CHANDLER ELEMENTARY SCHOOL

1. CHANDLER ELEMENTARY SCHOOL Title I Restructuring Plan for 2010-2011 March 2 and 4, 2010

2. Our Purpose Communicate the vision and plan for restructuring Chandler Elementary School Share information related to how the plan may affect all elementary licensed teachers in GCS Present the process for making personnel decisions

3. The Process Approximately 50 stakeholders researched the viability of all options available to Chandler. Stakeholders included parents, teachers, administrators, business partners and community leaders. The consensus was to pursue the replacement/transfer of teachers. Smaller work group drafted the details of plan.

4. The Plan Components The following elements aligned with those which were found to be common among schools in Indiana, recently approved for restructuring. Staff Transfer/Replacement Leadership Incentive Pay Although the option of replacing staff does not require all of the following components to be addressed, there is nothing in the research to suggest that simply replacing/reassigning staff will achieve the desired results of improved student achievement.

5. The Plan Components (continued) Curriculum & Instruction Instructional Time Assessment Environment and Climate Professional Development Parent/Community Involvement Plan Evaluation

6. Staff Replacement/Transfer Our Goal: to create a “well-balanced” instructional team, committed to the overall vision (plan) for Chandler. Factors to consider: experience instructional strengths and expertise strong commitment to professional growth three year commitment to the school

7. Staff Replacement/Transfer Up to 30% of certified staff; up to 12 teachers Changes need to be “substantive” Rationale will need to be provided to IDOE with roster for 2010-2011 The Process: Voluntary Transfers Involuntary Transfers External Recruitment if needed

8. Staff Replacement/ Transfer Timeline: February Request approval from Board & IDOE March 2 & 4 Teacher information sessions [communicate the plan and explain the process to all elementary licensed staff] March 15 Teacher Interest Forms due to Personnel office Voluntary and Involuntary Transfers May 1 Internal Teacher selection process complete June 1 2010-2011 Chandler Roster to IDOE

9. Leadership Due to the fact that the principal was named in February 2009, she is exempt from replacement. Ms. Lisa Lederach, Principal – responsible for implementation and coordination of all improvement efforts Ms. Mary Kay Longacre, Title I Coordinator – support to Chandler staff and administration Ms. Tamra Kay Ummel, Executive Director – district support

10. Incentive Pay All incentives will be funded through the IDOE and/or grants: Professional Development: Teachers who commit to the vision and plan for Chandler will commit to extensive (up to 60 hrs.) staff development in the summer 2010 (up to 30 hours) and throughout the school year (up to30 hours).

11. Incentive Pay Performance: Performance pay will be based on teams of teachers meeting performance targets as established in the plan. Based on teams of teachers meeting performance targets as measured by student achievement. Improvement in student performance on ISTEP (grades 4 & 5) Improvement in % of students who pass ISTEP (grade 3) Students making adequate progress on mClass(grades k – 2) Narrow the achievement gap for English language learners and students with disabilities (all grades using ISTEP or mClass)

12. Curriculum & Instruction – Our Three Commitments Grounded in research and professional work of Dr. Marzano: Commitment to Learning Goals – a tight and viable core curriculum Commitment to Effective Instructional Practices – using “high probability strategies” and evaluation techniques Commitment to Building Background Knowledge – through the use of the six step process for teaching vocabulary For Chandler Elementary, the district’s commitment to these reform efforts will be accelerated and intensified.

13. Instructional Time Increased instructional time is a variable that positively impacts student learning: Additional thirty (30) minutes of instruction within the teachers’ school day. This will be accomplished through master scheduling. Extended learning time beyond the school day, four days/week for interventionists to work with targeted students. This will be accomplished through flexible scheduling of personnel.

14. Assessment Continue to use a variety of data tools to inform instruction: Formal and informal assessment Staff and students will use formative feedback scales (rubrics) to monitor progress on learning goals Data conversations and collaboration will occur at least every three weeks Stakeholder meetings will continue

15. Environment & Climate Three of the five successful school restructuring stories cited a positive school climate as a critical element for successful restructuring - Climate survey will be conducted biannually; results to help inform future changes Positive school-wide behavioral expectations (i.e., Marvin Marshall) Standardized dress to be phased in over the next 3 years Multi-year classroom placements (looping) with students in two or three year cycles.

16. Professional Development One of the components of the successfully restructured schools is quality professional development for all staff – Accelerate the professional development around the three commitments to school reform Immediate and on-going Summer activities Additional training opportunities may extend beyond the work day Training reinforced through intermittent training and in regularly scheduled reflection time

17. Professional Development - Topics Building Background Knowledge (Academic Vocabulary) Learning Goals and Scoring Scales (embedded in core curricular materials with tight vertical alignment) Using Formative Assessments Systematic and comprehensive use of “High Probability Instructional Strategies” School Climate Initiatives: positive behavior and standardized dress Team Building and Problem Solving Using Data to Drive Instruction

18. Parent / Community Involvement The plan includes the provision for a Parent Advisory Group to work closely with staff and administration to communicate regarding the restructuring plan. The goal is to build and maintain strong relationships through: Home visits A stronger parent compact, focused on how the school can support positive parent involvement Long-term parent/teacher relationships through looping Continuation of volunteer coordinator Maintenance of existing parent and community activities

19. Evaluation The evaluation of the restructuring plan will be both focused on the process and the end result(s). Variety of methods will be utilized Artifacts and evidence of plan implementation as well as results will be documented Resources needed to conduct the evaluation have been identified Title I Coordinator and the Executive Director for Elementary Education will support the Principal and staff in these activities

20. So Where are we Now? The Board approved the plan on 2/22/10 It is anticipated that we will receive IDOE approval this week. We are now in the process of communicating the plan with all stakeholders. The next step: The Transfer Process

21. The Transfer Process The Chandler Restructuring Plan is part of each and every school in Goshen Community Schools – we are all in this together. Teacher Interest Form Voluntary Transfers Involuntary Transfers External Recruitment Efforts, if needed

22. The Teacher Interest Form All elementary licensed teachers will be surveyed to gather information related to interests, preferences, strengths and experiences. Deadline is March 15th: Grade level interests Content level strengths Past and current professional development activities Collaboration efforts Use of student data

24. Voluntary Transfers Extended Timeline; Deadline will be March 15 Including Transfers into and out of Chandler May not be known vacancies during the initial phase of this process Vacancies will be posted electronically, within the district Voluntary transfers require an interview process.

25. Involuntary Transfers Only after voluntary transfers have been exhausted AND Will involve dialogue between GCS Administration and GEA; however, administration reserves the right to assign teachers to positions

26. Some Key Points: Interviews will be conducted by an administrative team Transferring teachers will retain building level seniority Consideration will be given to experience and instructional strength in an effort to create a “well balanced” staff

27. Committed to the comprehensive plan for Chandler Dr. Stahly: “GCS must modify what we are doing so that all children improve their level of achievement… this is about not only improving opportunities for children to achieve better; we must offer recommendations such that the children actually do achieve better.”