Deep Dive 3 Implementation Plan Seattle Public Schools

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1 Completed Status Deep Dive 3 Implementation Plan Seattle Public Schools Goal or Milestone: What is the end result of your project work? Brief Outline of Strategy: What is the overlying process you will employ to reach the goal/milestone? Increase student achievement in the areas of math and literacy Arts infused lessons in math and literacy delivered collaboratively by classroom teachers and arts partners. Certified staff support and intervention during out of school time. Trauma therapist on-site to serve highly impacted students. Rationale for this focus: Emerson Elementary school is the only remaining SPS level 1 school in the Southeast Region. A high percentage of students are below standard in reading and math (49% are below standard in reading; 60% are below standard in math). The strategies proposed in the Deep Dive 3 application will increase academic achievement in reading and math. (evidence of need) Task to Achieve this Goal Describe the specific actions that will occur. Students Affected What subset of students will be affected? Who is Responsible Who is involved? Who will provide leadership? Timeline When will this activity begin and end? (mm/dd/yymm/dd/yy) Deliverable What specific outcome will be achieved by this task? Resources What existing & new resources will be used to accomplish the task? Infused Arts instruction in the classroom addressing math and literacy All 300 k-5 students will receive between 9 and 16 hours of arts infused instruction during the school day to support math and literacy goals Arts Corps staff, Arts Impact staff, 1 teacher leader per grade, site coordinator, principal 3/14-6/15 Arts Corps will provide: Six, 16 hour literacy focused arts integrated residencies (1 in every 3-5 grade classroom) annually for 2 years. 8 hours of teacher training annually for 2 years. Arts Impact will provide Cultural study trips- one per classroom, six- 9 hour math focused art infused mentorships for 1 teacher lead per grade 1 level. New- DD3 investment

2 Completed Completed Deep Dive 3 Implementation Plan Seattle Public Schools Out of school time intervention and support Through certified staff Trauma therapist as an intervention for highly impacted students Decrease barriers to learning 90 students k-5 (majority level 1 or level 2) Tier 3 students. Targeted for through SIT process, includes transitional, homeless, chronic truancy, extreme behavior, or students affected by ACEs Afterschool providers (Tiny Tots Development Center, City Year) Site Coordinator, school interventionist, certified staff Sound Mental health trauma therapist 3/14-6/14 9/14-6/15 90 students will receive 190 hours annually in additional reading and/or mathematics support from certified staff. This intervention will strengthen the academic support for students enrolled in Emerson s afterschool program, currently funded through City Year and 21 st Century funds from OSPI 9/14-6/15 Decrease barriers to learning for caseload of targeted students. Provide onsite mental health counseling, connect students to additional services, support families Deliverable: Student attendance will increase? Behavioral referrals will decrease? New- DD3 investment Existing- City Year dedicates 5 staff and 1 team leader for 3 hours 3 times a week for afterschool support. Tiny Tots provides 21 st Century CLC afterschool program 5 days a week. New- DD3 investment Existing- Sound Mental Health therapist will coordinate with school counselor and Family Support Worker 2

3 Completed Completed Islandwood Overnight Science Program Literacy Strategy: Emerson is using a balanced literacy approach using small group or workshop model to teach all components of literacy. We are using Columbia University Teachers College workshop model and is supported by word work, shared and guided reading experiences. We provide literacy instruction in a inclusion model pushing in to support our struggling students, ELL, and students with IEP s. The arts infusion strategies proposed for DD3 will allow for further exploration and connection to content for students and provide additional differentiation for teachers. All 4th grade students (Approx.50) All students Deep Dive 3 Implementation Plan Seattle Public Schools 4 th grade teachers, Islandwood staff, site coordinator will plan trip logistics Duration is 1 week annually for 2 years Funds overnight science immersion experience, includes transportation, room and board, and certified field instruction during program, classroom teacher PD and curriculum support All staff ongoing Core instruction and curriculum delivery New- annual $5,000 from DD3 investment Leveraged- annual $10,000 from Islandwood scholarships, teacher PD and support School baseline budget, Title 1 3

4 Completed Math Strategy: Emerson is using the districts Everyday Math curriculum to provide math instruction. Classrooms are providing instruction in a workshop model with a mini lesson and then engaging learning opportunities for students to utilize the skills through small group and partner activities. We are using high leverage teaching strategies to increase the student discourse in the areas of mathematics. We have also developed an acceleration block for K-2 and 3-5 where we are using various strategies (music, movement and games) to provide reinforcement in the content standards. The arts infusion strategies proposed for DD3 will allow for further exploration and connection to content for students and provide additional differentiation for teachers. All students Deep Dive 3 Implementation Plan Seattle Public Schools All staff ongoing Core instruction and curriculum delivery School baseline budget, Title 1 4

5 Deep Dive 3 Implementation Plan Seattle Public Schools Goal or Milestone: What is the end result of your project work? Brief Outline of Strategy: What is the overlying process you will employ to reach the goal/milestone? Strengthen the inclusive and culturally responsive environment of Emerson for students and families Cultural navigators acts as liaison to ELL students and families, culturally relevant artist residencies engage Students in the classroom, teacher PD empowers teachers to use culturally relevant arts strategies to teach across content. Rationale for this focus: Authentic Student and family engagement is a crucial foundation for learning. Intentional strategies to build a more culturally competent teaching staff, a more inclusive and inviting school environment, and create more relevant and engaging classroom learning will increase academic achievement, improve attendance, decrease discipline incidents, and support the goals of the school and community alike. (evidence of need) 5

6 Completed Status Task to Achieve this Goal Describe the specific actions that will occur. Students Affected What subset of students will be affected? Deep Dive 3 Implementation Plan Seattle Public Schools Who is Timeline Responsible When will this Who is involved? activity begin Who will provide and end? (mm/dd/yymm/dd/yy) leadership? Deliverable What specific outcome will be achieved by this task? Resources What existing & new resources will be used to accomplish the task? VFA cultural navigator ELL students that speak Somali, Spanish, Vietnamese VFA will help identify the most appropriate CBO to meet student needs 6/14-8/15 Conduct parent trainings/workshops for parents. Outreach to ensure parent participation at conferences, family nights, and other school activities. Organize parents to become involved in PTSA, Building Leadership Teams, or other committees. Provide training to school staff on working with ELL families. Work with staff to organize cultural events Connect parents to needed social services as necessary. Connect the school to other cultural and social service organizations as appropriate New- DD3 investment Leveraged- $120k per year through Levy investments at Wing Luke and Dearborn Park, I might talk about the SERVICE being provided by Wing Luke and Dearborn Park no need to mention funding source 6

7 Completed Completed Completed Arts Corps Cultural Bridge Artist residencies Arts Impact summer institute to improve teacher practice All 300 K-5 th grade students All students impacted through improved culturally responsive instructional practice Deep Dive 3 Implementation Plan Seattle Public Schools Arts Corps staff, artist residents, classroom teachers, site coordinator Arts Impact staff, Principal 3/14-6/14 9/14-6/15 12 eight hour cultural bridge classes for students with teaching artists. Provided annually for two years. 8/2014 All 12 teachers receive a 30 hour professional development New- DD3 investment New- DD3 investment Southeast Seattle Education Coalition -connect to community, other regional work, develop and strengthen partnerships, family support All students k-5 will benefit from coordinated and aligned partnership SESEC staff, leadership team, site coordinator 3/14-8/15 Expansion of existing partnerships, increased family engagement, PD opportunities for staff and CBO partners, regional sharing of best New- $5,500 annual DD3 investment Existing- expansion and formalization of existing partnership with SESEC 7

8 Deep Dive 3 Implementation Plan Seattle Public Schools 8

9 Deep Dive 3 Application Seattle Public Schools (Emerson Elementary) Implementation Plan Narrative - Revised as of 1/30/2014 Southeast Seattle boasts the most ethnically diverse zip code in the country with residents coming from every corner of the globe. It is a place rich with history and culture. Despite the region s many assets, 21.8% of families are living below the poverty line and unemployment is substantially higher than other parts of the city. School performance in the area has been uneven over the years with many schools below standard. Seattle Public Schools (SPS) monitors school progress toward meeting District-wide strategic targets ranking them one through five, with one being the lowest score. The data shows that Emerson Elementary is the only remaining level one school in the southeast region. This school has strong leadership in place and a solid vision for academic excellence - Emerson is poised for success as a Deep Dive 3 project that can be a model for the region. This proposal was collaboratively developed with feedback and support from the Emerson school staff, students and families, community partners, the SPS School and Community Partnerships Department and numerous other district staff. Our proposal includes a focus on literacy and math for all grades. Currently, 60% of students in tested grades are below standard in math, and 49% of students in tested grades are below standard in reading. This proposal is aligned with the Race to the Top targets of increasing math and literacy MSP scores in 3 rd -5 th grade. Our Goals: Our Targets: To increase student achievement in math and literacy To strengthen the inclusive and culturally responsive environment at Emerson for students and families Reading o 10% increase in the number of students that move from below standard to proficient in reading in the school year* o 10% increase in the number of students that move from below standard to proficient in reading in the school year* o Overall proficiency in Reading moves from 51% to 71% Math o 10% increase in the number of students that move from below standard to proficient in reading in the school year* o 10% increase in the number of students that move from below standard to proficient in reading in the school year*4 o Overall proficiency in Math moves from 40% to 60% * The annual 10% increase each year was selected as a target because, if successful, it will pull Emerson up from a level 1 school to a level 2 or higher based on SPS school segmentation.

10 Responsibilities/Timelines/Deliverables - Revised To achieve these goals and targets we have made revisions to our initial proposal, while keeping the integrity of our original application. Emerson Site Coordinator, 1.0 FTE, hired March 2014 through August 2015 o CHANGE: Reduced to a 0.75 FTE o CHANGE: Reduction of fringe benefits to coincide with staffing reduction Arts Impact Summer Learning Institute focused on arts infused math instruction for all K-5 classroom teachers, including mentorship for each teacher o CHANGE: Classroom mentorship will only be provided to one teacher per grade o CHANGE: Year 2 of arts infused literacy, and Year 2 of Summer Institute was removed Arts Impact Empathy workshops and Artist Residencies o CHANGE: Removed from proposal Central office support proposed at a 0.5 FTE o CHANGE: Removed from proposal, including fringe benefits o CHANGE: Intensive School Partnership Coordinator to support beginning of implementation plan from February 2014-August 2014 Cultural Navigator to be hired in July 2014 through August 2015 o CHANGE: Hiring will move one month earlier to June 2014 Arts Corps program for Arts Integrated Residencies, Cultural Bridge and afterschool programs o CHANGE: Reduced time in classroom; added in-kind donations; dropped program rate to subsidized level; reduced number of afterschool classes and length of arts integrated residencies Sound Mental Health, Trauma Therapist o CHANGE: Only funded for 1 year from September 2014-June 2015 Local travel o CHANGE: Was reduced by half, from $1000/year to $500/year Supplies o CHANGE: A supply budget was added to provide materials arts integration strategies and family and community engagement SPS indirect was adjusted o CHANGE: The SPS indirect was reduced to coincide with reduction in proposed funding Our proposal includes a focus on literacy and math for all grades through academic support during and after the school day, with an emphasis on supporting classroom learning. Attendance, engagement, and overall school culture would be positively impacted through greater use of the arts in after school programming and through arts integration in the classroom. Arts Impact will provide professional development to enhance and invigorate teaching practice, which will build capacity and be sustained beyond the funding period. Arts Corps will provide artists in residence who will work across the entire school population. Case management for the highest risk students would be implemented by a school based therapist to address issues of trauma. Finally, Emerson will use cultural navigators to act as a liaison between families of ELL students, schools, the District, and resources in the community, providing training and outreach to families. In terms of impact, Emerson currently has over 300 students from PreK-5 th grade. School wide arts integration, professional development, and increased afterschool programming allow us to address student needs across the whole school. Emerson submitted an application for a City of Seattle Families and Education Levy (FEL) investment. If awarded, the Levy funds would support separate and complimentary programs and services. If we can set high expectations for academic rigor and achievement and improve engagement and enjoyment through opportunities for arts and other enrichment opportunities we can maintain the momentum for academic improvement.

11 Opportunity for Replication The foundation of the DD3 proposal is built the Intensive School Partnership (ISP) model. The ISP structure supports school-community partnership infrastructure that employs data driven decision making and alignment of programs/services to increase student academic outcomes. Emerson is one of 3 SPS schools where this structure is currently being piloted. Lessons learned from this pilot have positively impacted each of the schools and have influenced central office process improvements, strategic planning, principal PD, and strengthened regional partnership efforts. Additionally, this model has helped to produce a Framework for CBO Data Sharing; new Data Sharing Templates; a new Automated Data Report for partners; and through collaboration with Youth Development Executives of King County, The Alliance for Education, and the City s Office for Education, workshops have been provided to ISP partners and many others. Appendix A provides a visual of the Intensive School Partnership model and a list of roles and responsibilities for the various stakeholders. This model can be replicated regionally.

12 Metrics Metrics Appendix A Seattle Public Schools Intensive School Partnership Model ISP Partner ISP Partner OUTCOMES What Change Are We Trying To Affect? ISP Partner Continual Feedback and Revision ISP partner Continual Feedback and Revision School Site Team Includes School Staff and Community Partners that meet regularly, monitors data, designs metrics, suggests interventions, influences outcomes

13 SPS Intensive School Partnership Responsibilities By signing below, you commit to roles and responsibilities for the duration of the ISP pilot, from fall 2012-August 2014 School Responsibilities ibilities - Meet monthly with ISP stakeholders -Collect, share, and analyze best practices with partners -Build a culture of collaboration and develop a shared vision for partnership impact -Cultivate Data-Driven decision making -Share building space with partners in accordance with SPS leasing agreement -Designate a staff contact for ISP partnership needs -Include ISP partners in school-based PD -Help identify target students and metrics -Identify and involve a Family/Parent representative CBO Responsibilities -Meet monthly with ISP stakeholders -Collect, share, and analyze best practices with partners -Build a culture of collaboration and develop a shared vision for partnership impact Cultivate Data-Driven decision making -Deliver services and/or programs -Execute quality assessments -Respond to needs of school -Comply with building usage & lease agreements -Comply with Alignment Initiative and FERPA regulations District Responsibilities -Meet monthly with ISP stakeholders -Collect, share, and analyze best practices with partners -Build a culture of collaboration and develop a shared vision for partnership impact Cultivate Data-Driven decision making -Dedicate FTE staff to partnership needs -Develop data sharing agreements -Support SPS processing protocols and FERPA needs -Advocate for partnership -Build infrastructure and systems to support the pilot -Provide technical assistance Provide PD opportunities Principal CBO Executive Director ISP Coordinator Site Based Program Coordinator SPS Manager

14 RTT-D PROJECT DD3 Attachment 3: Annotated Budget and Budget Narrative Program: Applicant Name Here Program: Description of Project Here Instructions: Please complete this budget with the support of your business office. Complete one Annotated Budget Template in Excel to plan and implement the proposed project. The annotated budget should tie directly to the services you plan to provide and the number of students you plan to impact. If applying jointly, specify individual district funds where appropriate. Complete this template by showing how you would invest Project DD3 at the District/Community Level funds. For example, if you are going to budget a portion of the funds for a salaried position, please include the dollar amount, as well as a description of the responsibilities of that person. List district and CBO funding that contributes to this project in the Other or In-Kind Funding column. Please notify us if you need a template with additional line item rows. NOTE: RTT-D funding must comply with Federal procurement procedures unless state or district requirements are more strict (e.g., sealed bid, sole source, adequate number of bids). TWO YEAR BUDGET PERSONNEL - List Position Names, Roles, and salary/benefits allocated to Project DD3 at the District/Community Level. Note: Grant may support project management and data collection costs. Other Funding or In-Kind Funding 11/1/13-8/31/14 Total 1st yr. Budget 11/1/13-8/31/14 Budget Request 9/1/14-8/31/15 Other Funding or In-Kind Funding 9/1/13-8/31/15 Total 2nd yr. Budget 9/1/14-8/31/15 Total 2 yr. Budget 9/1/13-8/31/15 Budget Request 11/1/13-8/31/14 SALARIES,EXTRA PAY,RELEASES.75 FTE Emerson Site coordinator 22, $22,500 $45,000 $67,500 Summer Learning Institute 6120 $6,120 0 $0 $6, Central office support $8,750 $0 $8,750 Certified afterschool support 6720 $6, $6,720 $13,440 Description of Expense. Please describe variation in FTE DD3 Site Director salary 3/14-8/15. position dropped from 1.0FTE Teacher pay for PD from Arts Impact see detail attached quarter time Central Office support 9/14-9/15, Central coordinator removed from proposal ($15,000) Classroom teachers for academic support afterschool 3/14-6/15 FRINGE BENEFITS FOR PERSONNEL LISTED ABOVE site coordinator fringe $8,486 $8,486 $16,973 $16,973 $25,459 includes all medical and benefits.25 Central office support $0 $0 pport removed from proposal ($2500) extra time benefits $2,703 $2,703 $1,415 $1,415 $4,117 includes all extra time benefits TOTAL Personnel : $46,529 $8,750 $55,279 $70,107 $0 $70,107 $125,386

15 NON-PERSONNEL - Other Services and Charges; Supplies for ProjectDD3 at the District/Community Level. Note: Include costs for software and other technology, licenses, related trainings, etc. Budget Request 11/1/13-8/31/14 Other Funding or In-Kind Funding 11/1/13-8/31/14 Total 1st yr. Budget 11/1/13-8/31/14 Budget Request 9/1/14-8/31/15 TRAVEL Local Travel 500 $ EQUIPMENT if > $5000 (otherwise list in supply category) SUPPLIES Supplies for arts infusion strategies and family and community engagement 1000 $1, Other Funding or In-Kind Funding 9/1/13-8/31/15 Total 2nd yr. Budget 9/1/14-8/31/15 Total 2 yr. Budget 11/1/13-8/31/15 $500 $1,000 $1,000 $2,000 CONTRACTUAL Vietnamese Freindship Association $135, Description of Expense. Please describe variation in FTE to cover regional partnership meetings, PD, etc $180,000 $315,000 VFA Cultural navigator-benefits included ($120k are leveraged postions at Wing Luke and Dearborn Park funded through city Levy) position funded 6/14-8/15 Sound Mental Health 0 $ $11,950 $11,950.2 trauma therapist 9/14-6/14 Arts Corps $22, Arts Impact $15, SESEC 5500 $5, OTHER Islandwood Overnight Science Program $15, DISTRICT INDIRECT 8% MAX. Exceptions: no indirect on equipment. Individual contracts limited to 8% on first $25,000 $21,200 $11,400 $37,470 $5,500 $11,000 $15,000 $30,000 SPS average is 4.49% for ; 4.47% $ 5,013 $ 5,013 $ 8,772 for $8,772 $10,000 TOTAL Non-Personnel : $70,153 $130,000 $200,153 $125,322 $130,000 $255,322 $418,420 TOTAL TWO YEAR BUDGET: $116,682 $138,750 $255,432 $195,429 $130,000 $325,429 $543,806 Arts intergrated residencies, afterschool support, cultural bridge classes, teacher training. See detail attached Summer Institute 2013, classroom mentorships, cultural study trips. See detailed attachment Regional support, Technical assistance, partnership expansion, fiscal development, family engagement Funds 2 years, including transportation. Inkind leverage is scholarships from Islandwood Yellow Highllighted cells show changes from previous budget. Total Ask $312,111 amount available 315,500

16 Deep Dive 3 Application Seattle Public Schools (Emerson Elementary) This document is meant to provide answers to questions raised by the Race to the Top Executive Committee on Thursday, January 24 th, 2014 regarding Seattle s DD3 proposal Q1. Please clarify your implementation plan and elaborate on goals, tasks, students affected, who is responsible, timelines, deliverables, and needed resources. A1. Please see the completed DD3 Implementation Plan (attached) Q2. Please explain the connection between art integration strategies and school based strategies at Emerson. A2. Arts integration is a best practice and research supports that this strategy increases academic success in math and literacy, builds 21 st Century skills such as motivation, communication, and critical thinking skills, it engages and motivates students, empowers teachers, and facilitates a culturally responsive instruction environment. Emerson views this as a strategy to help in reaching their math and literacy goals and supports the curriculum that is in place at the school. Emerson Elementary utilizes a workshop model that allows students to learn in small groups at their level. The teacher differentiates instruction based on students need. Arts infused lessons provide an alternative entry point which will deepen the understanding of the common core standard for that content area. It also aligns to the math practices standards of perseverance, communication and collaboration. Q3. Please provide information regarding Emerson s Family and Education Levy application. A3.Emerson submitted an application for a City of Seattle Families and Education Levy (FEL) investment. If awarded, the Levy funds would support separate and complimentary programs and services. Nine elementary schools submitted applications this round and only four of those schools will be funded in Notification of awards will be in early February The DD3 and Levy proposals were developed as separate yet complimentary plans. If funded by the Levy, Emerson would continue to receive classroom and afterschool support from City Year. Communities In Schools would provide a case manager to support tier 2 students and an onsite family support specialist would support students of color below standard. Long term planning has identified FEL funds as a viable means

17 of sustaining additional academic interventions and wrap-around services that are in high demand at Emerson. Q4. How can coordination costs be minimized? A4. The DD3 proposal was revised and the 0.5FTE central office support was removed from the proposal. Additionally, the site coordinator position was reduced from a 1.0 FTE to a 0.75 FTE. These adjustments save approximately $48, Q5. How could this plan be a model of regional significance? A5. The foundation of the DD3 proposal is built the Intensive School Partnership (ISP) model. The ISP structure supports school-community partnership infrastructure that employs data driven decision making and alignment of programs/services to increase student outcomes. Emerson is one of 3 SPS schools where this structure is currently being implemented. Lessons learned from this pilot have positively impacted each of the schools and additionally, have influenced central office process improvements, strategic planning, principal PD, improved data sharing systems, and strengthened regional partnership efforts. See Appendix A for more details about the ISP structure.