit Count
                                      Committee
 Unit count              0            Human                      X     X               X     X               X     X                X     X     School schedules and staffing matrices
 committee to begin                   Resources                                                                                                 Tallies for course/section projections
 meeting in March                     Director with
 and meets at least                   Unit Count
 monthly to monitor                   Committee
 enrollment and
 teaching needs in
 the district. During
 the summer months
 the committee
 meets bi-weekly.


     43
    Delaware Success Plan Template

Ensure the              0    Human            X   X           X   X           X   X           X   X   Examine student data to identify schools
equitable                    Resources                                                                that need support.
distribution of              Director/Asst.   X   X           X   X           X   X           X   X   Place teachers in schools according to
effective teachers –         Superintendent                                                           identified building need.
Based on student                                                                                      Principals within buildings place the best
needs within                                                                                          teachers with the students with the
individual buildings                                                                                  greatest academic need according to
                                                                                                      progress monitoring data and DCAS data.
Complete master         $0                    X   X           X   X           X   X           X   X   District wide analysis matrix will
schedule audit each                                                                                   demonstrate building level staff assignment
spring/summer in                                                                                      of classes. By analyzing staff placement
buildings for all                                                                                     within the master schedule we will be able
subpopulations to                                                                                     to ensure equitable placement of our best
determine equitable                                                                                   teachers with our students with the
distribution of staff                                                                                 greatest academic need.
The district will       $0   Human                    X   X   X                                       Memorandum of understanding for
collaborate with the         Resources                                                                placement of teachers to insure equitable
Appoquinimink                Director                                                                 distribution of highly effective teachers
Education
Association to
explore revisions to
the current transfer
process across
buildings to help
support the
equitable
distribution of
teachers.
Establish district      $0   Special              X   X   X   X   X   X   X   X   X   X   X   X   X   Rubric for lesson demonstration/ lesson
expectations to              education                                                                plan during the interview process
Incorporate                  supervisor;
demonstration of             Curriculum;
pedagogy and                 Human
practice for the             Resources
interview process            Director
for teachers seeking
positions. Potential
candidates for
special education
positions will
provide a
demonstration


    44
    Delaware Success Plan Template

lesson during the
interview process.
Other potential
candidates will
submit at a
minimum a lesson
plan for the
intended position.
Budget total            0

For the above strategy, indicate each activity, the   Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s) for
budgeted amount required for it, and the person       will be carried out.                                                                     each activity, and when they will be
who will be responsible for it.                       2010/2011             2011/2012             2012/2013              2013/2014             completed.
Activities               Budgeted Person              F W Sp Su F W Sp Su F W Sp Su F W Sp Su
                         amount      responsible:


Budget total
Objective 5 Measures: Which measures will this objective impact, how much, and when?
Measures                                           LEA Baseline    2010-11      2011-12                                   2012-13          2013-14           Rationale
                                                   (If applicable) (End of SY) (End of SY)                                (End of SY)      (End of SY)
[Select at least one measure for this objective]
Teachers and administrators who leave the          0               95%          97%                                       99%              100%              We want to keep the
district will take part in an exit interview                                                                                                                 teachers and
                                                                                                                                                             administrators in which
                                                                                                                                                             we invest our time and
                                                                                                                                                             professional development.
                                                                                                                                                             Finding out why they are
                                                                                                                                                             leaving the district may
                                                                                                                                                             provide insight into things
                                                                                                                                                             we are not doing well or
                                                                                                                                                             could be doing better to
                                                                                                                                                             retain our best staff.
Teacher satisfaction survey                                      NA                    NA               80%               85%              90%               All teachers new to the
                                                                                                        satisfied         satisfied        satisfied         district will complete a
                                                                                                                                                             survey for each year
                                                                                                                                                             within their first three

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   Delaware Success Plan Template

                                                                                                                            years in the district. This
                                                                                                                            data will assist the district
                                                                                                                            in providing necessary
                                                                                                                            support to new teachers
                                                                                                                            within the district. If our
                                                                                                                            teachers feel supported
                                                                                                                            and are getting the help
                                                                                                                            they need they will be
                                                                                                                            more likely to be
                                                                                                                            successful in the
                                                                                                                            classroom and in their
                                                                                                                            instructional delivery.
Percent of highly effective teachers within each   NA               NA            Baseline      Baseline +    Baseline +    Making sure that highly
grade level in schools                                                                          1 teacher     2 teachers    effective teachers are
                                                                                                                            equally distributed in
                                                                                                                            schools will increase the
                                                                                                                            effectiveness of PLCs as
                                                                                                                            well as increase student
                                                                                                                            achievement
Objective 5 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How do your
strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this be an improvement over what you have
done before? How will you ensure that this improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or
in a coherent narrative below]

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? Having a central website for
all potential educators to keep and post their applications may provide additional candidates to the district who may not have otherwise been
in our applicant pool. In addition, using forecast data to determine our needs earlier should help us to obtain teachers in high needs areas and
have them in place prior to students entering the schools. All potential candidates will be required to submit a lesson plan for the teaching
assignment for which they are applying as a minimum. All potential candidates may be asked to demonstrate a sample lesson, however, all
candidates for special education positions will be required to do so in order to screen out candidates who do not possess the instructional
skills needed to assist the district in meeting the needs identified needs of this population. As this activity is implemented the district will
also continuously seek strategies to improve the interview and hiring processes to insure that we are hiring the best teachers for our students.
Building principals will assign the best teachers to the most challenged students through the master scheduling process. For example,
elementary special education students are hand scheduled based on state and local assessment data, behavioral needs, and vertical staff

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     Delaware Success Plan Template

 transition meetings (ie. first grade teachers and specialist meeting with second grade teachers and specialists).

 How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? Using exit interviews to
 determine why staff is leaving the district will assist us in determining where we may not be meeting the needs of our employees and should
 provide us insight into ways we can improve what we are doing and ultimately results in us retaining the instructional staff we have identified
 as effective and/or highly effective. Improving the interview process by having candidates submit lesson plans and demonstrate lessons will
 assist the district in learning more about potential employees than is currently able to be discerned through a traditional interview process.

 How will this be an improvement over what you have done before? In the past, exit interviews have been held when staff come into the
 human resources office to turn in paperwork, but these have not been consistent or memorialized in order to analyze trends or use the data.
 This year we began to survey our new teachers regarding their satisfaction with the district. While the data do not yield a percent of teachers
 who are satisfied we have gotten qualitative data that is important in assisting the district in determining areas in which we can improve our
 support for teachers. A new measure will be added to the survey to enable the district to ascertain the overall satisfaction with the district.
 While the district plans to also use DPAS II data to insure that there is equitable distribution of highly effective teachers within schools, the
 district will engage in dialogue with the local education association to discuss how to address the movement of teachers across schools. This
 is currently not an allowable process within the district with the active bargaining agreement.

 How will you ensure that this improvement is sustainable once RTTT funds are gone? The activities we have identified within this
 objective have no cost associated with them so maintaining them once funding for RTTT goes away is not an issue for the district.
 Objective 6: Ensure that educators are effectively prepared (SoW9)
Summary of strategies:
 Required Strategies
     Target recruiting and hiring to the most effective preparation programs (SoW 9 req.)

Activity plan by strategy:
 Strategy: Target recruiting and hiring to the most effective preparation programs(SoW 9 req.)                                                  Owner: Human Resources
 For the above strategy, indicate each activity, the       Timeline: Place an “X” in each box that represents a time period in which the        Deliverables: List the major
 budgeted amount required for it (with funding sources),   activity will be carried out.                                                        deliverable(s) for
 and the person who will be responsible for it. Required   2010/2011                2011/2012          2012/2013              2013/2014         each activity, and when they will be
 activities have already been included.                                                                                                         completed.
 Activities               Budgeted Person responsible:     F    W     Sp   Su    F    W    Sp    Su    F   W     Sp    Su   F    W    Sp   Su
                          amount
 Improve new              0           New teacher                                X    X    X     x                                              Committee for improving new
 teacher                              mentoring                                                                                                 teacher program


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    Delaware Success Plan Template

induction/mentoring          coordinator(s)                                                                       Survey of new teachers to identify
program                                                                                                           needs/gaps
                                                                                                                  Recommendations for revising new
                                                                                                                  teacher induction/mentoring based
                                                                                                                  on best practice and survey results
                                                                                                                  Revised new teacher induction
                                                                                                                  program
Survey new teachers     $0   Data Analyst            XX           X       X       X       X       X       X       Survey results identifying areas that
to assess their needs                                                                                             new teachers feel they have needs,
2 times per year                                                                                                  Curriculum office and special
                                                                                                                  education staff use the data to
                                                                                                                  provide the identified support and
                                                                                                                  professional development
Establish district      $0   Special education                X   X   X   X   X   X   X   X   X   X   X   X   X   Rubric for lesson demonstration/
expectations to              supervisor;                                                                          lesson plan during the interview
Incorporate                  Curriculum; Human                                                                    process
demonstration of             Resources Director
pedagogy and
practice for the
interview process
for teachers seeking
positions. Potential
candidates for
special education
positions will
provide a
demonstration
lesson during the
interview process.
Other potential
candidates will
submit at a
minimum a lesson
plan for the
intended position.
Increase the number     0    Human Resources              X               X               X               X       Student teacher evaluations; hiring
of student teachers          Director/ Person who                                                                 reports
placed with                  evaluates
seasoned effective           Principals/Curriculum
teachers in order to         Office
provide a pool of
highly effective


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     Delaware Success Plan Template

potential hires.
District will target      $ 7975    Human Resources              X   X   X        X   X   X         X   X   X        Records of job fairs attended
the most effective        RTTT      Director                                                                         Hiring records by institution
teacher preparation                                                                                                  Candidate district visitation records
programs for
recruitment and
hiring.
     High potential
     targeted
     content area
     candidates (ie.
     special
     education,
     world
     language) will
     be invited to
     spend the day
     in the district to
     learn more
     about ASD and
     visit schools

Budget total              7975.00
                          RTTT

Objective 6 Measures: Which measures will this objective impact, how much, and when?
Measures                                           LEA Baseline    2010-11      2011-12       2012-13       2013-14       Rationale
                                                   (If applicable) (End of SY) (End of SY)    (End of SY)   (End of SY)
[Select at least one measure for this objective]
Percentage of teachers who have a highly           NA              NA           15%           20%           25%           We want to increase the
effective rating on the summative evaluation.                                                                             percentage of our
                                                                                                                          teachers that are rated as
                                                                                                                          highly effective to provide
                                                                                                                          a broader pool of
                                                                                                                          cooperating teachers
                                                                                                                          under which we can train
                                                                                                                          future teachers. . The
                                                                                                                          more effective our


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   Delaware Success Plan Template

                                                                                                                               teachers are the higher
                                                                                                                               our student achievement
                                                                                                                               will be in the district.
Percentage of students meeting or exceeding the     ELA – 54%         ELA – 65.5    ELA – 77      ELA – 88.5    ELA – 100%     Ultimately the quality of
standards in math and ELA                           Math – 45%        Math – 59     Math 73       Math - 87     Math –         the teacher in the
                                                                                                                100%           classroom should have a
                                                                                                                               direct impact on student
                                                                                                                               achievement. We can
                                                                                                                               impact the quality of the
                                                                                                                               teaching through the
                                                                                                                               professional development
                                                                                                                               we offer. The expectation
                                                                                                                               is that we will be able to
                                                                                                                               increase teacher
                                                                                                                               effectiveness through
                                                                                                                               what we provide for them.
Objective 6 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]
Great employees who are highly effective are essential for maintaining a quality school system and improving student achievement.

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? /How will this work impact
your identified needs and Common Measures? Being able to train student teachers with our best teachers creates for us a stronger pool of
teaching candidates to place in the classroom. They are better prepared, know our expectations and curriculum, and we can then focus on
making them better at their craft. Because our plan addresses specific student groups we must build a teaching force that can address the
diverse needs of learners at both ends of the educational spectrum. Teachers who are highly effective will be more likely to train potential
teachers and meet the needs of our students. The district has sought strong relations with local post secondary institution for positions of
high need. Unfortunately some current district initiatives such as the expansion of the district world languages program have been unable to
meet our needs due to the dearth of new graduates in this content area. By moving from regional institutions to national institutions with
different programs, the district will be in a better position to meet our staffing needs of these difficult to find teacher specialists (ie. Chinese,
Japanese, Tech Ed).

How will this be an improvement over what you have done before? In the past student teachers were placed with any teacher who wanted a

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    Delaware Success Plan Template

student teacher at the building level; and as a district we had no knowledge of who was placed in a school or with whom they were placed.
Beginning in the 2010-11 school the human resources director met with all of local teacher preparation institutions and implemented a
“clearinghouse” procedure that provided the district with greater oversight of the teacher/student teacher pairings. No student teacher has
been assigned to teachers on an improvement plan under the DPAS II evaluation system. In addition the district has developed a
professional development partnership (PDP) with the University of Delaware science department. Through this partnership students
enrolled in the science teacher education program receive various exposures (classroom observation, methodology, student teaching)
throughout their 4 year college program within our district. This often results in ASD being better able to hire the strongest science
education majors from our state‟s largest institution. Examples of success are found in our higher than average state science assessment
scores and the percentage of more challenging science positions needed (ie. physics).

How will you ensure that this improvement is sustainable once RTTT funds are gone? After RTTT funds are expended over the 4 years,
the human resources budget will be directed to schools where success has been found to find high needs teacher specialists.

Objective 7: Provide effective support to educators
Summary of strategies:
Required Strategies
    Adopt a coherent approach to professional development (SoW 10)
    Accelerate the development of instructional leaders (SoW 11)

Activity plan by strategy:
Strategy: Adopt a coherent approach to professional development (SoW 10)                                                                          Owner: Curriculum Directors
For the above strategy, indicate each activity, the          Timeline: Place an “X” in each box that represents a time period in which the        Deliverables: List the major
budgeted amount required for it (with funding sources),      activity will be carried out.                                                        deliverable(s) for
and the person who will be responsible for it. Required      2010/2011               2011/2012           2012/2013             2013/2014          each activity, and when they will be completed.
activities have already been included.
Activities             Budgeted        Person responsible:   F   W    Sp    Su    F    W    Sp    Su    F   W     Sp    Su    F   W     Sp   Su
                       amount
Link professional      $82,000         Curriculum            X   X    x     X     X    x    x     X     X   X     X     X     X   X     X    X    Inventory of all PD offerings and the
develop to specific which comes Office/Building                                                                                                   alignment to improvement plan
skill and role         from the        Administrators                                                                                             components
expectations           Success Plan
                       funding                                                                                                                    Professional development plan

                                                                                                                                                  Data Service Center professional
                                                                                                                                                  development tracking system report


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     Delaware Success Plan Template




Provide targeted        $ 59,800        Curriculum              X   X     X           X   X     X     X    X    X    X     x     x    X           x     Agendas, attendance data,
professional            Local, School   Directors                                                                                                       completed teacher work products, PD
development for         Improvement                                                                                                                     evaluations
special education       Funds,
staff and inclusion     Success Plan
partners in             funds
Learning Focused        $41,200 RTTT
Strategies
Provide targeted        $25,000 PD      Administrators          X   X     X     X     X   X     X     X    X    X    X     X     X    X       X   X     Attendance documents, PLC meeting
professional            and Title II                                                                                                                    minutes, walkthrough data, follow up
development and                                                                                                                                         DPAS II feedback
coaching based on
teacher needs
identified through
the DPAS II data

Review existing PD      0               Curriculum                        X                     X                    X                        X         Evaluations of PD offerings during the
to determine if it is                   Office/Building                                                                                                 past 2 years. DPAS II observations
high-impact and                         Administrators/Data                                                                                             and DCAS data
prioritize                              Analyst
participation in
high-impact PD
offerings
Provide PLC             $ 2496.58       Administrators          X   X                 x                                                                 Agenda, attendance data,
training for school     RTTT                                                                                                                            evaluations, school master schedule
leadership teams                                                                                                                                        reflecting PLC times
not already
trained
Budget total            166800.00
                        Other funds
                        43696.58
                        RTTT

Strategy: Accelerate the development of instructional leaders (SoW 11)                                                                                  Owner: Human Resources
For the above strategy, indicate each activity, the           Timeline: Place an “X” in each box that represents a time period in which the           Deliverables: List the major

     52
    Delaware Success Plan Template

budgeted amount required for it (with funding sources),    activity will be carried out.                                                deliverable(s) for
and the person who will be responsible for it. Required    2010/2011               2011/2012        2012/2013         2013/2014         each activity, and when they will be
activities have already been included.                                                                                                  completed
Activities             Budgeted Person responsible:        F   W    Sp    Su    F    W    Sp   Su   F   W   Sp   Su   F   W   Sp   Su
                       amount
Ensure novice and      $0           Human Resources                             X    X    X    X    X   X   X    X    X   X   X    X    DPAS II evaluation professional
high-need school                    Director/Person who                                                                                 development and leadership training
principals                          evaluates Principals                                                                                goals
participate in State
instructional
leadership training
offered through
DASL and the DE
Principal’s
Academy.

Schedule principal     0           Person who                                   X    X    X         X   X   X         X   X   X         Walkthrough schedule and feedback
to principal                       evaluates
learning walks                     Principals/Curriculum
among schools to                   Office
establish
consistency and
ensure best
practices are being
utilized.
(Principals will
have the
opportunity to
complete
walkthroughs at
least 2 times per
year with at least 2
other colleagues.
Principal PLC
meetings will occur
after each
walkthrough with
the curriculum
office staff to
discuss findings.)

In addition to         $0          Curriculum directors,   X   X    X     X     X    X    X    X    X   X   X    X    X   X   X    X    Meeting minutes are recorded and sent


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     Delaware Success Plan Template

participating in             special education                                                                        to all members of the PLC; documents
building level               supervisor, and                                                                          established for consistency and
teacher PLC                  student services                                                                         implementation will be developed;
meetings,                    supervisor                                                                               Having the opportunity to meet
principals will                                                                                                       together as a principal group to share
engage in their                                                                                                       ideas and data will increase the
own grade level                                                                                                       collaboration among administrators
band PLCs                                                                                                             and the consistency with
(elementary                                                                                                           implementation of initiatives within the
/secondary)                                                                                                           district.
regularly to review
walkthrough data
and establish
protocols and
processes for
consistent
implementation of
district and state
initiatives.
Forecast hiring         $0   Unit Count               X    X           X   X              X      X          X     X   Unit count committee minutes after
needs for leaders            Committee/Human                                                                          each meeting. Minutes determine
and use succession           Resources Director                                                                       position needs and staff to be hired.
planning to
identify high-
potential
candidates for
school leadership
positions

Review existing PD      $0   Curriculum               X                X                  X                 X         Evaluations of PD offerings during the
to determine if it is        Office/Building                                                                          past 2 years. DPAS II observations and
high-impact and              Administrators/Data                                                                      DCAS data
prioritize                   Analyst
participation in
high-impact PD
offerings
Budget total            $0


Objective 7 Measures: Which measures will this objective impact, how much, and when?
Measures                                        LEA Baseline     2010-11     2011-12          2012-13           2013-14       Rationale
                                                (If applicable) (End of SY) (End of SY)       (End of SY)       (End of SY)

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   Delaware Success Plan Template

[Select at least one measure for this objective]
District Principals learning walk data will be     NA           NA           60%         75% common   90%         The use of effective
tabulated to inform leaders of the current                                   common      use          common      strategies across the
status of effective instructional strategies                                 use                      use         district will promote
across district schools.                                                                                          consistency of
                                                                                                                  implementation resulting
                                                                                                                  in increased student
                                                                                                                  achievement in all
                                                                                                                  schools
Percentage of students meeting or exceeding        ELA – 54%    ELA – 65.5   ELA – 77    ELA – 88.5   ELA –       Ultimately the quality of
the standards in math and ELA                      Math – 45%   Math – 59    Math 73     Math - 87    100%        the teacher in the
                                                                                                      Math –      classroom should have a
                                                                                                      100%        direct impact on student
                                                                                                                  achievement. We can
                                                                                                                  impact the quality of the
                                                                                                                  teaching through the
                                                                                                                  professional
                                                                                                                  development we offer.
                                                                                                                  The expectation is that
                                                                                                                  we will be able to
                                                                                                                  increase teacher
                                                                                                                  effectiveness through
                                                                                                                  what we provide for
                                                                                                                  them.
Percentage of teachers who have at least an        NA           NA           Establish   +X% (TBD)    +X% (TBD)   We want all of our
effective rating on the summative evaluation.                                baseline                             teachers to be highly
                                                                                                                  effective as they are the
                                                                                                                  professionals who effect
                                                                                                                  student achievement
                                                                                                                  most directly. After
                                                                                                                  achieving 100% effective
                                                                                                                  teachers, we will chart
                                                                                                                  and set new goals for
                                                                                                                  increasing our


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   Delaware Success Plan Template

                                                                                                                               percentage of teachers
                                                                                                                               with highly effective
                                                                                                                               ratings.
Percentage of principals who have at least a      NA               NA           Establish     +X% (TBD)          +X% (TBD)     We want all of our
highly effective rating on the summative                                        baseline                                       principals to be highly
evaluation.                                                                                                                    effective as good
                                                                                                                               leadership effects
                                                                                                                               student performance
                                                                                                                               only second to teacher
                                                                                                                               performance.
Within 5 days of a professional development       NA               NA                         90%                >90%          Walkthroughs
opportunity, walkthrough data will                                                            implementation                   immediately after PD
demonstrate evidence of implementation of                                                     of the new                       offerings maintain the
new learning. At least 50% of the attendees                                                   learning will be                 urgency and importance
will be visited.                                                                              evident                          of the content in the
                                                                                                                               training.
Percentage of educators who are on                NA               NA           Establish     +X% (TBD)          +X% (TBD)     If teachers demonstrate
improvement plans and are taken off due to                                      baseline                                       improvement in their
observed improvements or exited for                                                                                            craft, student academic
continuance of low-performance.                                                                                                gains will also increase.
                                                                                                                               The converse is true if
                                                                                                                               persistently low-
                                                                                                                               performing teachers
                                                                                                                               remain in front of
                                                                                                                               children.
Objective 7 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? The activities identified
above will assist the district in providing training in research-based practices to enhance the leadership among currently leaders and will build
leadership for new and emerging leaders within our schools. Increasing the leadership skills and research-based best practices should
ultimately result in greater teacher effectiveness in the classroom and increased student achievement.


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     Delaware Success Plan Template

 How will this work impact your identified needs and Common Measures? This past year we began professional development in all of our
 schools in Learning Focused Strategies. It is our goal to continue this work and to build a leadership team that can provide support and
 feedback to teachers as they are implementing what they are learning in the classroom. We want all of our teachers to be using the strategies
 effectively and we want our instructional leaders to be able to engage their staff members in professional conversations about learning
 focused strategies that increases the fidelity and pervasiveness with which the strategies are being used in the classroom. As such it is critical
 that data analysis become part of the culture in every building within our district.

 How will this be an improvement over what you have done before? In the past, building administrators did not share site observations with
 one another. Our administrators must constantly improve their observation skills and understanding of research based instructional practice.
 We must provide our administrative teams the opportunity to do this outside the walls of the building in which they work. Giving them the
 chance to see how strategies are being implemented in another setting or how a building leader is reinforcing and supporting new ideas in
 their school is a powerful tool for learning. This gives our building leaders the opportunity to engage in professional learning communities
 with their peers. It is our belief that increasing the leadership skills of our building leaders will impact the academic success we see in our
 students.

 How will you ensure that this improvement is sustainable once RTTT funds are gone? Once the LFS and PLC strategies are taught we will
 have built the capacity for training of future new staff members.

 Goal 4: Accelerate achievement and improve outcomes for all students with deep support for the lowest-achieving schools

 Objective 8: Provide deep support to the lowest-achieving schools
Summary of strategies:
 Required Strategies
     [If selected] Follow the process for turning around schools selected for the Partnership Zone (SoW 12)

Activity plan by strategy:
 Strategy: [If selected] Follow the process for turning around schools selected for the Partnership Zone (SoW 12)                                      Owner: Curriculum Directors
 For the above strategy, indicate each activity, the   Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s)
 budgeted amount required for it (with funding         will be carried out.                                                                     for
 sources), and the person who will be responsible      2010/2011             2011/2012             2012/2013              2013/2014             each activity, and when they will be completed.
 for it. Required activities have already been
 included.
 Activities                Budgeted Person             F   W     Sp    Su    F   W     Sp    Su    F    W    Sp     Su    F   W     Sp    Su
                           amount       responsible:


     57
    Delaware Success Plan Template

Conduct                 $11,000     Curriculum                    X   X           X   X           X   X           CSR report generated from DDOE rubrics
Comprehensive Site      local       Directors                                                                     will be provided to school staff to provide
Reviews. ASD will       (same as                                                                                  feedback about instructional practices
use the state CSR       above)                                                                                    occurring in the school.
rubrics to sample
instructional
practices across the
schools in the
district. At least 3
schools will be
sampled each year.
Schools with the
greatest need (such
as those missing
AYP: AHS, RMS
EMMS, and SLE) will
be completed first.
Provide specific        $15,000     Curriculum                    X   X   X       X   X   X       X   X   x       Intervention plan based on CSR report
interventions to        Success     Directors                                                                     Intervention plans in iTracker Pro
high needs schools      Plan
                        funds
Use State data          $0          Building                      X   X   X       X   X   X       X   X   X       Schedule for using state data coaches for
coaches to facilitate               administrators                                                                collaborative planning time; PLC meeting
collaborative time                                                                                                minutes and attendance data; schedule for
                                                                                                                  building and district leadership to meet
                                                                                                                  regularly with data coaches
Allocate district       $0          Curriculum                        X   X   X   X   X   X   X   X   X   X   X   Curriculum specialist services to support
resources to our                    Office; special                                                               teaching practices through coaching and
lowest performing                   education                                                                     instructional support training. Regular
schools to maximize                 supervisor                                                                    monitoring and assistance from district
their impact with                                                                                                 leadership.
priority given to
those missing AYP
targets (AHS, RMS,
EMMS, SLE)
Allocate state          $0 (State   Curriculum        X   X   X   X   X   X   X   X   X   X   X   X   X   X   X   Services such as: CSR team reviews, data
services to our         funded)     Office; special                                                               coach – direct facilitation model, and other
lowest performing                   education                                                                     opportunities as they become available.
schools to maximize                 supervisor
their impact on
student with priority
given to those


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    Delaware Success Plan Template

missing AYP targets
(AHS, RMS, EMMS,
SLE)
Quarterly               $0           Special                                  X   X        X        X       X   X        X        X        X   X    X   X      Quarterly progress report and follow-up
monitoring of newly                  education                                                                                                                 plans. (Varies dependent upon
implemented                          supervisor,                                                                                                               service/support provided.)
improvement                          student
strategies                           services
connected to                         supervisors,
additional resource                  and
allocation.                          curriculum
                                     directors
Budget total            $26,000
                        Other
                        funds

For the above strategy, indicate each activity,     Timeline: Place an “X” in each box that represents a time period in which the activity will                 Deliverables: List the major deliverable(s)
the budgeted amount required for it (with           be carried out.                                                                                             for
funding sources), and the person who will be        2010/2011            2011/2012              2012/2013               2013/2014                               each activity, and when they will be completed.
responsible for it. Required activities have
already been included.
Activities             Budgeted Person              F   W     Sp    Su    F   W       Sp       Su       F   W       Sp       Su       F        W   Sp   Su
                       amount        responsible:




Budget total
Objective 8 Measures: Which measures will this objective impact, how much, and when?
Measures                                         LEA Baseline     2010-11     2011-12                                                     2012-13           2013-14          Rationale
                                                 (If applicable) (End of SY) (End of SY)                                                  (End of SY)       (End of SY)
[Select at least one measure for this objective]
PLC participation logs                           NA               NA          70% of PLC                                                  85% of PLC        95% of PLC       As PLC groups increase
                                                                              time                                                        time              time             engagement around
                                                                              engaged in                                                  engaged in        engaged in       student achievement
                                                                              strategies                                                  strategies        strategies       there should be gains in
                                                                              that effect                                                 that effect       that effect      student success
                                                                              student                                                     student           student          measures
                                                                              achievement                                                 achievement       achievement
                                                                              (data                                                       (data             (data

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   Delaware Success Plan Template

                                                            review,       review,       review,
                                                            common        common        common
                                                            assessments   assessments   assessments
                                                            and lesson    and lesson    and lesson
                                                            planning)     planning)     planning)
Classrooms in which the content specialists     Establish   Baseline +    Baseline +    Baseline +    Content specialists are
work will show an increase on common            Baseline    X% (TBD)      X% (TBD)      X% (TBD)      an additional resource
measures including DCAS.                                                                              allocation for supporting
                                                                                                      instructional practices
                                                                                                      and content knowledge.
                                                                                                      Teachers receiving these
                                                                                                      resources are expected
                                                                                                      to demonstrate the
                                                                                                      targeted instructional
                                                                                                      changes and ultimately
                                                                                                      improve student
                                                                                                      achievement.
Degree of alignment between teaching practice   TBD with    80%           90%           100%          By completing
and Common Core Standards                       gap         alignment     alignment     alignment     walkthroughs and DPAS
                                                analysis                                              II observations ASD will
                                                                                                      observe a reduction in
                                                                                                      the gap between
                                                                                                      Common Core
                                                                                                      Standards and teaching
                                                                                                      practice in schools
                                                                                                      therefore improving
                                                                                                      student achievement.
                                                                                                      The data received from
                                                                                                      the comprehensive
                                                                                                      school review will assist
                                                                                                      the school(s) in
                                                                                                      determining alignment
                                                                                                      between curricular
                                                                                                      expectation and


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   Delaware Success Plan Template

                                                                                                                                 instructional
                                                                                                                                 implementation
Objective 8 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]

How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? Schools that are identified
as high need (partly determined by their AYP status) will receive direct facilitation from their data coach in lieu of the “train the trainer”
approach in order to ensure intense support. Identified high need schools will also receive site visits to ascertain areas of strength and need.
From the information obtained in these activities we will provide support and assist in the development of intervention plans and strategies
for schools and students. Use of data to make data based informed decisions and implementing targeted plans for school and student
achievement will result in improved student outcomes.

How will this work impact your identified needs and Common Measures? Comprehensive school reviews look at all aspects of the
educational process. These areas include instructional leadership, budget, communication, climate, parent and community engagement,
instructional practices and assessment. Data provided in this process helps individual school sites determine areas for celebration, concern,
and revision. If practices are improved through this process student achievement will also increase.

How will this be an improvement over what you have done before? The CSR process has been completed in limited capacity (2 schools).
The value of this process is apparent to all who have participated and we believe this to be of value for all schools. However, it is the belief
of the ASD that this process is critically necessary for our schools with the deepest needs.
These reports will be central to school and district leadership discussions for improvement in identified areas. For instance, a CSR noted that
common assessments were lacking during the 2010/2011 school year. District specialists in ELA and math were directed to bring content
area teachers together to create these assessments in alignment with the new CCSS. In addition state services will be prioritized to
accommodate the needs of our lowest performing schools. For example, conversations regarding the distribution of our data coach allocation
have revolved around a direct facilitation model for the three schools under improvement, while buildings not under improvement will not be
required to use this model. Similarly, development coaches will be assigned to schools with novice administrators as well as building
administrators, whom have been identified as needing support and professional development in writing well developed formative and
summative evaluations through the DPAS II audit process described in objective 4.
Our lowest performing schools will observe the addition of services and resources, as well as, the requisite increase in related monitoring for
stated resources/services.

How will this be How will you ensure that this improvement is sustainable once RTTT funds are gone? We are building capacity with both

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     Delaware Success Plan Template

 the data coaches and the CSR process. We currently have 5 staff members who have been trained and participated on CSR teams.


 Objective 9: Engage families and communities effectively in supporting students’ academic success (SoW8)
Summary of strategies:
 Required Strategies
     None
 Additional LEA Strategies
Activity plan by strategy:
 Additional LEA Strategy:                                                                                                                                Owner: Superintendent
 For the above strategy, indicate each activity, the     Timeline: Place an “X” in each box that represents a time period in which the activity   Deliverables: List the major deliverable(s)
 budgeted amount required for it (with funding           will be carried out.                                                                     for
 sources), and the person who will be responsible for    2010/2011             2011/2012             2012/2013              2013/2014             each activity, and when they will be
 it. Required activities have already been included.                                                                                              completed.
 Activities               Budgeted Person                F   W     Sp    Su    F   W     Sp    Su    F    W    Sp     Su    F   W     Sp    Su
                          amount       responsible
 Expand data access       $ 25,000     Public                                  X   X     X           X    X    X            X   X     x           Schedule of school and community
 to parents and the       (local)      Information                                                                                                trainings; District publications (strategic
 community                             Office                                                                                                     plan and annual report)
 Provide parent           $1500        Student           X         X           X         X           X         X            X         x           Attendance and evaluations
 programs such as         local        Services
 Love and Logic
 Use the Alert Now        $ 23750      Student           X   X     X     X     X   X     X     X     X    X    X      X     X   X     X     x     Alert Now use report
 system to informed       local        Services
 parents of school
 and district
 activities
 Conduct bi-monthly $ 1500             Curriculum        X   X     X           X   X     X           X    X    X            X   X     x           Meeting minutes
 parent business          local        Office/Student
 advisory council                      services office
 meetings to provide
 information and
 seek feedback to
 stakeholders
 Hold yearly              $20,000      Curriculum                  X                     X                     X                      x           Fair schedule of activities
 Education Fair           local        Directors/
 showcasing district                   Public


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    Delaware Success Plan Template

activities and                     Information
curriculum for the                 Officer
community
Dedicated Public       $ 70,000    Superintendent   x   X   X   X   X   X   X   X   X   X   X   X   X     X   X   x     District internal and community
Information Officer    State and                                                                                        publications
                       local
                       funds
District Book Mobile   $1200       Curriculum                   X               X               X                 X     Book mobile report of students and parents
to operate in the      local       Directors                                                                            served
summer
Invite parents to      $ 8700      Curriculum       X   X   X       X   X   X       X   X   X       X     X   x         Attendance records and evaluations
curriculum specific    local,      Directors/
workshops (Real        Title I,    Building
Men Read, Math         Title II)   Administrators
nights, Reading
nights, etc)
District Orientation   $700        Superintendent   X               X               X               X                   Invitation to the evening orientation
for new families       local       and public                                                                           session, agenda, presentation slides, and
                                   relations                                                                            attendance documentation
                                   officer
All schools will       $0          Student                          X   X   X       X   X   X       X     X   X         School audit or new student process
continue to use the                services                                                                             implementation
“New Student                       supervisor,
Process” during the                data analyst,
registration process               and curriculum
for K-12                           directors


Budget total           $152,350
                       Other
                       funds



Objective 9 Measures: Which measures will this objective impact, how much, and when?
Measures                                           LEA Baseline    2010-11      2011-12             2012-13       2013-14          Rationale
                                                   (If applicable) (End of SY) (End of SY)          (End of SY)   (End of SY)
[Select at least one measure for this objective]
Percent of parents reporting that they have        95%             95%          95%                 95%           95%              Family participation in
attended at least one educational event at the                                                                                     their child’s education is


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   Delaware Success Plan Template

school through the family survey                                                                                               imperative to student
                                                                                                                               success in school.
Percent of successful Alert Now messages            80%               80%           85%           90%           90%            Alert Now provides
received by families in the district                                                                                           immediate distribution of
                                                                                                                               high needs information to
                                                                                                                               families.
Number of children completing at least 4            355               400           500           550           550            Families having students
activities at the yearly Education Fair                                                                                        who complete at least 4
                                                                                                                               activities during their visit
                                                                                                                               to the Education Fair will
                                                                                                                               have a better
                                                                                                                               understanding of the
                                                                                                                               curricular initiatives within
                                                                                                                               the district.
Percent of parent satisfied with new student                          NA            Baseline      Baseline      Baseline       Parents that are satisfied
program                                                                                           +X% (TBD)     +X% (TBD)      will see themselves as
                                                                                                                               partners in the
                                                                                                                               educational process of
                                                                                                                               their child
Objective 9 Narrative: How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)? How will this work
impact your identified needs and Common Measures? How will this be an improvement over what you have done before? How will you ensure that this
improvement is sustainable once RTTT funds are gone? [Note: You may address each question individually, or in a coherent narrative below]
How do your strategies and activities integrate to achieve this objective (as indicated by the measures above)?
Establishing and implementing an effective communication plan builds community support and engagement. This plan includes both internal
and external stakeholders through the following mediums: telephone, email, newsletters, districts reports, community meetings and special
events.     A major emphasis of the district‟s communication plan is to inform, engage and seek feedback to improve the education and
satisfaction of the ASD community. We expect activities within objective 9 to positively impact student achievement eliminating
achievement gaps and increasing college and career readiness for future graduates.

How will this work impact your identified needs and Common Measures? Students new to the district have been identified as a focus in our
RTTT plan. These students have been shown to perform below the students who have been in ASD throughout their education. Our strategic
plan for the 2010-11 school year had as a focus the development of a new student orientation process. This process was put in place in each
of the schools. Audits were completed to assess how the program was working in each school and to what degree it had been implemented.

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   Delaware Success Plan Template

The data analyst also reviewed the assessment scores for students new to the district and found that this year preliminary results show a
decrease in disciplinary referrals as well as a narrowing of the achievement gap between students new to the district and those who have been
with us. Students new to ASD are representative of our overall student population. So if the district focuses on meeting the needs of this
particular group of students it will be beneficial to overall ASD student achievement.

How will this be an improvement over what you have done before? The 2011-12 strategic plan continues to focus on students new to the
district but as a result of findings through the audit process and initial data from student assessments, the committee has revised the program
and implemented additional strategies for the upcoming year (see priority 2, goal 3 of the strategic plan for 2011-12) Deliverables from the
activities such as parent and community attendance and Alert Now use reports will be monitored to make sure that under-represented
community members and parents are engaging with school district. If it is found that specific populations are under-represented, additional
activities or modifications to current activities will be considered.

How will you ensure that this improvement is sustainable once RTTT funds are gone? The activities identified in objective 9 are funded
through local funds and will continue to be funded as such.

   Part 3: Activities to remove, success factors, communications and resources needed
   Activities to remove: Given the strategies and activities that you have identified above – and the need to focus on them – what are some current
   activities in your LEA that you can stop, delegate, or de-emphasize? Please identify as many activities as possible, with a brief description of how
   each will be removed, and indicate if you need DDOE support or permission in order to remove them.
   Activity to remove                    How (stop/delegate/de-               By       Person              Support/permission needed from DDOE
                                         emphasize)                           When responsible
   Participation in ineffective          Analyze student performance          Fall     Curriculum          DDOE to provide high quality, student
   professional development              data and teacher needs               2011     Directors/Data      centered professional development
   offerings                             assessments from DPAS II                      Analyst
                                         observations
   Staff operating in isolation          Insure all staff are assigned to     Fall     Building            None
                                         work in PLCs and participate in      2011     administrators
                                         content specific discussions
                                         around student achievement
   ASD may remove other activities
   in the future as RTTT initiatives
   progress and data analysis
   demonstrates ineffectiveness of

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Delaware Success Plan Template

other practices

Success factors and possible risks: What systems, people, and processes will you deploy to ensure your plan’s success? What are possible risks, and
how will you mitigate them? How will you monitor effectiveness and course correct if needed?

The entire District and stakeholders will ensure success in this plan. The plan requires effective interaction between all stakeholders
within the District: school leaders, teachers, and support staff completing their responsibilities at a high level. In addition, district leaders
will collaborate with DDOE and other school districts to engage best school practices that make a positive difference in educating
students throughout Delaware. By maintaining clear communication between the district and its community we will reduce
misperceptions associated with the implementation of this plan.

Since the RTTT plan is embedded into the district‟s strategic plan, implementation of Appoquinimink‟s RTT plan should be successful
for the following reasons. First, it should be successful because it is similar to the process that ASD has followed for several years and is
not an entirely new concept for us. Again, since our RTTT goals are embedded into our district strategic plan this helps promote
ownership and attention to both state-related and district-generated goals. Additionally, our established process is already developed with
the consultation of various stakeholders through face to face meeting, mailers, and email surveys. This collaborative process greatly
increases the likelihood of success.

Finally, through our planning process, our progress towards meeting our goals are evaluated by one of our designated District Office staff
members to provide information on how effective the various strategies were in meeting their stated objectives. Usually late in June,
district administration and school board members convene to evaluate the goals and strategies in the plan. At the beginning of the school
year, the revisions of the plan are presented to all staff members at opening day and the plan is shared and communicated to parents and
business partners. The strategic plan then becomes a working document throughout the school year were progress towards meeting goals
is constantly readdressed.

Even though ASD‟s plan should be successful, there are also several risks that should be addressed. The first risk factor involves the
DCAS. This new assessment serves as a pivotal piece of many Delaware‟s reform efforts. It is expected to provide data on a wide and
diverse range of areas: school accountability, teacher effectiveness, student level of proficiency, student growth, and instructional needs.
We have concerns that it can adequately fulfill these varied criteria. If it cannot serve all functions, it may negatively impact several areas
of our plan. For example, it will negatively impact the work of the data coaches and it will create problems in the DPAS II teacher
evaluation process. To mitigate these risks, ASD will continue work with DDOE to monitor DCAS performance and provide suggestions

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Delaware Success Plan Template

for improvements. Furthermore, ASD will work alongside our data coaches to make sure the functions and features of DCAS are clearly
communicated to our instructional staff.

The second risk factor is scope creep. What initially started as a process in which the monetary allocation somewhat aligned to the three
main goals of our RTTT plan, we now face the danger of losing focus due to the mandatory addition of objectives for plan approval. To
mitigate this risk, ASD will attempt to remain committed to the goals and needs identified through internal data analysis and stakeholder
communication.

The third risk factor is the leadership change that will be occurring at ASD during the summer of 2011. With our Superintendent and our
Assistant Superintendent leaving, there remains a large amount of uncertainty that clouds future progress and commitment to our RTTT
plan that was developed under the previous leadership. There is a possibility that with new leadership will come a different vision or
focus than what is outlined in this plan.

The final risk factor is the false perception by some members of the Appoquinimink community that ASD is receiving significant funds
via RTTT that will result in noticeable change in district operations. ASD lacks the monetary backing from RTT that other similarly-
sized districts in the state are receiving. Because of this, there is a risk that parents and community members will believe that we will be
receiving a large amount of money and will be disappointed by our comparative lack of new programs or positive results that they are
seeing in other nearby districts. To mitigate these risks, we must engage our parents and community members in a dialogue regarding the
goals and scope of our RTTT plan.

Communications and stakeholder engagement: What stakeholders will you need to engage in your implementation       Owner: Public Information
efforts? What mechanisms will you use to effectively engage with them on an ongoing basis? What are the key       Officer
messages that will need to be delivered, and how do these differ by stakeholder?

Primary stakeholders - targeted for engagement:
   1) Staff: Our mirror to the public, they are the first point of contact for parents and the public
   2) Parents/Guardians
   3) Opinion Leaders: Elected officials; Business & Civic leaders; Faith-based leaders (esp. in communities of color)
     4) Members of the press and public
Secondary stakeholders – regular information updates:


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Delaware Success Plan Template

       1) ASD‟s child care coalition
       2) Collegiate Leaders
       3) Education Foundations
       4) ASD Alumni
Mechanisms used to engage these audiences in an ongoing basis:
I.        Focus groups
          A. In conjunction with the Superintendent‟s Office, focus group sessions will occur on a regular basis (bi-weekly, whenever
             possible) with key stakeholders. These sessions will allow our new Superintendent to meet constituents, share news about the
             district – including R2T – and hear their concerns.
II.       Presentations
          A. On behalf of the District‟s new Superintendent, the Communications Office will contact parent and community groups
             including the PTA, PTO, Rotary, Chamber of Commerce, Kiwanis, VFW, Civic Association leaders, faith-based leaders,
             Women‟s Club, Mom‟s Club and more to request an opportunity to meet and present information about our schools while
             soliciting feedback on key areas of concern. These informational “Get to know you” sessions will include, but not be limited
             to, topics included in R2T.
          B. The Superintendent will continue to offer a strategic, “state of the schools” address to all staff at the beginning of the new
             school year and a letter to staff that focuses on student achievement as well as key goals for the upcoming year. S/he will have
             an active schedule that will take him/her to all our schools during to meet staff at all levels and will employ electronic
             messaging on an as-needed basis.
          C. Teachers will be provided with information and resources to use during Parent Information Nights – see below. They will be
             supported in this effort by their Building Administrators.
III.      Periodic surveys
          A. In conjunction with the Research, Development and Coordination Department, parent and staff stakeholders will be surveyed
             to ascertain their knowledge, satisfaction and concerns about the district‟s response to strategic initiatives – including but not
             limited to R2T.
          B. Results will be used to inform decision-making and will be reported out to the community through one or more district-wide
             communication vehicles in order to continue our longstanding focus on transparency around student performance and


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Delaware Success Plan Template

            accountability.
III.   Parent Information Nights
       A. New Parent Orientation Night, Meet the Teacher Night, Open House events and Parent Conferences will include information
          about R2T initiatives including Common Core Content Standards and DCAS testing. Other programs may be offered on an as-
          needed basis.
       B. PTA and PTO organizations will be invited to share in a presentation about student achievement as it relates to R2T.
IV.    Print publications will continue to provide education, information and progress reports about R2T and its impact at the
       district, state and national level.
       A.      Platforms include:
               1. Annual Report (annual) – district-wide distribution
               2. Strategic Plan (annual) – district-wide distribution
               3. Newsletters – combination of electronic and print – district-wide distribution occurs 1x/month on average
               4. Ancillary Materials – fliers, letters…
                    i. The District will also utilize material created by DDOE and issued by the Secretary of Education‟s Office.
                   ii. Special consideration will continue to be given to families who require Spanish-language materials
                  iii. Information about CCCS will be a focus for the 2011-12 school year with the District utilizing information
                       prepared by the National PTA to help spread awareness and understanding. „
V.     Electronic media will continue to support engagement
       A.     Platforms include:
              1. School and District websites
              2. Automated call systems – voice, email
              3. Outdoor Signage (applicable)
              4. Home Access Center (available grades 6-8)
              5. Intranet site (resources for teachers and related staff) will be better utilized

Key topics for discussion:
       A.      Statewide R2T initiatives: Common Core Content Standards, DCAS testing, dashboard, data coaches.
               1. Identification and progress reports on those service enhancements that will benefit the entire state
       B.      District-specific R2T initiatives: accelerated learner program, new student orientation, enhancements in special education

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Delaware Success Plan Template

               services at the elementary level

Messages:

       A.      Our strategy will be to employ universal messages that are both inspirational and aspirational during the first few
               years of implementation. These overarching themes will be repeated whenever R2T is discussed.
               1. In order to compete successfully in the global marketplace of the 21st century, we must increase rigor and set new and
                  higher expectations for students‟ success.
               2. We are making progress, but not as quickly or as effectively as some other key nations addressing these issues. So we
                  must continue to focus on developing new and better ways to educate children.
               3. Success will lie in our ability to personalize teaching strategies in order to meet the needs of each child. R2T
                  enhancements in data, technology and training will allow classroom teachers to meet students where they are in the
                  learning spectrum and develop prescriptive measures to take them to the next level.
               4. Success will not occur overnight. It will require the sustained commitment of parents, teachers, students and the
                  community. But working together, we will succeed.


Resources and/or support needed: In addition to the resources and support budgeted for each activity, are there additional resources and/or
support that you need from the DDOE (e.g., technical assistance, guidance) in order for your plan to be successful?
Continued clear communication of the State‟s educational plan and goals as well as the necessary technical assistance to support
Appoquinimink School District with its Race to the Top Plan.




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