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?
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]
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?
Stakeholder Engagement to Develop Your Plan:Howdid you engagestakeholders in the process of developing this plan?
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 Measures[1] / LEA Baseline (cite date) / LEA Targets / Relevant State target
2010-11 / 2011-12 / 2012-13 / 2013-14
% meets standard on DCAS Reading / 100% by 2013-14
% meets standard on DCAS Mathematics / 100% by 2013-14
% meets standard on DCAS Science / 100% by 2013-14
% meets standard on DCAS Social Studies / 100% by 2013-14
% advanced on DCAS 4th Grade Mathematics / 60% proficient on NAEP by 2015
% advanced on DCAS 4th Grade Reading / 55% proficient on NAEP by 2015
% advanced on DCAS 8th Grade Mathematics / 55% proficient on NAEP by 2015
% advanced on DCAS 8th Grade Reading / 55% proficient on NAEP by 2015
% reduction in black-white achievement gaps on DCAS (since 2008-09) / 50% reduction on NAEP by 2015
% reduction in Hispanic-white achievement gaps on DCAS (since 2008-09) / 50% reduction on NAEP by 2015
% reduction in low-income - high-income achievement gaps on DCAS (since 2008-09) / 50% reduction on NAEP by 2015
NCLB graduation rate / 90% by 2013-14
College enrollment rate / 70% by 2013-14
College retention rate / 85% by 2013-14
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.
% reduction in special education – non special education identified students achievement gap on DCAS (since 2008-2009) / 50% reduction by 2013-2014

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.
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

Additional LEA Goals:

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:
  1. Implement college and career ready standards and assessments
  2. Improve access to and use of data systems
  3. Build the capacity to use data
  4. Improve the effectiveness of educators based on performance
  5. Ensure equitable distribution of effective educators
  6. Ensure that educators are effectively prepared
  7. Provide effective support to educators
  8. Provide deep support to the lowest-achieving schools
  9. Engage families and communities effectively in supporting students’ academic success
/ Alignment to Goals:
  1. Rigorous standards, curriculum, and assessments
  2. Sophisticated data systems and practices
  3. Sophisticated data systems and practices
  4. Effective teachers and leaders
  1. Effective teachers and leaders
  2. Effective teachers and leaders
  3. Effective teachers and leaders
  4. Deep support for the lowest-achieving schools
  5. [As determined by LEA]

Additional LEA Objectives:
/ Alignment to Goals (State or LEA):

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Delaware Success Plan Template
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 (SoW1)
  • Build a culture of college- and career-readiness in schools (SoW2)

Additional LEA Strategies

Activity plan by strategy:

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Delaware Success Plan Template

Strategy 1: Support the development of new standards, align curriculum, and conduct assessments (SoW 1) / Owner:Administrative Assistant for Curriculum, Instruction and Assessment
indicate each activity, the budgeted amount required for it (with funding sources), and the person who will be responsible for it. Required activities have already been included. / Timeline: Place an “X” in each box that represents a time period in which the activity will be carried out. / Deliverables: List the major deliverable(s) for
each activity, and when they will be completed.
2010/2011 / 2011/2012 / 2012/2013 / 2013/2014
Activities / Budgeted amount / Person responsible / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su
Ensure curriculum aligns with standards / $60,000 over three years for teachers to create LFS units and for LFS unit review(substitutes for work during regular work day and stipends for after-hour and outside of school year work, district trainer and LFS consultant time) / Admin. Asst. for CIA / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / x / Curriculum audit completed by outside consultant and district CIA (curriculum instruction and assessment) specialist. (Completed 2009/2010)
Curriculum audit results shared with staff and curriculum gaps identifies. (Fall 2010 and ongoing)
Learning Focused Strategies Units of Study developed for each grade level and content area with major focus on grouping standards and identifying KUD. (Fall 2010 and ongoing)
LFS district trainers (trained through the LFS train the trainer program) and company consultants provide technical support to teachers as they write units of study. (Fall 2010 and ongoing)
LFS Units of Study review process implemented as a means to approve units at the building and district level making sure all units align to standards, are rigorous/extend thinking, and include formative and summative assessments.(Fall 2010 and ongoing)
LFS focus group established to hear teacher concerns regarding unit development and implementation. LFS professional development, lead by district trainers, occurs at the beginning of each meeting with specific topic requests coming from focus group and walkthrough data. (Fall 2010 and ongoing)
Matrix document for curriculum alignment developed to match LFS Units to the Delaware Prioritized curriculum and/or Common Core as per the state transition to Common Core.(Summer 2011 and ongoing)
Ensure curriculum is implemented with fidelity / $50,000 over a three year period for LFS implementation (substitutes for teachers needing professional development, train the trainer workshops, LFS consultant services) / Admin. Asst. for CIA / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / District tool developed for school/district leadership to use in classroom walkthroughs (modeled on LFS walkthrough tool). (Fall 2010 and ongoing)
Building walkthroughs conducted to ensure faithful implementation of curriculum. (Fall 2010 and ongoing)
Superintendent and CIA workgroup reviews building walkthrough data with building administration.(Fall 2010 and ongoing)
District sweep team composed of Superintendent, Director of Personnel, CIA work group and building administration conduct school wide or content specific walkthroughs followed by an immediate sweep team meeting to discuss findings. (Fall 2010 and ongoing)
CIA workgroup shares district sweep walkthrough findings with school staff at first available faculty meeting.(Fall 2010 and ongoing)
Professional development needs identified in walkthroughs are shared with district LFS trainers resulting in LFS review modules being created and implemented.(Spring 2011)
Additional LFS trainers identified and complete train the trainer workshop.(Fall 2011 and ongoing)
A cohort system of professional development for LFS ensures that all new teacher hires are LFS trained. (Fall 2010)
Develop district common end of marking period assessments in the core content areas / $20,000 over three years (substitutes for work during regular work day and stipends for after-hour and outside of school year work, district trainer and LFS consultant time) / Admin. Asst. for CIA / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / LFS unit development teams design end of marking period summative assessments in core content areas. Assessments will cover LFS units taught within a given marking period.(Fall 2010 and ongoing)
LFS review committee used to approve units at the school/district level will review marking period summative assessments to ensure alignment to standards taught within marking period LFS units.(Spring 2011 and ongoing)
Implement common end of marking period assessments in the core content areas and analyze assessment data / $3,000 for correlation study / Admin. Asst. for CIA / x / x / x / x / x / x / x / x / x / x / x / x / x / x / Detailed schedule with master plan for pilot, revision, and final implementation. (Spring 2011 and ongoing)
Pilot common end of marking period assessments. (Fall 2011 and ongoing)
Final common end of marking period assessments. (Fall 2013)
Data reports with analysis by item, classroom and subgroup (Begin with Pilot Fall 2011 to help inform revision and ongoing after final assessments developed)
Correlation study of common end of marking period assessments to DCAS. (Begin with Pilot Fall 2011 to help inform revision and ongoing after final assessments developed)
Data informed interventions implemented at the school, classroom and student level. (Begin with Pilot Fall 2011 based on perceived quality of assessment in development stages and ongoing after final assessment development)
Evaluation of intervention effectiveness using retest of common assessments, formative assessments and DACS. (Begin with Pilot Fall 2011 based on perceived quality of assessment in development stages and ongoing after final assessment development)
Ensure that all students participate in the DCAS or alternative assessment / Supervisor of Elementary CIA / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / School create schedule to ensure that all students participate in DCAS or alternative assessment. (Fall 2101 and ongoing)
Analysis of DCAS and alternative assessment data. (Fall 2010 and ongoing)
Budget total / $133,000

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Delaware Success Plan Template

Strategy 2: Build a culture of college- and career-readiness in schools (SoW 2) / Owner:Administrative Assistant for CIA
indicate each activity, the budgeted amount required for it (with funding sources), and the person who will be responsible for it. Required activities have already been included. / Timeline: Place an “X” in each box that represents a time period in which the activity will be carried out. / Deliverables: List the major deliverable(s) for
each activity, and when they will be completed.
2010/2011 / 2011/2012 / 2012/2013 / 2013/2014
Activities / Budgeted
Amount / Person responsible / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su
Provide rigorous advanced coursework
  • Include examination of rigor of developed LFS units as part of LFS unit review committee process
  • Increase opportunities for students to earn college credit prior to graduation
  • Increase opportunities for students to earn high school credits in middle school
  • Review district’s current elementary student acceleration program and make recommendations for changes/revisions.
  • Expand and improve CTE offerings
/ $10,000 over three years for planning meetings during and outside of the school day.(substitute costs for during work day, stipends for outside of workday.)
$5,000 for middle level course materials and staff PD
$30,000 for Dual credit student tuition costs over three years.
$10,000 for high school level course materials and staff PD / Admin. Asst. for CIA / x / x / x / x / x / x / x / x / x / x / x / x / x / Rubric for LFS unit of study approval incorporates rigor as a criteria. (Summer 2011 and ongoing)
Inventory and report the current course offerings for college credit, and high school credit earned at middle level. (Summer 2011)
Two additional middle level courses offered for high school credit. (August 2012)
Three additional high school courses offered for college credit, either AP or Dual credit. (August 2012)
High school master schedule developed that allows time for high school seniors to take college courses off campus. (August 2011 and ongoing)
Agreements with local Colleges and Universities to allow high school seniors to take courses. (August 2011 and ongoing)
One additional middle level course that allows a student to earn high school credit. (Fall 2012)
Review committee consisting of Administration, Teachers and Parents to complete an evaluation of the current elementary student acceleration program. (Fall 2011 and ongoing)
Recommendations of elementary student acceleration program review committee presented to the Board for consideration. (Spring 2012)
Board action on recommendations of elementary student acceleration program review committee (Spring 2012)
Analyze available data to determine job market projections for Delaware and surrounding states. (Summer 2011 and ongoing)
CTE work groups meet with area business committees to discuss pathway expansion or revision based on data analysis. (Fall 2011 and ongoing)
Additional CTE pathway or courses offered as a result of data analysis. (Fall 2012 and ongoing)
Target high-need or low-achieving students for enrollment in advanced coursework / $10,000 over three years for planning meetings during and outside of the school day.(substitute costs for during work day, stipends for outside of workday.) / Admin. Asst. for CIA / x / x / x / x / x / x / x / x / x / x / x / x / Analysis of current data used for enrolling students in advanced coursework/programs(Fall 2011 and ongoing)
Analysis of the demographics of students enrolled in advanced coursework/programs(Fall 2011 and ongoing)
Compilation of available research based criteria identified as best practice for placing students of high-need or low-achievement in advanced coursework.(Fall 2011)
Selected criteria used to place students into advanced coursework, including criteria to identify students of high-need or low-achievement is Board approved. (Spring 2012)
Analysis of data including level of student success as measured by course completion, credits earned local and state test results, and student retention in advanced coursework/programs. Data will be disaggregated. (Summer 2013 and ongoing)
Proactively support students in advanced coursework / $150,000 over three years to provide extended day and regular school day curriculum support services.(Teacher stipends and transportation) / Admin. Asst. for CIA (secondary)
Supervisor of Elementary CIA (elementary) / x / x / x / x / x / x / x / x / x / x / x / x / Extended day tutoring opportunities for all students enrolled in advanced coursework, priority placement given for certain at-risk students.(Fall 2011 and ongoing)
High school master schedule that allows for double dosing of math and ELA, or curriculum support day services.(Fall 2011 and ongoing)
Provide AP testing to all students free of charge. / $21,000 over three years / Admin. Asst. for CIA / AP test provided to all students taking AP classes. (Fall 2011 and ongoing)
Expand the role of high school counselors in student academic areas to include Student Success Planning, career exploration/planning, and student support services. / $5,000 over three years for planning meetings and program set up. / Superintendent / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / x / Work load, daily activity and responsibilities review of counseling staff.(Fall 2010)
Priority areas identified for counseling staff based on above review and goal of increasing academic focus. (Fall 2011)
Identify list of tasks to assure completion of Student Success Planning. (Fall 2011)
Establish an advisement program, to be implemented within and outside of the school, to address career planning and to provide student support services needed to ensure academic success. (Fall 2011)
Budget total / $241,000
Additional LEA Strategy: / Owner:
indicate each activity, the budgeted amount required for it (with funding sources), and the person who will be responsible for it. Required activities have already been included. / Timeline: Place an “X” in each box that represents a time period in which the activity will be carried out. / Deliverables: List the major deliverable(s) for
each activity, and when they will be completed.
2010/2011 / 2011/2012 / 2012/2013 / 2013/2014
Activities / Budgeted amount / Person responsible / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su / F / W / Sp / Su
Budget total
Objective 1 Measures: Which measures will this objective impact, how much, and when?
Measures / LEA Baseline (If applicable) / 2010-11
(End of SY) / 2011-12
(End of SY) / 2012-13
(End of SY) / 2013-14
(End of SY) / Rationale
Number of LFS units of study completed and approved by review committee per year with full course curriculum averaging 6 to 9 units. / 0 / +2 / +3 / +3 / +1 / For Measure:
Measures the district’s progress of LFS unit of study development, review and final approval.
For Targets:
Progress in the first year will be slower as teachers begin this work and the review process is put in place. It is expected that though 90 min. PLC time has been allocated in each school, time beyond the 90 min. PLC will be needed in the first year as teachers become familiar with the LFS unit format and rubrics guiding quality and rigor. Teachers will also be involved in the review process. As LFS unit writers’ understanding of format and rubric expectations increases, LFS unit writers will become more proficient and the review process time will decrease resulting in a higher pace of LFS unit completion. The final year shows the possibility that one unit may still need to be completed and approved.
% of curriculum aligned to the Delaware Prioritized curriculum and/or Common Core / 50% / 60% / 75% / 85% / 95% / For Measure:
Assuring the district’s curriculum is aligned to state standards and/or the Common Core is critical. The philosophy of LFS curriculum alignment of 70% of instructional time focused on essential content standards, 25% on important content standards, and 5% spent on compact content standards will serve as a guide for the curriculum audit. The matrix document for curriculum alignment provides a method for determining if appropriate amounts of instructional time are allocated.
For Targets:
The district’s curriculum audit in 2009/2010 revealed curriculums that relied heavily on texts for the basis of instruction. Though some texts were well aligned to state standards, others were not. Some teachers were creating lessons from a day to day perspective (knowledge and skill based) verses a unit perspective (deep understanding/standards based). It was clear the district lacked a comprehensive written curriculum. Now that the district has selected a process and format for unit development and provided training to staff, the writing of a comprehensive curriculum has begun. As the LFS units of study are written the % of curriculum aligning to standards will increase. Therefore, the rate of increase follows that of the rate of unit development noted in the previous measure.