DISTRICT TRANSFORMATION PLAN COMPONENTS

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1 DISTRICT TRANSFORMATION PLAN COMPONENTS The District Transformation Plan (DTP) template will be based on indicators of effective districtlevel practice and other district improvement plan templates designed to increase district capacity, compliance and ability to support student outcomes. The DTP template and its components will be further refined during calendar year Several existing models for district continuous improvement and intervention plans will be integrated into the District Transformation Plan, including: 1. The indicators of effective district-level practice included within ISBE's district continuous improvement plan, based on the Rising Star continuous improvement process; 2. The expectations of school districts participating in the State's Race to the Top Phase 3 plan; and 3. The required improvement plans for those districts that have entered into intergovernmental agreements with ISBE permitting a voluntary intervention, as described in Appendix. Example planning indicators and requirements from these three sources are set forth below. Indicators of Effective District-level Practice (derived from ISBE district continuous improvement plan and Race to the Top Phase 3 requirements) Continuous Improvement Focus Target Area 1: Vision and Direction 1. The district and school(s) have an aligned vision/mission statement that supports a learning environment which is emotionally safe and conducive to learning. a. Task Focus: The district implements the State-adopted survey of learning conditions or approved equivalent, subject to available funding. 2. The superintendent and other central office staff are accountable for school improvement and student learning outcomes. a. Task Focus: The district establishes systems to recruit and support strong instructional leadership at the school-level. Continuous Improvement Target Area 2: Improvement Processes 3. The district improvement process is aimed at student academic, physical, social, emotional, and behavioral development. 4. The district s school improvement process is aimed at student academic, physical, social, emotional, and behavioral development. 581

2 a. Task Focus (for indicators 3 & 4): The district implements a comprehensive school continuous improvement process (either Rising Star or an approved equivalent). 5. The district builds partnerships with municipal and civic leaders, includes them in district and school improvement planning, and maintains regular communication with them. b. Task Focus: The district uses school and district performance information from State Report Card to support and build municipal and civic engagement. 6. The district builds partnerships with community organizations in district and school improvement planning and maintains regular communication with them. a. Task Focus: The district uses school and district performance information from State Report Card to support and build community engagement. 7. The district builds partnerships with parent organizations in district and school improvement planning and maintains regular communication with them. a. Task Focus: The district uses school and district performance information from State Report Card to support and build parental engagement. 8. The district operates with district-level and school-level improvement teams. a. Task Focus: The district establishes professional learning communities to support all aspects of the instructional improvement process. Continuous Improvement Target Area 3: Allocation of Resources for School Improvement 9. The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement. a. Task Focus: The district partners with teacher preparation programs to plan and implement pipeline strategies for High Poverty High Minority Schools. 10. The district provides schools with technology, training, and support for integrated data collection, reporting, and analysis systems. a. Task Focus: The district plans for and implements a strategy to link student data across local systems to support the creation of integrated learner profiles. b. Task Focus: The district performs requirements gathering, systems analyses, and systems enhancements needed for integration of local student and educator data with the Illinois Shared Learning Environment. 582

3 11. The district regularly allocates/reallocates resources to support school, staff, and instructional improvement. a. Task Focus: The district provides sufficient autonomy in the use of time and reallocates professional development resources necessary for DTP implementation. Continuous Improvement Target Area 4: Support for School Improvement and Student Achievement 12. The district provides a cohesive district curriculum guide aligned with state standards or otherwise places curricular expectations on the school. a. Task Focus: The district establishes alignment teams to address critical student transition points, as applicable: PreK to elementary, middle to high school, and high school to postsecondary. b. Task Focus: The district performs grade-level curriculum analysis using the new State Standards and undertakes cross grade-level discussions to identify shifts in content. c. Task Focus: The district integrates: (1) writing through-out the curriculum; (2) CCSS in Math and ELA across the curriculum, including the concept of text complexity for ELA and application for Math; and (3) CCSS Science framework (when adopted) into the curriculum. 13. The district curriculum encompasses a set of knowledge, skills and behaviors of appropriate content and rigor to prepare students for both college and careers. a. Task Focus: For districts serving grades 9-12, the district establishes two or more Programs of Study promoting critical STEM application areas. 14. The district ensures the delivery of the curriculum is differentiated to meet the needs of all learners. a. Task Focus (when learning maps are available through ISLE): The district embeds learning maps as a central part of instructional practices at all grade levels. b. Task Focus: The district, as applicable, establishes an individual learning plan program, commencing in 7th grade, that aligns to a Programs of Study model in the predominant feeder schools for high schools implementing STEM Programs of Study. 15. The district ensures that all district and school stakeholders are knowledgeable about Response to Intervention (RtI) implementation by providing support, guidance, training, and professional development. 583

4 c. Task Focus: The district's RtI implementation plan ensures targeted interventions and differentiated supports aligned to the revised Learning Standards. 16. The district implements a standards-based reporting system in Math, ELA and Science. 17. The district develops a local assessment system that: (1) includes through-course, formative, and summative assessments in a coherent framework to support standardsaligned instruction and, where appropriate, measure student growth; and (2) integrates CCSS assessment items in subjects other than Math and ELA. Continuous Improvement Target Area 5: Teacher and Leader Effectiveness and Supports 18. The school district implements PERA's teacher evaluation requirements on an aggressive timeline approved by ISBE. 19. The district establishes a formal peer evaluation system that is used for a significant portion of summative evaluations and can be used as part of evaluations during teacher remediation. In addition, the district uses positive performance evaluations as one of the criteria for selecting peer evaluators. 20. The district establishes a two-year induction and mentoring program for beginning teachers, subject to the availability of funding. In addition, the district uses positive performance evaluations as one of the criteria for selecting mentors. 21. The district establishes a one-year induction and mentoring program for beginning principals, subject to the availability of funding. In addition, the district uses positive performance evaluations as one of the criteria for selecting mentors. District Improvement Planning Requirements (derived from ISBE's existing intergovernmental agreements for district interventions) 1. Plan for Board Member Training and Operational Review: Development of a board member training plan and general operating principles for board/staff roles and interactions. 2. Corrective Plan for Noncompliance: Development and oversight of the implementation of a corrective plan addressing the District's noncompliance with any and all regulatory requirements. 3. Financial Plan: Development and oversight of the implementation of a plan for the financial operation of the District addressing, at minimum, the District's projected revenues and expenditures and a description of the means by which the District's budget will be brought into balance. 4. Staffing Needs Analysis and Plan: (i) Performance of an analysis of critical staffing needs within the District to support the District Transformation Plan; (ii) development of standards of excellence for staff; (iii) evaluation of current staff and the reassignment or 584

5 replacement of all staff unable or unwilling to meet the new standards of excellence established by this Plan; and (iv) development of a strategy for attracting candidates and posting positions to meet the District's critical staffing needs, in a manner consistent with the Plan's standards of excellence as well as financial plan. 5. Facilities Plan: Development and oversight of the implementation of a plan for the maintenance, repair and improvement of all District facilities (including, but not limited to, buildings used for instructional and administrative functions, indoor and outdoor recreational facilities, landscaping, parking and infrastructure related to traffic circulation) and the correction of any violations of the Health Life Safety Code for existing facilities. 585