The Plan For GHS

PARTNERSHIP ZONE PLAN FOR
GLASGOW HIGH SCHOOL

CHRISTINA SCHOOL DISTRICT
JANUARY 5, 2011
FINAL PARTNERSHIP ZONE PLAN

DELAWARE DEPARTMENT OF EDUCATION
GLASGOW HIGH SCHOOL PARTNERSHIP ZONE PLAN TRANSFORMATION
January 5, 2011
Table of Contents
Abstract and Stakeholder Consultation ............................................................................................................................................................................................ 3
Rationale for Intervention Model Selected ...................................................................................................................................................................................... 6
Needs Assessment ................................................................................................................................................................................................................................ 8
Instructional Model and Support Data ............................................................................................................................................................................................ 13
Staffing and Professional Development ........................................................................................................................................................................................... 25
Leadership Structure .......................................................................................................................................................................................................................... 37
Effective School Day and Extended Learning Time......................................................................................................................................................................... 41
School Climate and Parent/Community Involvement and Supporting Data ............................................................................................................................. 43
Governance and Technical Assistance ............................................................................................................................................................................................. 48
Measures .............................................................................................................................................................................................................................................. 52
Contract Modifications with the CEA ............................................................................................................................................................................................... 52
Overall Budget Breakdown ............................................................................................................................................................................................................... 53
Student Data and Progress Targets ................................................................................................................................................................................................. 57
Academy Models Structure/Content and Needs – Early Thinking ........................................................................................................................................................ 63
Staff Academy Preference Form ...................................................................................................................................................................................................... 68
Appendices – Attachments ............................................................................................................................................................................................................... 70
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INTERVENTION MODEL AND STRATEGIES

Intervention Model TRANSFORMATION
(14 Del Admin Code SS 103)
Component
Abstract / Stakeholder BUILDING MOMENTUM / REINFORCING RELATIONSHIPS/ REDEFINING RELEVANCE/ SUPPORTING STUDENT SUCCESS
Consultation – Section 1 SIG Starting on September 1, 2010, when Glasgow High School was named as part of the Delaware Partnership Zone, the process
1003g Application to develop the plan for Transformation for Glasgow High was a collaborative process including representation from major
stakeholder groups including: parents, teachers, community, students, and district administration. The process started on
Day 1 - September 1 - with the Superintendent visiting Glasgow High School to meet with teachers and administrators about
the announcement around Glasgow being included in Delaware Department of Education’s Partnership Zone. The Assistant
for Administrative Services attended the first PTA meeting after the announcement to talk with parents and teachers.
Within a week a PZ Design Team dedicated to Glasgow High was assembled and convened with the responsibility to review
data, gather community feedback, research effective models , and ultimately develop a plan to Transform Expectations,
Environment, and Outcomes for students at Glasgow. The Design Team included teaching staff from Glasgow High, GHS
school administration, parents, Christina Education Association union leaders, members of the Christina Board of Education,
and district administrators – Director for Secondary Curriculum and Professional Development, Manager in Accountability
and Assessment, Supervisor Family and Community Engagement, Interim Director of Special Services, Human Resources,
Supervisor of School Climate, Supervisor for Grants, and the Deputy Superintendent. The Design Team met weekly through
September and October into November with the Draft Plan submission occurring on November 15. During the design phase
teachers, a parent, and administrators from Glasgow toured the New Tech High in Los Angeles, CA. The teachers who
participated were impressed with the school culture and environment and although a New Tech High was not selected as an
Academy for Glasgow, the ability to view project based learning in a high school environment was compelling.
Once feedback began to come in on the draft, the design team continued to meet through mid-December in order to
assemble the detail necessary to complete and communicate the Plan. The Design Team met with GHS staff at Glasgow on
November 5th to review the plan prior to submitting the components and a draft of the Memorandum of Understanding with
the Christina Education Association to the Christina Board of Education on November 9th , 2010. Most of the GHS Staff
attended.
The Design Team attended a day and a half session with MASS 2020 on December 2 and 3rd centered on understanding using
time effectively. The Team also met with the Stubbs Team in a half day session on December 7 to review the developing
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plans and to discuss common aspects in more detail. More than 25 team members participated in each of these sessions.
The Design Team presented a draft of the final Plan to the Glasgow Staff on December 16th .
Forums for the Community were held in monthly (September 29, October 25, November 17) along with a Board of Education
Workshop dedicated to this process on October 5. Over 20 Parents, several students, and many staff, attended the first
forum. Fewer parents, students, and staff attended subsequent meetings but the input remained strong. Good dialog,
questions and conversations were an integral part of the development of this plan. Parents were notified of meetings
through a variety of means including Parent Link messages, web postings on the district website, and Christina Enews
messages. The presentation made at the community forum held on November 17th is attached.
Staff presented an initial recommendation for an intervention model at a four hour Board Workshop held on October 5th .
Many parents, students, and staff spoke in support of the proposed recommendations.
Staff then presented an Action Item for approval to the Christina Board of Education outlining components of the Plan and
the associated draft Memorandum of Understanding crafted to amend the teacher’s contract to support the Plan at the
November 9, 2010, Board of Education meeting. The components of the Plan and the draft of the MOU were approved by
the Christina Board of Education at that meeting.
Throughout the process, the Public could review development of the plan at each of these meetings and provide feedback to
the District, Board of Education, and the Team. A survey of students, parents, and the community was held in order to
gather preferences on selections for the proposed Academies within Glasgow. The survey was given out at a Community
Forum, held online, and sent home with 8th grade students. Students at Glasgow High were strongly encouraged by staff to
complete the survey online.
The Online Results of the survey are attached to this submission.
GHS staff on the Design Team provided opportunities to share information around the plan to the teachers at regularly
scheduled Friday meetings for staff. The proposed plan has developed from within the GHS community and has gathered
support, enthusiasm, and buy-in. A process initially viewed as potentially damaging to Glasgow High School has developed
into a sense of opportunity for positive change and that momentum continues to build.
As a strategy to address poor student performance indicators – in a downward spiral since 2006, engage students to a higher
degree, and create stronger relationships between and among students and staff, the Partnership Zone Design Team has
proposed to create Small Learning Communities / Academies at Glasgow High. These Academies house up to 110 students
per grade to 450 students total in grades 9 – 12 and will develop strong individualized culture to create environments close
enough where all students are well known to all staff. Student data for each academy will be tracked and the success of each
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academy will be evaluated independently.
In order to enhance the relevance of the learning process for students the Plan will also incorporate a project-based teaching
and learning methodology in the delivery of instruction in core subjects. In the first years of the Plan, professional
development for staff will focus on re-implementation and expansion of the Positive Behavior Support Program to develop
strong positive school climate, and mastery of the instructional delivery model- Project Based Learning to support and
improve instruction. Defined strategies from the district-wide initiative – LFS – Learning Focused Strategies– will be woven
into the instructional model to strengthen the delivery of core curriculum. The focused strategies will include Essential
Question (what are we trying to learn?), Graphic Organizer (how are we organized to tackle it?), Concept Mapping, and
Summative Distribution (check back on did we get it?). GHS will remain in the Vision network and will use the time and
coaching like an overarching PLC for school leadership teams as they implement the Plan.
Students will submit preferences for Academy placement and students will be placed as space allows. Teaching staff will
have the opportunity to remain at Glasgow and interview for positions within the three Academies. Administrators will also
have the opportunity to interview for positions as Academy Leaders and Campus Principal.
Additional instructional time will be provided for all students by adding an hour to the school day. Teaching staff will have
staggered starting times in order to meet the needs of the additional learning time for students while keeping the cost of the
initiative down. Additional time will be provided for targeted students by adding two weeks to the school year in June in the
form of an Acceleration Academy or Bridge Program. Teachers will apply to work in the positions needed for the additional
time in June.
Progress monitoring of the Plan and technical assistance for the leaders will be provided by a Partnership Zone Council
composed of individuals who have expertise in areas of instruction, curriculum, student data evaluation, professional
development and project management. Each will have a percentage of their time dedicated to working with both of
Christina’s Partnership Zone Schools. An outside managing partner (the Coordinating Partner) will work with the committee
to coordinate all outside vendors and associated contracting, procure and schedule these services, assess the effectiveness of
the services, and develop a tool to evaluate the use of the professional development in the classroom. Building capacity of
staff, “jumpstarting” student achievement, and nurturing a culture for learning will be key focal points in this plan. Building
leadership and the Council will use a combination of formative (early warning indicators and in future years – DCAS ) and
summative assessments (DCAS, College Board Reporting, and Student GPA) to review student growth and progress
throughout the life of the plan. Targets for growth and achievement have been developed and are attached at the end of
this plan.
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Rationale for Intervention Glasgow High has a strong history of student involvement and community support. “Dragon Pride” can be felt in all areas
Model Selection around the school.
Leadership at Glasgow had changed repeatedly over the course of the past five years. The graduating class of 2010 had
experienced four different principals in their four years at GHS. Key indicators used to measure student success reflected this
lack of stability. In the three years prior to the 2010 school year, GHS had seen falling standardized test scores, increasing
disciplinary referrals, low graduation rates in comparison to the District and the State, and declining enrollment trends.
In response to these indicators, school leaders and teachers implemented Student Advisories in the 2009 – 2010 school year.
Glasgow has a student population of 1150 – 1200 students per year and there was concern that many of these students were
getting lost in the size of the school population. Indications of marginal success or warnings of imminent failure for many
students were not being caught in time for redirection or intervention. Several teachers serving on the Design Team spoke
with optimism about the opportunity to work with small groups of students and track their progress. They felt this practice
was showing promise but that the initiative was a new one and needed time to develop.
Stability was needed.
As the Partnership Zone Design Team process began, teacher leaders stepped up immediately with strong ideas around
building smaller learning communities where teachers and students could build stronger relationships. Much of the Plan has
been developed, led and support by the GHS staff participating in the design. Parents and school leaders expressed the need
for longevity and stability in school leadership to allow for some of the initiatives like the Student Advisories to take effect
and grow.
With this input in mind, the Superintendent made the recommendation to the Board of Education that the model selected
for Glasgow High School should be Transformation. The Christina Board of Education supported this recommendation on
October 5, 2010 and on November 9 , 2010
The Transformation model Plan for GHS will include components to address each aspect of the defined model:
Instructional Model: A phased Integration of a Project Based Learning instructional model to create relevant interdisciplinary
relationships. Glasgow High will also create three Academies for up to 450 students in grades 9 – 12 where students and
staff are grounded in smaller learning communities to cultivate stronger relationships among all. Relevance in coursework
will be reinforced with the underlying themes associated with each Academy.
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Teaching and Leadership: Review and Re-evaluation of existing Staff and new Leadership structure through a rigorously
defined interview process.
Governance Structure: Tiered Structure to support and ensure success. Academies will be led by strong Instructional leaders.
The Campus will be led by a Campus Principal tasked with providing the support necessary to all the instructional leaders to
focus on student achievement. The School will be supported by a Partnership Zone Council composed of individuals with
expertise in instruction, curriculum, professional development, student data evaluation, and project management. These
individuals will be focused on the progress and success of the plan for the School by meeting regularly to review and analyze
student performance data, participate in classroom / school walk thrus, and integrate review of student performance with
evaluation of the efficacy of the plan. Additional support will be provided by an outside expert partner. The team will be in
place to remove obstacles to success for the Glasgow Plan as well as to assist in assessment of the milestones so that
corrections can be swift and focused.
Extended Learning Time: This plan proposes a tiered methodology to ensure effective use of the classroom time, school day,
and school year. Glasgow will review the current use of time within current day and within current class blocks using a
Quality Time Management tool developed by MASS2020. Examples of the tools are included in the appendices of this Plan.
Utilizing data generated from this study, GHS will implement an extended day designed to support individual student needs
as well as supporting student engagement and access to opportunities for enrichment (internships, dual enrollment) and
intervention (double dosing, online credit recovery). Staff will have staggered reporting time to minimize the additional
hours for teachers and maintain a control on cost. A Summer Acceleration Academy will offer an extended year opportunity
for 9th and 10th graders identified as needing time and opportunity to transition into the Academy environment and/or “catch
up” in meeting academic goals.
School Climate and Community Involvement: The implementation of the Positive Behavior Support Project at Glasgow has
not been deep and the results have not been as successful as the other two high schools in the District as well as in other
schools in the state. As a part of this plan, GHS will re-implement the state supported initiative Positive Behavior
Support(PBS) to support changes in the school climate and will follow through with the additional training modules available
through the University of Delaware. GHS will also review and select a behavior modification program to address extreme
behaviors. GHS has engaged a vendor – Learning Link to generate a plan to engage parents who are historically difficult to
reach. Academy development will include generating a group of business partners cultivated and selected to create
opportunities for students to integrate their academy focus with actual practices. Use of these partners will support the
extended learning day and project-based learning by providing opportunities for internships, shadowing, and real-world
project definition and evaluation.
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Needs Assessment PERFORMANCE DATA

Glasgow Student Performance data from the past three years is listed in the tables at the end of this document
along with the targets set for the Plan.
EXIT SURVEYS
The following are excerpts from a District-wide Senior Exit Survey held last Spring. 89% of Glasgow’s 220
seniors responded. A total of 758 seniors responded overall.
Perceptions of High School Preparation (N=758)
Seniors were asked an assortment of questions about their experiences in their current high school. Response summaries
are provided below:
Preparation for pursuit of post-graduation work, training, or educational opportunities

25% of seniors felt very well prepared
61% felt fairly well prepared
11% felt fairly poorly prepared
3% felt very poorly prepared (5 students did not respond to this question)
Confidence that one has the necessary academic skills to succeed after graduation
42% of seniors were very confident
48% were fairly confident
8% were not very confident
1% were not at all confident (13 students did not respond to this question)
Extent of school counselor involvement across high school career

28% of seniors reported their school counselor was very involved
36% reported that the school counselor was fairly involved
26% reported that the school counselor was only slightly involved
8% reported no involvement from the school counselor (12 students did not respond)
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How well the Senior Project helped students to focus on post-graduate career possibilities
29% of seniors reported that their Senior Project helped them to focus on post-graduate possibilities very well
34% reported that the Senior Project helped them focus on post-graduate options fairly well
18% reported that the Senior Project did not help them very much to focus post-graduate options.
17% reported that the Senior Project did not help them at all
2% reported that they did not do a Senior Project (7 students did not respond)
How often did students have the information they needed to make good course selections
22% of seniors reported that they were provided the information they needed to make good course selections
very often or all the time
47% reported that they had the necessary information most of the time
25% reported that they had the necessary information some of the time
6% reported that they hardly ever or never had the necessary information (10 students did not respond)
How connected were high school classes to students’ future

22% of seniors reported that their high school classes were very connected to their future
43% reported that their classes were fairly connected to their future
26% reported that their classes were only slightly connected to their future
7% reported that their classes were not at all connected to their future (17 students did not respond)
How many adults in the high school students felt they could trust / talk to
25% reported they trusted and could talk to many adults (5 or more) in their high schools
59% reported they trusted and could talk to a few adults (2-4)
10% reported they trusted and could talk to one adult
4% reported they there were no adults in their high school that they trusted or could talk to (12 students did not
respond)
How much did the expectations of teachers affect high school performance
39% reported that teacher expectations affected their high school performance a lot
44% reported that teacher expectations somewhat affected their performance
10% reported that teacher expectations affected their performance a little
4% reported that teacher expectations did not have any affect (20 students did not respond)
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What was the single greatest obstacle to success in high school

26% reported challenges with time management
22% reported motivational problems
15% reported personal problems
14% reported attendance problems
8% reported weak academic skills / knowledge
3% reported feeling alone / not enough support
2% reported poor support from parents or other family members
6% reported “other” types of obstacles (not included in the survey item list)
o Write-in “other” responses included death in the family, problems with illness, learning or sensory-based
disabilities, language issues, general lack of adult support, test-taking, poor teaching, and frequent
residential or school transitions (27 students did not respond)
Overall high school experience rating

40% of seniors rated their overall high school experience in the Christina School District as very positive
49% rated their experience as somewhat positive
7% rated their experience as somewhat negative
Only 3% rated their experience as very negative (5 students did not respond)
ROOT CAUSES RELATED TO THE PERFORMANCE CHALLENGES
The root causes surrounding student success in secondary schools are complex, yet may be loosely grouped into three
general areas, as identified by the district:
Root Causes Related to Performance Patterns
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Student Success in Secondary Schools

Teaching
Policies and Behaviors
and
Practices and Beliefs
Learning
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•SCHOOL BASED POLICIES AND PRACTICES
Policies •School operations not organized for student-

centered learning
•Course offerings, rigid schedules, grading
and systems limit student opportunities

•Discipline policies, PBS implementation
inconsistent and biased
Practices •Use of early warning indicators ineffective

and uncoordinated
•DISTRICT LEVEL POLICIES AND PRACTICES
•Effective resources to address at-risk
behaviors inadequate
•Transition planning for students limited and
ineffective
•Inadequate support for social/emotional
needs of students
•Teaching and learning is not student-centered
Teaching •Differientated instruction is limited or
unavailable
and
•Rigor, relevance and relationships is lacking in
education plans
•Professional development is inadequate
Learning •Intervention strategies do not address student

needs
•Teacher andLeadership Capacity
•Difficulty in recruiting qualified candidates to
teach and lead
•ADULT BEHAVIORS AND BELIEFS

•Diversity and cultural competency among staff
Behaviors is lacking
•Belief that all students can succeed is
inconsistent or sometimes absent altogether
and •Prior student histories impact placement and

student expectations
•STUDENT BEHAVIORS AND BELIEFS
Beliefs •Parent/family engagement is limited; effective

models are absent
•Student performance expectations are
generally low and often biased
•Cultural dissonance and prejudice contributes
to poor school climate
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Intervention Model TRANSFORMATION

(14 Del Admin Code SS 103)
Component
Instructional Model and Regulation: Use data to identify and implement an instructional program that is researched-based and vertically aligned from
Support Data one grade to the next as well as aligned with the State standards.
2009 – 2010 Regulation: Promote the continuous use of student data to inform and differentiate instruction in order to meet the academic
1149 students needs of individual students.
Create relevance, meaning, and active engagement for students at GHS. Promote strong relationships among students
Student Proficiency and between students and staff. Instill an interest in the learning process and encourage a school culture that promotes
ongoing education. Create NEW classroom environments using Project Based Learning methodologies to provide engaging
DSTP 2008/2009 alignment and interdisciplinary integration for students among core and NON core content areas as well as providing a
MATH: 32% were achieving at or strong basis for differentiated instruction – offering opportunities for all students. MOVE from a Teacher–centric
above proficiency levels. classroom where material can look and feel disconnected to an environment toward a more Student –centered model
READING: 52% were achieving where content material is connected to real world experiences to encourage student and teacher engagement.
at or above proficiency levels.
DEVELOP ACADEMIES
DSTP 2009/2010 ACADEMIC ACADEMIES: Create three academies of up to 450 students each offering interdisciplinary curricula and more
MATH: 33% were achieving at individualized attention. Although the research on the long-term effects of small learning academies is not extensive, study of
or above proficiency levels. the outcomes of career academies on the lives of nearly 1500 students from nine urban high schools found that eight years
District wide proficiency was after graduating, students who had gone through the career academies were earning 11 percent more (or $216 more per
39% month) than their matched peers who had not gone through the academies. The effects were particularly pronounced for
READING: 44% were achieving young males (approximately 85 percent of whom were minority): they were earning $312 more per month than their peers
at or above proficiency levels. who had not attended an academy.” Kemple and Wilmer (2008) Career academies: Long-term impacts on labor market
District wide proficiency was outcomes, educational attainment and transitions to adulthood.
49%
NCLB targets for 09-10 were The National Association of Secondary School Principals has endorsed the idea of “reorganizing the nation’s large schools into
67% proficient in Math and smaller, more manageable learning units”. One type of Smaller Learning Community is the Career Academy. Cotton (2001)
79% proficient in Reading defines Career Academies as a school-within-a-school that focuses on a broad occupational area. Teachers and students self-
select. Career Academy curriculum directs students’ attention to the application of school-based learning by including in its
(58% and 67% respectively
curriculum work-based experiences with the businesses in the community. Career Academies provide students with choice
in 08-09). based on a career theme and an integrated sequence of courses. According to Cotton (2001) Successful models of career
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Districtwide comparisons at academies have work-based experiences and strong partnerships with business and community organizations. Cotton’s
high school level (Gr. 9-10) research shows that a higher percentage of students, across all socioeconomic levels, are successful when they are part of
in 08-09 were 53.7% in smaller, more intimate learning communities. Research points out that “size had such a powerful positive effect on the
achievement of poor students that it even trumped the beneficial effects of class size”. Cotton (2001) pg. 13 To this end,
Reading and 37.2% in Math.
downsizing has become a leading reform strategy in many urban school districts. The research confirms that school climate
improves and violence decreases in smaller learning units. Small size fosters increased teacher collaboration and encourages
teacher innovation. Research reveals that more positive attitudes and greater satisfaction are reflected in higher grades and
test scores, improved attendance rates, and lowered dropout rates in smaller learning communities. School size research also
highlights the significance of “stronger feelings of affiliation and belonging” with students in smaller learning environments.
NCLB Graduation Rates at Cotton (2001) pg. 14 Small learning community proponents argue that a major reason for smaller learning units is “knowing
Glasgow students well”. This is built on the premise that when teachers and students are able to build relationships, both are
2008 GHS motivated to work and be successful. Although the long term effects on smaller learning communities in not extensive, study
Overall 64% of the outcomes of career academies on the lives of nearly 1500 students from 9 urban high schools found that eight years
after graduating, students who had gone through career academies were earning 11% more ($216 per month) than their
2009 GHS matched peers who had not gone through academies. The effects were particularly pronounced for young males
Overall 67% (approximately 85% of whom were minorities): they were earning $312 more per month than their matched peers who had
not attended an academy. Kemple and Wilmer (2008) Career Academies: Long-term Impacts on Labor Market Outcomes,
2009 Districtwide educational attainment and transitions to adulthood.
Overall 72.9% According to Kathleen Cotton’s (2001) report: New Small Learning Communities: Findings From Recent Literature revealed
the following benefits of SLCs:
2010 GHS Achievement
Overall 57% o Students achieve at a higher level than those at larger high schools both on standardized achievement tests
and other measures
White 69% o Research shows that size had a powerful effect on the achievement of poor student that it even trumped the
Black 52% benefits effects of class size.
Hispanic 37% Equity
o The fact that mostly poor and minority child have notable higher achievement in SLCs can be used as a viable
strategy for narrowing the “achievement gap”.
Affiliations/Belonging
District-wide 9th grade Retention o Research shows that feelings of affiliation and belonging is consistently higher amongst SLCs students
Rate 2010 Safety and Order
23.6% o Violence and safety issues decrease in SLCs. There is a lower incident of drug use, assault, vandalism,
victimization, suspensions and expulsions.
Truancy and Dropouts
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CoHort Drop out Rate at GHS o School attendance and graduation rates are higher. “dropout rates are consistently and often significantly
2008 GHS lower in small learning units.
Overall 36% Extracurricular Participation
o Levels of extra-curricular activities participation is higher and students reported having more important role
2009 GHS with great satisfaction.
Overall 30% Parent Involvement and Satisfaction
o The levels of parent involvement and satisfaction re greater in small than in large school environments.
2010 GHS Teacher Attitudes and Satisfaction
Overall 30% o School size research finds that teachers are feel better make a difference in their students’ lives. Teachers
also felt more committed and higher sense of efficacy and were more likely to collaborate with their peers in
2010 - 2011 smaller learning units.
Students who Choice
INTO GHS - 50 PROJECT BASED LEARNING
Students who Choice Project based learning will be used as the primary pedagogical strategy at GHS because it fosters rigor and inquiry-based
OUT of GHS - 148 learning. There are many benefits to implementing PBL. PBL will shift classroom activities away from short, isolated,
teacher-centered lessons and emphasize learning activities that are long-term, interdisciplinary, and student-centered and
Students who Choose integrated with the real world practices. PBL is powerful because it will engage students in their own learning. It will provide
VoTech instead of GHS - 150 opportunities for students to pursue their own interests. PBL will also allow many opportunities for teachers to build
relationships with students. Additionally, PBL will provide increased opportunities for teachers to build relationships with
each other. Project-based learning will be used to connect core academic subjects with the themes of each academy and
will promote a meaningful educational experience that addresses a variety of learning styles. PBL will enable students to
make real-world connections between their classroom environments and the theme that selected.
In calling for a broader definition of rigor, the Southern Regional Educational Board, a nationally recognized education
research think tank that includes Delaware among its 16 member states, suggests:
Application-based learning of academic knowledge and skills, through authentic problems, projects and task in career
fields of interests
Project-based learning that develops students’ ability to learn and use academic knowledge in the context of a
problem that interests them
Depth-based learning that provides opportunities for students to explore certain topics of interest and gain greater
depth of understanding
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According to the Buck Institute for Education, “there is forty years of evidence that the instructional strategies and procedures
that make up standards-focused Project Based Learning are effective in building deep content understanding, raising
academic achievement and encouraging student motivation to learn”. The research studies conclude that Project Based
Learning can be more effective:
than traditional instruction in increasing academic achievement on annual state administered assessment tests
than traditional instruction for teaching mathematics, economics, science, social science, clinical medical skills, and
for careers in the allied health occupations and teacher
than traditional instruction for long-term retention, skill development and satisfaction of students and teachers
than traditional instruction for preparing student to integrate and explain concepts
in improving students’ mastery of 21st century skills
especially with lower-achieving students
an effective model of whole school reform
Buck Institute for Education describes project-based learning as an instructional approach built on “authentic learning
activities” that engage student interest and motivation. Pivotal to project based learning is “learning in depth”. The Buck
Institute offers the following definition for Project Based Learning:
“ A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an
extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products
and tasks”.
Project Based Learning requires students to engage in an extended process of inquiry while incorporating student voice and
choice into rigorous projects that help students practice 21st Century skills (such as collaboration, communication, and critical
thinking). The following elements are pivotal to the delivery of project based learning within the Buck Institutes model
Organized around an open-ended driving questions/challenge
Creates a need to know essential content and skills
Requires inquiry to learn and create something new
Requires critical thinking, project solving, collaboration and various forms of communication
Allows some degree of student voice
Incorporates feedback and opportunities for revisions
Results in public presented product and performance
PBL will enable students to gain deeper understanding of concepts and standards. The Buck Institute model of Project Based
Learning is aligned to youth development research and theory, and reflects current best practice about rigor, relevance and
relationships as key factors embedded in educational reform at the secondary level. Finally, the Buck Institute for Education
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emphasizes the significance of “relationship-driven classrooms” where adults’ mentors help students engage more deeply in
the learning process and develop rigorous and positive outlooks towards their academic achievement.
Work Cited
Cotton, K. (2001). New Small Learning Communities: Findings From Recent Literature. Portland, OR: Northwest Regional
Educational Laboratory.
Quint, J. (2006). Meeting Five Critical Challenges of High School Reform. MDRC.
What is Project Based Learning. (n.d.). Retrieved from The Buck Instittue for Education: bie.org
Additional research can be found at http://www.ncsu.edu/meridian/win2002/514/

And http://www.bie.org/research/library
SEE ATTACHED INITIAL THINKING ON ACADEMY DESIGN AT THE END OF THIS DOCUMENT.
Survey input from students, parents, and staff was reviewed and then Academies were selected to meet needs of
students based on Glasgow High’s needs assessment. Root causes including lack of engagement, low expectations on the
parts of both students and teachers, and a lack of rigor in many courses of study.
Based on all of these factors, the three academies will be:
o Science Technology Engineering Mathematics (STEM)
 Selected most often by students and parents by the survey conducted in the fall of 2010.
 Interest and support in curriculum, shadowing opportunities, etc. voiced strongly by Tech and Science
development companies located within a mile of the GHS campus. (Delaware Technology Park, Delaware
Bio, Airliquide)
 The need for Science Technology Engineering Mathematics as a base for Curriculum
National: “The science, technology, engineering, and mathematics (STEM) fields are collectively
considered core technological underpinnings of an advanced society, according to both the
National Research Council and the National Science Foundation. In many forums (including
political/governmental and academic) the strength of the STEM workforce is viewed as an
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indicator of a nation's ability to sustain itself.”

o Business and Entrepreneurship
 Strengthen Glasgow’s already strong Business Pathway.
 Engage additional students with relevant real world opportunities, training, and experiences.
 Attract local businesses to sponsor students and courses by offering internships, shadowing
opportunities etc.
o Humanities and the Arts
 Offer students a broad and more traditional path to graduation
 Focus on development of the liberal arts
Each Academy will develop specific metrics and student performance and growth will be evaluated individually
Student Admission to Academies will involve students in Glasgow’s current feeder filling out a request form that indicates
first, second, and third choices based on interest. Students will be assigned and academies will fill based on capacity.
Some students may be in second and third choices but all students will have equal access to ALL THREE academies.
Students requesting GHS in the Choice Process will also fill out the selection form.
Academies will begin with up to 110 9th graders and 110 10th graders in the first year and grow the 11th and 12th grades
as students progress. ALL 9th and 10th GRADE STUDENTS WILL BE ENROLLED IN ONE OF THE ACADEMIES IN THE
2011/2012 SCHOOL YEAR.
Academies will be supported by School Wide Department Chairs with expertise in core content knowledge. Selection of
Department Chairs will be done by interview by Academy Leaders, Campus Principal, and teacher representatives from
the CEA.
Academies will each be led by an individual instructionally-focused Administrator- Academy Leader, supported by a
selected teacher/counselor - Academic Dean and teaching staff who have interviewed to be part of that specific
Academy.
Timeline – 8th graders AND 9th graders will submit a preference for Academy in the spring.
o Fall will include an Exploratory course for all 9th graders (Enables students to sample each of the academies).
o For the YEAR ONE this would apply to all 10th graders also.
o 9th graders will recommit to their Academy at the end of both their 9th and 10th grade years so that they can
complete the Pathway / Academy work in time to graduate
o Transfers will be handled on a case by case basis
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January 5, 2011
POSSIBLE SAMPLE OF ACADEMY STRUCTURE

9TH GRADE BLOCKS
Math
Science
English
World Language
Social Science
Academic League – Enrichment/Intervention/Advisory/Team Project Work
Academy Elective
PE/Health/Academy Elective Sampler
10th GRADE BLOCKS

Math
Science
English
World Language
Social Science
Academic League – Enrichment/Intervention/Advisory/Team Project Work
Academy Elective
PE/Health/Academy Elective
11TH GRADE BLOCKS

Math
Science
English
Social Science
Academic League –Advisory/Team Project Work/Internship/Dual Enrollment
Academy Elective
Academy / General Elective
Academy Elective
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January 5, 2011
12th GRADE BLOCK

Math
Science
English
Social Science
Academic League –Advisory/Team Project Work/Internship/Dual Enrollment
Academy / General Elective
Academy Elective
Academy Elective
THE SUCCESS ACADEMY: Create a Success Academy for rising Juniors and Seniors for the 2011/2012 school year and for
Seniors only in the 2012/2013 school year. All criteria and requirements for graduation from GHS will remain in place.
In the Success Academy students will not only stay on track to graduate they will also identify and receive support to
achieve their post-secondary goals. The Success Academy will offer a range of opportunities from building life skills to
participating in Dual Enrollment program.
o Guidance – All students in the Success Academy will have the support of an Academic Dean who will work with
each student to assist in course selection, securing internships, designing a senior project, and completing
Community Service work. A case manager will assist students with IEP’s.
o Program Requirements –
 “Building Your Future” - All students will take a course that provides instruction focused on obtaining
the skills necessary to grow into college or career life. It will provide a workshop for analyzing individual
Student Success Plans. Students will also learn about specific requirements for entrance into specific
career and will complete applications as study. In addition, students will create items like resumes, write
letters of inquiry, complete sample applications, work on college applications, and complete financial aid
forms. Practice in these activities will support success in the actual college and career application
process. Guest speakers from local business and colleges will participate in the course.
 Senior Project – Students will participate and receive support in the Senior Project requirement. In
addition to meeting the requirements outlined in the District guidelines, students in the Success
Academy will complete a project-based component that requires them to complete an inter -disciplinary
project with real world application. Students will use internships, community service hours, and
employment opportunities to produce a viable project.
 Electives – Sign Language will be offered to Success Academy students. Then Sign language will transfer
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January 5, 2011
into the World Languages opportunities for students.

 Ambassadorships – All students in the Success Academy will be required to complete 20 hours over two
years serving as an ambassador for GHS. Ambassadors will represent the school at community and
regional functions.
 College Field Trips –Students in the Success Academy will visit the University of Delaware for instruction
in using the Library and other campus services. Students will receive counseling in admissions, etc. The
list of schools where visits can be arranged will be expanded.
SUPPORT THE RIGOR OF ACADEMY CURRICULUM WITH OPPORTUNITIES FOR DUAL ENROLLMENT FOR 11TH AND 12TH
GRADE STUDENTS
Develop a DUAL ENROLLMENT Program. Excerpts from the Request for Proposal to create a partnership with a local
University or College is as follows:
I. Overview
The Christina School District seeks an accredited University Partner to support Glasgow High School in the implementation of
a Dual Enrollment program as a part of a School Transformation Plans associated with the Delaware Department of
Education’s Partnership Zone. Christina currently has two schools in the 2011/2012 Delaware Partnership Zone. Plans have
been developed to “transform” these two schools and improve student achievement. Once approved by the State of
Delaware Department of Education, Christina will receive Race to the Top and Title I School Improvement Grant (1003g)
dollars to implement these Plans. The contract will run from January 31, 2011 through June 30, 2014 with a large portion of
the work for the two schools currently in the Partnership Zone being conducted in 2011 and 2012. The District will have the
ability to renew this contract on an annual basis after that time if the District finds that the need for services is still in place or
if additional Christina schools are added to the Delaware Partnership Zone.
The University Partner will work under a contract with the Christina School District and will provide three potential services
for Glasgow High:
In person teaching support by an adjunct professor affiliated with the university or College. Teaching to take
place in Glasgow High School as needed for individual Courses developed to support the Academy Model.
Accredited Dual enrollment courses on taken by Glasgow High School students on campus in Math, Science,
or foreign languages for up to 100 students per school year. Credits earned can be attributed to College OR
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January 5, 2011
High School requirements. Students will be in the 11th or 12 grades.
Accredited Online Courses Credits earned can be attributed to College OR High School requirements.
Students will be in the 10th, 11th ,or 12 grades.
This request for proposals (“RFP”) is issued pursuant to 29 Del. C. §§ 6981 and 6982.
The proposed schedule of events subject to the RFP is outlined below:

Public Notice Date:
Deadline for Receipt of Proposals Date:
Notification of Award Date:
Each proposal must be accompanied by a transmittal letter which briefly summarizes the proposing firm’s interest in
providing the required professional services. The transmittal letter must also clearly state and justify any exceptions to the
requirements of the RFP which the applicant may have taken in presenting the proposal. Furthermore, the transmittal letter
must attest to the fact that no activity related to this proposal contract will take place outside of the United States. The
Christina School District reserves the right to deny any and all exceptions taken to the RFP requirements.
II. Scope of Services - Responsibilities and Deliverables
The successful institution will provide dual enrollment courses for up to 100 students 11th or 12th grade students from
Glasgow High School per year. These courses may be taken on campus at the selected institution or online as needed to
supplement the students graduation requirements, Academy thematic need, or as enrichment coursework. The successful
institution will also be asked to provide teaching services for developmental courses created to meet the needs of Academy
themes but may not have Christina staff available who are highly qualified to teach the content.
III. Criteria
A. Please provide examples and detail around the following in response to this request for proposal:
 Resumes of individuals proposed to work with the Christina School District on this work.
 Prior or current dual enrollment programs in place
 Potential selection of courses for students
 Cost per service.
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January 5, 2011
The following information shall be provided in each proposal in the order listed below. Failure to respond to any request for
information within this proposal may result in rejection of the proposal at the sole discretion of the State.
ALIGN CURRICULAR REQUIREMENTS AND OFFERINGS WITH LOCAL HIGHER ED INSTITUTIONS: Coordinate course
offerings to align with the University of Delaware’s Path to Prominence and its commitment to Delawareans so that
students from GHS have the best chance possible to be accepted at UD if they apply.
o Update staff and guidance counselors so that all are aware of requirements and students are advised
appropriately.
o BEGIN THIS PROCESS IN THE 9TH GRADE!
USE STUDENT DATA EFFECTIVELY

EARLY WARNING INDICATORS
In recommending that, “Districts should develop student-level indicators/tracking systems to help target support and help
identify at-risk students before they fall too far off track in the transition to high school”, Council of Great City Schools
researchers Horwitz and Snipes, in their Spring 2008 Research Brief, cite findings that highlight the efficacy of knowing which
students should be selected for additional support and which interventions should be offered.
Develop early warning indicators for incoming 9th grade students during the spring months of 8th grade. Track 9th graders
based on indicators below quarterly during the entire 9th grade year school. Knowing that most 11th grade students who are
on track to graduate actually DO graduate, similar data will be used to continue to track 10th graders.
Academic Deans will be responsible to develop and maintain a list of students who are at risk. The Deans will share this data
in PLCS and strategies for both enrichment AND intervention will be identified or adjusted as needed to assure that each
student’s trajectory is geared toward success and graduation. IEP status will also be tracked. The Graduation Guide will work
closely with the Academic Deans in assisting the 9th graders who at the highest risk of failure. With this data, interventions
can be planned and extended learning time (during the day or at the end of the year) used most effectively to address the
specific warning indicators.
The criteria that we will use to determine at-risk status are as follows:
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1. Received a final grade of D, F, U, or I in any class in quarter 1.

2. Was absent 5 or more times through October 31.
3. Was suspended 1 or more times through October 31.
4. Is in 9th grade for the second or more year.
5. Is over age and a first or second time 9th grader.
A RISK_SUM variable will be as calculated based on these four criteria and based on how many of the four criteria the
students meet. The Risk Sum variable ranges from 1 to 5, with 5=highest risk and 1=lowest risk (but still at risk). The file will
be sorted by Risk Sum, then by student last name within each of the schools serving 9th grade. Only those students that met
at least one of the five at-risk criteria will be included in the lists. Lists will be generated quarterly, sorted by Academy, and
then reviewed by staff in PLC’s. Data will be used to determine interventions necessary, students who need additional time
in core curriculum, progress, regression etc.
As of October 31, Glasgow has the following data regarding 9th grade students at risk:
271 Total 9th grade Students meeting one of the above criteria
12 students who are repeating the 9th grade for the third time.
17 students who are high risk (level 5)
60 student at significant risk (level 3)
21 first time ninth graders at significant risk (level 3)
SEE ATTACHED EXAMPLE LIST FILTERED BY NUMBER OF TIMES IN THE 9TH GRADE AND THE RISK LEVEL. THE DATA WAS
GENERATED AT THE END OF OCTOBER.
MEASURES OF SUCCESS
Academic Deans and Academy Leaders will also understand the composition of mid-range and “High Flyers” and will work
together to identify opportunities for enrichment for each student. Internships, career shadowing, mentoring, dual
enrollment, advancement in coursework will be among the strategies used to modify student trajectories toward the
highest potential possible.
Academy Leaders will share status analysis of BOTH sets of student data to the PZ COUNCIL on a weekly basis.
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Staffing and Professional Regulation: Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s
Development comprehensive instructional program and designed with schools staff to ensure they are equipped to facilitate effective
teaching and learning and have the capacity to successfully implement school reform strategies
Selecting the Teaching Staff
and Providing Job Embedded Regulation: Implement new financial incentives and increase opportunities for promotion and career growth of effective
Professional Development teachers and provide more flexible work conditions designed to recruit, place, and retain staff with the skills necessary to
for leaders and staff and meet the needs of the students in a transformation school.
Supporting Data
PROFESSIONAL DEVELOPMENT DESIGN AND IMPLEMENTATION – A COORDINATING PARTNER
Teacher Retention Data Professional development activities necessary for implementation of the Plans for BOTH STUBBS AND GLASGOW HIGH
will be coordinated by a SINGLE consulting partner - the Coordinating Partner (CP) - and will be aligned with the needs of
Teacher retention rate at staff. These activities include Project-based Learning skills, Leadership, Curriculum aligned with the selected Academies,
GHS has remained fairly and Classroom Management/Cultural Competency training.
stable varying from 77% in
2006 to 85% in 2009/2010. INSTRUCTIONAL DELIVERY + SCHOOL CLIMATE + CORE CURRICULUM + THEME
=
ENGAGED STUDENTS
In 2009 – 2010 GHS had an =
85% teacher retention rate. INCREASED STUDENT PERFORMANCE
The district average was
79.5%. Year One will be focused on mastering Instructional Delivery and ensuring that the Climate is in place to deliver the
instruction - Project based Learning training and AND School climate training.
Test projects using Project based Learning will be implemented in Year One to ensure that teaching staff are comfortable and
capable with the new methodology. Professional Learning Communities (PLC) in YEAR ONE will focus instructional method
assuring that it is well understood within the teaching staff. Student data will be reviewed continuously to affirm the
implementation of the training as well as the students’ grasp of the core content. There will be PLC’s based in Content and
also Academy-based PLC’s where teachers will be discussing cohort s of students associated with their Academy.
Years Two and Three will continue to reinforce the new methodology and school climate based training but can be more
focused on Academy content material. PLC’s will continue to focus on student data and the demonstration of grasping core
content but will also begin to include academy content . Both Content and Academy based PLC’s will continue to be held.
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January 5, 2011
By this time 9th and 10th graders from Year One will have the opportunity to integrate significant Academy focused electives
into their schedules.
As stated above, GHS will continue to implement specifically identified LFS strategies to reinforce the instructional delivery
of Project Based Learning. The CP will assist in coordinating this work so that it is focused and complimentary. LFS
Strategies will include Essential Question, Graphic Organizer, Concept Mapping, and Summative Distribution.
GHS will remain a Vision Network School. The CP will assist GHS and Vision to tailor support to Leaders at GHS to reinforce
the Plan.
For Christina’s Partnership Zone schools, the accompanying Coordinating Partner shall report to the Christina Board of
Education. The Coordinating Partner will work directly with the PZ Technical Assistance Council (PZ COUNCIL) .
The successful provider will be selected through the Districts RFP process which includes screening and interview by an
identified committee who will develop a recommendation to the Board of Education for approval.
A single Request for Proposals (RFP) will be let for this service for both schools and an excerpt from that RFP for
professional services for this Coordinating Partner is as follows:
OVERVIEW
The Coordinating Partner will be expected to have proven expertise in school improvement practices and policies and will be
responsible to:
1. Lead in the development and implementation of a Project-based Learning instructional model + an Elementary STEM
Program in Stubbs Elementary School. Development and Implementation will include:
 Working with School and District leadership
 Alignment of curriculum with Delaware State Standards
 Develop and coordinate Professional Development to support the selected instructional model and
integrate the theme. Assist in the selection of and coordinate all external providers
 Assurance of fidelity in implementation
2. Lead in the development and implementation of Three Academies for Glasgow High – STEM, Business and
Entrepreneurship, Humanities and the Arts. These Academies will be implemented for approximately 100 students
per grade and will include the 9th and 10th grades in fall 2011 with the 11th and 12th grades coming aboard in following
years. Development and Implementation will include:
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January 5, 2011
o Working with School and District leadership

o Alignment of curriculum with the Delaware State Standards
o Development of course selections to align with the Academy themes
o Alignment of graduation requirements with the State of Delaware requirements
o Design of a Professional Development Plan to support the implementation of the curricular requirements for
each Academy. Assist in the selection of and coordinate all external providers as required.
o Assurance of fidelity in implementation
3. Provide ongoing integration and coordination of District-wide professional development with “Plan specific”
professional development in both schools.
4. Create and administer an assessment of “Plan-specific” professional development to determine effectiveness.
Develop an Acceleration Plan for Professional Development for teachers who join GHS and Stubbs later than August
1, 2011.
5. Develop an integrated walk-thru tool for Administrators for use in reviewing use of teaching strategies and classroom
climate, and provide training for Administrators to use the tool consistently and effectively across all schools using
the tool. Ultimately coordinate this tool with the DPASII Evaluation for Teachers and Leaders.
6. Work directly with the Academic leaders in both schools by being onsite up to three times per week supporting in
areas of management, budgeting, scheduling(including extended learning time), compliance, staffing, recruitment,
data assessment/ data evaluation, intervention strategies/programs.
7. Coordinating Partner’s contract will be evaluated on academic performance in each school.
8. Work directly with the District’s Partnership Council to monitor progress of each school’s Partnership Zone Plan.
Attend meetings (minimum of one half a day) per week and assist in the development and implementation of a
Progress Monitoring tool for each school. Assist in developing reporting tools also.
9. Develop an “exit strategy” that will allow the District to sustain the key components of each plan beyond the length
of the Race to the Top funding.
IV. Timeline for Development, Implementation, and Deliverables
Planning Year January 2010 – June 30, 2011

Finalize Plan for Academies in Glasgow High
Finalize Plan for STEM curriculum at Stubbs
Identify and procure services from all outside Partners
Set Professional Development schedule
Develop Coordination plan for all Partner services
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January 5, 2011
Year One July 1, 2011 – June 30, 2012

Conduct Professional Development in Project-Based Learning for teaching staff in both schools (July – August 2011)
Conduct / coordinate professional development focused on School Climate (July – August )
Develop and train Administrators on Integrated walk-thru tool (July – August 2011)
Implement Plans for Academies and STEM curriculum at Stubbs
Initiate Professional Development on both “plan specific” and districtwide
Implement walk-thru tool for Administrators
Ongoing Monitoring of Plan Progress thru PZ COUNCIL
Develop assessment for Professional Development plan
Conduct First Evaluation of Professional Development Plan
Year Two July 1, 2012 – June 30, 2013

Review Evaluation and adjust training or retrain as required (July – August 2012)
Continue “Plan Specific” professional development
Continue Implementation of Academies at GHS
Design Exit Strategy
Conduct Second Evaluation of Professional Development Plan
Year Three July 1, 2013 – June 30, 2014

Conduct Final Evaluation of Professional Development Plan and review results with Administration and Board of
Education
Implement Exit Strategy
V. Criteria
B. Please provide examples and detail around the following in response to this request for proposal:
 Prior experience contributing to rapid, significant, and sustained improvement in student achievement in
schools, including the number of schools served and the strategies found most effective in improving student
achievement in low performing schools.
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January 5, 2011
 Prior models of school governance and management, instructional design, staffing plan, community
engagement strategies, and student supports implemented and how effectiveness was evaluated;
 Experience serving high-poverty and/or chronically low performing schools, with evaluation reports,
quantitative data, or similar past performance measures as evidence
 Model used in working with district superintendents and central office staff to improve district practices that
either impede or support success at the school level;
 Firm’s governance and leadership structures and financial stability;
 Firm Capacity, including the number schools and grade levels that can be served
 Conditions and decision making authority required to successfully manage school transformation.
 Demonstrated ability to work effectively with the school, the District leadership, and the Board of Education
through the following:
o Participation in required External Service Provider meetings
o Timely completion and submission of reports
o Responding to all requests for information in a timely manner
o Developing an exit strategy plan wherein service and capacity are embedded in school and/or
district, allowing provider to exit and school performance to be maintained
The following information shall be provided in each proposal in the order listed below. Failure to respond to any request for
information within this proposal may result in rejection of the proposal at the sole discretion of the State.
SPECIFIC OUTSIDE VENDOR SERVICES– Specific Professional development and services through outside vendors will be
coordinated through the CP. Possible providers for Plan - specific professional development needs include a provider for
Project based learning strategies, STEM, Cultural Competency, etc.
An excerpt from a possible Project Based Learning RFP that would solicit services from a vendor for at least the two
Partnership Zone schools would be as follows:
OVERVIEW
The Christina School District seeks a Partner to assist in implementation of Project Based Learning (PBL) as an Instructional
Delivery Method. Christina has developed School Transformation Plans for two schools – Stubbs Elementary (320 students
total in grades K – 5) and Glasgow High School (1150 students total in grades 9 – 12) in response to being included in the
Delaware Department of Education’s Partnership Zone. Once approved by the State of Delaware Department of Education,
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January 5, 2011
Christina will receive Race to the Top and Title I School Improvement Grant (1003g) dollars to implement these Plans. This
contract will provide professional assistance to the Christina School District in transforming the instructional delivery model
to reflect and include Project Based Learning methodology in these two schools.
This contract will run from January 31, 2011 through June 30, 2014 with a large portion of the work for the three schools
being conducted in 2011 and 2012. The District will have the ability to renew this contract on an annual basis after that time
if the District finds that the need for services is still in place or if additional Christina schools are added to this initiative.
The District will hire a Coordinating Partner to manage the changes proposed in the Plans. The Coordinating Partner will
work under a contract with the Christina School District and will assist in managing the process of transforming the schools
Christina currently has in the Partnership Zone. The Coordinating Partner will report directly to Christina’s Superintendent of
Schools.
The successful candidate for this contract will work in conjunction with the Coordinating Partner to schedule Professional
Development, integrate and align curriculum, evaluate the effectiveness of the implementation, revise and retrain staff as
necessary, and design and implement an exit strategy to build sustainability.
VI. Scope of Services - Responsibilities and Deliverables
The Project Based Learning Partner will be expected to have proven expertise in school improvement practices and policies
and will be responsible to:
1. Work with principal and school leaders to develop a comprehensive strategy for success through the use of Project
Based Learning in PZ Schools.
2. Provide professional development for all staff focused on Project Based Learning, with tools and strategies that are
differentiated to meet the needs school.
3. Work with the District identified Coordinating Partner to schedule school visits to provide consultative services,
feedback and follow up on professional development.
4. Collaborate with the District’s Coordinating Partner to provide guidance on the work of each school, differentiate the
professional development for each school, contribute to the development of a monitoring tool for student
performance, contribute to the development of a coordinated walk thru tool for administrators to evaluate teacher
effectiveness.
5. Create opportunities for all Schools involved in this initiative to work with other schools nationally to share best
practices, lessons learned, challenges and successes.
6. Provide all Schools in this initiative with protocols, rubrics, online database of PBL lesson plans and other tools to
build a cohesive system.
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7. Provide professional literature and materials supporting the program to the participating schools and central office.
8. Provide opportunities (forums, etc.) for parents to become more informed and familiar with PBL instructional
method
VII. Timeline for Development, Implementation, and Deliverables
Planning Year January 2010 – June 30, 2011

Finalize Plan for PBL Integration in Academies at Glasgow High
Finalize Plan for PBL Integration at Stubbs
Set Professional Development schedule
Year One July 1, 2011 – June 30, 2012

Conduct Professional Development in Project-Based Learning for teaching staff in all schools
(July – August 2011)
Develop and train Administrators on Integrated walk-thru tool (July – August 2011)
Ongoing Professional Development
Implement walk-thru tool for Administrators
Develop assessment for Professional Development plan
Conduct First Evaluation of Professional Development Plan
Year Two July 1, 2012 – June 30, 2013

Continue to Conduct Professional Development in Project Based Learning for teaching staff (July – August 2012)
Continue to assist Implementation of Academies at GHS
Design Exit Strategy
Conduct Second Evaluation of Professional Development Plan
Year Three July 1, 2013 – June 30, 2014

Continue to Conduct Professional Development in Project Based Learning for teaching staff (July – August 2012)

Complete Implementation of Academies at GHS
Conduct Final Evaluation of Professional Development Plan
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Review Evaluation with District Personnel

Implement Exit Strategy
VIII. Criteria
C. Please provide examples and detail around the following in response to this request for proposal:
 Examples of successful integration of PBL in a phased-in timeframe
 Examples of materials to be proposed
 Prior experience contributing to rapid, significant, and sustained improvement in student achievement in
schools, including the number of schools served and the strategies found most effective in improving student
achievement in low performing schools.
 Firm’s governance and leadership structures and financial stability;
 Firm Capacity, including the number schools and grade levels that can be served
 Demonstrated ability to work effectively with the school and District leadership, the following:
o Participation in required External Service Provider meetings
o Timely completion and submission of reports
o Responding to all requests for information in a timely manner
o Developing an exit strategy plan wherein service and capacity are embedded in school and/or
district, allowing provider to exit and school performance to be maintained
Time and Learning - Additional Professional development, design support, and evaluation will be provided through MASS
2020 to successfully transition to a new calendar, and a more effective school day schedule. The CP will also coordinate
this activity.
The Department of Education will engage MASS2020 / The National Institute for Time and Learning to assist in the
development of a plan for Extended Learning Time tailored to meet the needs of the students at Glasgow as well as designing
a more effective school day for the school. Glasgow will continue to partner with MASS2020. Glasgow and the PZ COUNCIL
will meet with representatives of MASS2020 twice per year starting in Year TWO to evaluate the plan in place and to adjust
the plan if necessary.
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School Climate – Professional Development to support Positive School Climate will have three parts at Glasgow High .
1. To address encouraging positive student behavior –Glasgow will implement the PBS model supported by DE DOE
and their partner University of Delaware Center for Disabilities. Structured Professional Development to ensure
implementation of this program with fidelity will begin in the spring of 2011. The CP will assist in scheduling and
coordinating this implementation.
2. The second part of training for staff in School Climate will be the implementation of a Cultural Competency
Training Program. ALL staff - teachers, paraprofessionals, secretarial staff, administrators, custodial, food
services, will be required to participate so that modeling will be schoolwide.
3. Classroom Management tools and strategies will be woven into professional development designed for PBL
implementation.
PBS School-wide Team Training
The goal of School-wide team training is to provide PBS School-wide team members with the skills necessary to develop
effective School-wide systems for supporting appropriate behaviors. The important concepts of Positive Behavior Support are
reviewed, and practical techniques for creating positive, proactive school programs are taught.
In training, participants:
• Expand their current school-wide programs

• Learn to use data for decision-making
• Develop a plan to proactively review school-wide rules throughout the school year
• Are introduced to targeted interventions for supporting students at risk and those students having multiple behavior
offenses
The activities from this training result in schools enhancing their School-wide programs and leaving with tools that could be
implemented in their own school.
Social Emotional Learning
PBS and Classroom Management Training
PBS and Classroom Management training focuses behavior support efforts from the school-wide level to the classroom.
Keeping in mind the overall goal of providing a supportive environment for the personal, social and academic growth of
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January 5, 2011
students and staff, the main areas to be covered throughout the day include:
- Designing Physical Space
- Developing a Functional Schedule
- Teaching Behavioral Expectations
- Establishing Classroom Routines
- Managing Consequences
- Using Pre-Correction
- Correcting Problem Behavior
TEACHER OPPORTUNITIES
In order to attract and retain strong educators and create buy-in across all staff, additional opportunities will be created
for promotion and career growth for teachers at Glasgow. These positions would be termed “Coordinators” taking on
additional responsibility for key aspects in the PZ Plan and supporting the overall operations of the School. These
individuals would have a reduced teaching load.
Positions may include Coordinators for:
Student Affairs
Data Collection and Analysis
Mentoring
Parent Involvement
College and Career Placement and Referral
Testing
Scheduling
Criteria for Coordinators (job descriptions) will be developed by the end of January 2011 and teachers will have knowledge
of them and the opportunity to apply through postings internal to GHS. Interviews will be conducted by the Campus
Principal.
STAFFING
With the Transformation Model, current Staff at GHS will have the opportunity to request an Academy preference and
then to interview for all positions in the Academies. There will be a Memorandum of Understanding (MOU) between the
District and the Christina Education Association that will go into effect on January 1, 2011 and will outline the
modifications that will be required to the current negotiated agreement in order to implement the PZ plan.
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Proposed Timeline
January – February All Leadership is selected and in place
February – Mid March Teaching staff submits Academy selection preferences and interviews are held with
Academy Leadership. Positions are offered and teachers make the commitment to remain
by March 31
Mid March – March 31 Teachers throughout the District submit voluntary transfer forms
April 1 – April 30 Voluntary Transfer placements are completed following the current contract language.
May – August Positions that open after the voluntary transfer process will be open for internal and
external candidates who will be required to apply and interview.
CRITERIA FOR TEACHER SELECTION

Teacher qualifications:
Teachers believe all children can achieve at academically high levels and who are willing to:
Learn/master/use appropriate and diverse instructional strategies from direct instruction to project-based learning to
meet the needs of every student
Work collaboratively in interdisciplinary and content based teams to review data, student work, and plan for
instruction.
Take advantage of opportunities for continuous learning through PLC’s, workshops, conferences and job-embedded
Professional Development
Assume additional co/extra-curricular leadership roles in the Academy
Maintain high home-school contact
Assume shared responsibility for the success for a cohort of students
Once interviewed, teachers will receive a Letter of Agreement requesting their commitment to stay at GHS. If a teacher
chooses to remain, their commitment will be for a two year period and they will abide by all of the points in the
negotiated MOU. Some of the key points in the proposed MOU which if approved would go into effect on July 1, 2011
are:
Staff will be compensated for additional time for instruction, professional development, collaboration, as well as
additional time that will be needed in working with parents and families to support engagement.
All staff member choosing to remain will be required to commit to remain at GHS for two years in order to receive and
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implement the additional professional development needed to implement the plan.

All teaching staff will select an Academy they are interested in teaching in. A form similar to the VT form will be used to
provide first, second, third, and fourth choice selections and will be confirmed by the academy leader.
All Staff will interview for all positions within the academies. Interviews will be conducted by the Campus Principal, the
Academy Leaders, and other teachers selected by union representatives. Questions including the following will be asked:
Why would you like to be a part of the _____________ Academy at Glasgow High School?
What do you have to offer, professionally, to the ________________Academy at GHS? Please describe how your education and
experience has lead you to this decision?
How does your teaching methodology, content area knowledge, and expertise support the goals of the ___________ Academy?
How do you plan to contribute to the success of the _____________ Academy a GHS?
What do you feel you need from the Academy Leader and district-level administration in order to ensure student success in your
classroom and beyond?
What changes/adjustments do you feel you will need to make, as a teacher, in order to ensure student success and performance
in the ________ Academy? How can the administrative team support those changes?
How do you plan to maintain a school climate that is conducive to learning in your classroom?
How do you currently use student data to promote student success in your classroom. How would you propose to change that
to increase success?
OPEN POSITIONS ONCE STAFF FROM GHS HAS BEEN INTERVIEWED

Interviews of OUTSIDE CANDIDATES will be conducted by the Campus Principal, the Academy Instructional Leader, CEA
representatives and members of the PZ COUNCIL. Open Positions filled by outside candidates will be based on the
following criteria:
Selection will be based on identifiable criteria for instructional needs and interview criteria for each theme
All staff participating in Academies will receive professional development aligned with each of the Academy’s goals and
model
RECRUITING
Supplement internal recruiting methods with external methods that are being developed as part of the Department of
Education’s Teacher and Leader Effectiveness Unit.
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Leadership Structure Regulation: Give the school sufficient operational flexibility to implement fully a comprehensive approach to substantially
improve student achievement outcomes and increase high school graduation
The District will provide staff GHS for the 2011/2012 school year based on 95% of the State teaching units earned by the
student count as it stands on April 30 , 2011 so that staffing is in place for summer training.
Flexibility in PE/Health credits – use athletic participation along with management, waiver from the state, YMCA, and
participation in local athletic leagues
Teacher leader
o One per academy as opposed to one per school. Use UD to lead professional development around distributed
leadership and teacher leader training as outlined in the Delaware Education Plan (www.doe.k12.de.us)
Code of Conduct
o Relax the policy on electronics – in classroom, no electronics at all; at lunch, ok for cells & ipods, ability &
resources to offer alternative
Transportation
Technology support around the master schedule
Budget support
o Autonomy in decision-making
o one individual to advocate for the school
o faster decision-making at the local level
Course offerings become more creative and flexible ability to offer integrated curriculum of thematic and project-based
activities.
Grading Policy - 0% - 100% is unreasonable and will be revised where if work is submitted even if late, a 0 is
NEVER given.
Regulation : Replace the Principal who led the School Prior to the Commencement of the transformation model
SEE ATTACHED DIAGRAM OF LEADERSHIP/ACADEMY STRUCTURE
CAMPUS PRINCIPAL
Current Principal came to Glasgow High in the 2009/2010 school year. This position will transition into a Campus
Principal responsible for all aspects of High School operations allowing the Academy Leaders to focus and drive
instruction. The position will be posted and the current leader can apply. An interview process will be conducted by
Human Resources and the first interview will be held with representatives of the PZ COUNCIL, GHS CEA representatives,
and a representative of the DOE Turnaround Office. A second interview will be held with the Superintendent and the
Deputy Superintendent. The Superintendent will then make a recommendation to the Christina Board of Education for
approval. This process will occur in January of 2011.
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January 5, 2011
Responsibilities to include:
Overarching responsibilities for the Management of the Glasgow Campus including Transportation, Discipline, and day to
day management
Evaluation of Academy Leaders
Leadership of the Success Academy for Years One and Two
Develop positive school and community relations, which include effective oral and written communications to all
stakeholders groups.
Administrative Responsibilities for all Co-Curricular/ Campus Life activities including sports, drivers education, and clubs.
ACADEMY LEADERS
Create Academy Leaders for each of the Academies. (3 total)
Selection Process: These three positions will be posted. Current Assistant Principals at GHS can apply for these positions.
An interview process will be conducted by Human Resources for each academy and a first interview for applicants will be
held with the Campus Principal, representatives from the PZ COUNCIL, GHS CEA representatives, and a representative
from the DOE Turnaround Office. A second interview will then be held with the Superintendent and the Deputy
Superintendent. The Superintendent will then make a recommendation to the Christina Board of Education. This
process will occur in January of 2011. All Applicants will need to submit a portfolio demonstrating their expertise.
Start date for Academy Leaders will be between February 1, 2011 and April 30, 2011.
Responsibilities to include:
Leadership in the development of the Academy Programs supported by the current Design team, an outside Coordinating
Partner, and the PZ COUNCIL
Provide leadership that will ensure continuous improvement in measurable student performance and achievement.
Provide leadership and instructional coaching of staff in the area of student data analysis and designing and
implementing interventions for low-performing students.
Provide Leadership and support to the school administrative team in monitoring instructional practice and student
achievement data.
Supervise and monitor the accurate and timely completion of data collection and reporting requirements.
Select, observe, and evaluate all teaching staff in the Academy. Evaluate employee performance as it relates to student
learning and provides such assistance as needed.
Attendance and coordination with all PZ COUNCIL Plan Review meetings
Work with Coordinating Partner to implement training and professional development opportunities for instructional
staff.
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January 5, 2011
Work with diverse groups of students, staff and community.

Conduct staff meetings that involve staff in the discussion of instructional programs that focus on student achievements,
policy changes, potential problems, and resolution of existing problems.
Criteria for Leadership Selection

In reviewing innovative principal preparation programs and practices from over a dozen organizations and districts including
New Leaders for New Schools, The NYC Leadership Academy, Gwinnett County School District, The University of Virginia’s
Darden/Curry Partnership for Leadership in Education and the Long Beach Unified School District, the Rainwater Leadership
Alliance examines standards for principal selection. There are several recurring themes that provide guidance for the
selection process to be followed for the selection of both the Campus Principal and Academy Leader leadership positions.
Vision
Ability to articulate vision for Academy/School
Commitment to equity and excellence

Belief that every child can learn and achieve at academically high levels
Experience in working with diverse student populations
Sense of urgency in closing the achievement gaps
Results Orientation
Record of improvement of student achievement
Experience with project management, systems thinking
Experience as change agent
Initiative
Resilience and perseverance
Problem Solving Skills
Ability to make difficult decisions
Commitment to distributive leadership
Instructional Leadership
Knowledge of various instructional strategies and practices to meet the needs of diverse learners
Effective supervision of instruction
Using data to inform instruction and improve student outcomes
Holding staff and self accountable to high standards
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Building capacity
Modeling continuous learning and professional growth
Interpersonal Skills
Strong written and verbal skills
Successful collaboration with various stakeholders
Ability to build relationships quickly
Team building
Keeping abreast of current educational research
Personal presence
ACADEMIC DEANS
Create Academic Deans – One for EACH Academy (3) These Positions will be posted and will require an interview
o Academic Deans will be responsible to track and monitor student performance data for each academy.
o Review data with Academy leader
o Plan and propose options to provide enrichment or intervention for individual students.
o Provide Academy Leader with data analysis weekly for PZ COUNCIL review
o Operate as the first line of contact for students for guidance and placement.
o Teach 21st Century skills like study skills, time management, note taking.
SCHOOL CLIMATE ADVISORS

Create School Climate Advisors– One for EACH Academy (3) These Positions will be posted and will require an interview
o School Climate Advisors will be responsible know and track students in the Academy Cohort.
o Wrap around services and supports for students
o Review discipline data with Academy leader
o Level one and Level two disciplinary actions – Level three will be at the Campus Principal level
o Train and implement PBS
PROFESSIONAL DEVELOPMENT - DPAS II SUPPORT

Support the Leadership team at Glasgow with ongoing Professional Development. Glasgow Leadership will work with the
DDOE Development coaches to strengthen their skills in DPAS II. Glasgow Leadership will participate in a State supported
Leadership program aligned with Race to the Top
Work with the DDOE and Development Coaches to strengthen skills around the new DPAS II process.
Integrate Data coaches with Academy Leadership AND Academy Deans to assist in supporting the use of student data by
teaching staff in the classroom.
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Effective School Day and Regulation: Establish schedules and implement strategies that provide increased learning time, which means using a longer
Extended Learning Time school day, week, or year schedule to significantly increase the total number of school hours to include additional time for (a)
instruction in core academic subjects; (b) instruction in other subjects and enrichment activities that contribute to a well
rounded education; and (c) teachers to collaborate, plan and engage in professional development within and across grades
and subjects.
EXTENDED LEARNING TIME

Review, rethink, and redesign the structure of the School day and the School year at Glasgow High. This plan proposes a
tiered methodology to ensure effective use of the classroom time, school day, and school year. Provide a schedule that
meets the instructional needs of students, the collaborative needs of staff and opportunities for students to “catch up”.
Task 1 Evaluation of the time we have

Glasgow will review the current use of time within current day and within current class blocks using a Quality Time
Management tool developed by MASS2020. This work will be completed by the end of March 2011.
o The Grade level teams will start with an overall evaluation of how time is planned out in the current schools year
using the Quality Time Analysis Tool developed by MASS 2020. Grade Level Teams will review the data
generated and evaluate the design of the current schedule. January – February 2011.
o Staff will then conduct an analysis of a representative selection of classroom environments in Core and NON Core
subjects using the Classroom Time Use Tool developed by MASS 2020. Instructional Coaches will provide the
observation and data input.
o Results from these analysis tools will be reviewed with PLC’s and will be used to redesign the schedule for the
next school year. February – March 2011.
Task 2 Additional time every day

o Utilizing data generated from the Quality Time Management Study, GHS will implement an extended day
BEGINNING IN AUGUST 2011 designed to support ALL students’ individual academic needs. This additional time
will provide opportunity for activities like Team work on projects developed in Project based learning classes,
access to opportunities for enrichment (internships, dual enrollment) and opportunities for intervention (double
dosing, online credit recovery). The Plan will be fully designed by May 2011 so that it can be communicated to
students, parents, and staff.
o The Team will develop a design for Extended Day outlined by the following:
 One Additional Hour in time in the school day for all students.
 Instructional staff day will not exceed the agreed upon 7 ½ hours/day except for the meetings outlined in
the MOU – 60 meetings.
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 Creating a staggered schedule for teaching staff that will address student instruction needs, create time
for collaboration, and keep the costs to a sustainable level. The design of the staggered schedule will
include review of the actual start time for students. There is significant research suggesting that a later
start time for high school students can greatly increase instructional engagement for students.
 Increasing the use of outside partners and Paraprofessionals to provide support for students during
activities where the expertise of teaching staff is not necessary.
 As an example - The Clarence Edwards Middle School Model provides additional time for students using
Academic Leagues and electives near the end of the day to add time to the schedule while providing
engaging activities for students. This Model will be explored further for its ability to support the
Academy Model proposed for Glasgow High
 If additional time from teachers is required, teachers will have the opportunity to apply for these hours.
Task 3 Additional time in the School Year

A Summer Acceleration Academy will be conducted in Summer 2011 and will offer an extended year opportunity for 9th
and 10th graders identified as needing time and opportunity to transition into the Academy environment and/or “catch
up” in meeting academic goals. This program will follow in the path of the Summer Bridge Academy started in 2010 and
will be conducted from 8am - noon.
o The Academy will be two weeks in length for each grade and will be developed to cover core content areas,
social and emotional development tools, and transitional skills necessary to move from early high school years
into the 11th grade with everything in place to make graduation fully attainable.
Design, Support, and Evaluation of the ELT Plan

GHS will Partner with MASS2020/ Institute for Time and Learning to refine a design evaluate the school day/school year
and develop a plan to include:
o A process to identify students needing additional time for learning
o Develop effective PLC schedule and integrated PD schedule for teachers
o A process for identifying and providing time for enrichment as well as intervention
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January 5, 2011
School Climate and Regulation : Provide ongoing mechanisms for Family and Community engagement
Parent/Community
involvement and Parents and Community
Supporting Data During this month, Glasgow has created a Family and Community Liaison Position. This position has been provided
through Learning Link of Delaware.
Average Attendance at GHS Learning Link is now providing assistance to Teachers through the PLC process to engage a target of 150 families and will
also be making home visits
2008/2009 91% Work with Learning Link and the State PTA in developing a Parent Engagement Plan for GHS
2009/2010 90% Academy development will include generating a group of business partners cultivated and selected to create
opportunities for students to integrate their academy focus with actual practices. Use of these partners will support the
Tardiness. In 09-10, there were extended learning day and project-based learning by providing opportunities for internships, shadowing, and real-world
16,297 registered “latenesses” project definition and evaluation.
at Glasgow. These were
registered by 1,468 students LEARNING LINK as a partner
across the year (based on The Learning Link of Delaware (LLOD) is an outgrowth and expansion of the Delaware Parent Leadership Institute, a program
cumulative enrollment). designed to create a robust level of family engagement across the state. Recently launched as an independent non-profit,
LLOD’s mission is to link families, communities and schools to accelerate the educational achievement of every student in
Discipline Data Delaware, particularly families who have had the most difficulty being engaged.
Since 2005, the Delaware Parent Leadership Institute (DPLI) has trained more than 150 parents to be more effective
2009/2010 GHS advocates for students in Delaware public schools. DPLI is open to all parents and caregivers who have demonstrated
Referrals 3402 leadership potential in their communities and an interest in improving schools and academic achievement for all students. A
Suspensions 2601 key element of DPLI is the commitment of its participants to design and carry out projects that involve greater numbers of
parents and have a lasting positive impact on student achievement. Over 800 parents and students participated in various
Out of 1149 a total of students - activities focused on student achievement sponsored by DPLI graduates. In fact, a parent-led project at Alex I. duPont High
575 were suspended one or School (Students Overseeing Students) has assisted over 130 students. 80% in the first year reported improved grades in 1 –
more times 3 subjects, 95% in year 2 reported improved grades 1 – 5 subjects and 20% improved attendance. The student tutors
received volunteer credits and received the Jefferson Award for community services. Further 75% of DPLI graduates have
2008/2009 GHS increased their level of engagement at the school, district and state level by participating on school improvement teams,
Referrals 3326 curriculum committees and advisory councils.
Suspensions 1803 The strategies used in this program are related to work that is in progress around the country. (California Parent Center,
California and Commonwealth Institute for Parent Leadership, Kentucky) Locally, positive outcomes are associated with the
2007/2008 GHS U.S. Department of Education's early college awareness (Gear Up) work done with students and families who were initially
Referrals 4906 identified as attending a high poverty, low achievement middle school. The work was done by the Center for Teacher
Suspensions 4338 Education at the University of Delaware in partnership with the Delaware Parent Leadership Institute (now Learning Link of
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DE). Gear Up families were engaged within an achievement-focused communications network. Of the 113+/- students
School Climate Survey followed by the University of Delaware from 2002-2009 (grades 7-13), 73% earned an Algebra 1 credit by the end of the 9th
74% of students felt that grade, 52% earned high school credits in Honors mathematics and science courses above the Algebra 1 level (compared to
students did not treat one 22% of low income, vulnerable students with access to rigorous courses nationwide, according to the Education Trust.
another with respect. Additionally, 36% took one or more AP courses, and 40% completed high school with grade point averages of 2.5/>, with 80
(70%) students tracked to two-year or four-year college placements in the semester following high school graduation."
Only 46% of students
In addition, LLOD has placed a Family and Community Engagement Specialist at Bayard Middle School for the past year and a
reported that students felt half. The goal is to improve home/school relations, develop community partnerships and increase the level of engagement
safe in school. particularly among hard to reach families. The framework is based on two key research findings; Harvard Family Research
62% of students reported Project (Promising Practices - Authentic Engagement) and Joyce Epstein (School, family, and community partnerships:
that students bully and Preparing educators and improving schools.)
threaten other students. With the assistance from LLOD, the school has established a Parent Resource Center, developed a standard communication
process, and created curriculum based family nights resulting in the following:
54% of parents felt that
50% Increased Parent Participation in School Decision Making
students are threatened and 75% Increased Staff Support/Staff Buy-in
bullied. 20% Increased Family & Community Participation in Family Nights
40% Increased Community Outreach
Improved Data Collection – Responsive Planning
The Learning Link of Delaware’s work provides a comprehensive school-wide approach to parent involvement and
partnership building that is more likely to support a shift in school culture
Learning Link of Delaware (LLOD) believes that when parents and families are involved in their childs’ education, those
students will have higher grades, test scores, and improved attendance consistently, regardless of socioeconomic status,
ethnic/racial background, or the parent’s education level. Also, when parents, families, and community members organize to
help support schools that perform below academic levels, accountability is enhanced. As a result, positive changes can be
realized in policy and practice, improved school leadership, and funding for after school and family support programs.
(Henderson A. & Mapp K., 2002)
The framework LLOD provides includes a comprehensive school-wide approach to parent involvement and partnership
building that will support a positive shift in school culture. Our goal is to embed responsive planning, student and parent
responsibility, and teacher accountability as core community values. Positive shifts in school culture are associated with
environments that are characterized by high engagement of all partners, specifically parents. Programs that are designed to
involve parents in full partnership with school personnel have documented student academic gains, specifically for
disadvantaged children whose parents often experience schools as unwelcoming. The proposed work is significant because
schools lack resources to connect families to school life, and few pre-service or in-service teacher education programs
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January 5, 2011
support teachers in developing the skills needed to effectively engage parents.

Glasgow High school will partner with LLOD will provide technical assistance encompassing a five point strategy in the areas
of comprehensive planning for events and engagement, multi-faceted communication strategies , leadership development
among staff and parents, capacity building so that the program has developed a culture that will sustain the successes. In
addition, LLOD will provide an ongoing and supportive role in coaching to identified staff that will create synergy which will
awaken communities and schools to the power of effective engagement focused on student achievement outcomes!
Key Objective Indicators:

A. Parent participation increases each quarter, with a 50% annual increase in year one.
B. Student participation in academic support services increases 10-15% increase annually.
C. Student attendance increases by 10% each quarter, with a 40% annual increase.
D. Student suspension rates decrease by 10% each quarter, with a 40% annual decrease
E. Student performance improves, as measured by student grades and DCAS.
Sustainability
As part of LLOD’s comprehensive planning, sustainability is key in ensuring that schools are able to maintain success in
engaging families. Therefore, the establishment of parent and community partnerships is key in sustaining parent
involvement strategies, school policy, etc. within the framework of the newly designed academies that are forthcoming. It is
LLOD’s desire to ensure that the above mentioned milestones are established as a regular part of the schools’ culture.
Therefore, parents and families will have an equal partnership in making solid contributions toward the sustainability of their
role in family engagement.
Proposed Plan of Action

YEAR ONE
Preliminary Planning Activities
Obtain School profile data
Review student achievement data and school climate surveys
Conduct Community Assessment
Achievement Milestones
Establish connection between FACE Specialist and key school personnel
Increase understanding of school climate and student data
Identify potential community resources
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Assessment
Review student achievement data and school climate surveys
Identify key contacts
Conduct School based focus groups
Evaluate current engagement activities
Develop evaluation process that measures levels of engagement, and perceptions of school culture
Define specific school improvement goals
Identify achievement gaps
Determine student academic needs
Increase awareness of parent needs
Planning
Develop standardized two-way communication processes between school and home incorporation various mediums,
including Parent Link messaging, phone trees, updated website, home visits, mailings.
Identify academic areas on which to focus targeted students
Determine outreach strategies
Create events calendar for parent engagement
Work with School to develop parent Instructional support materials for parents to use in assisting students at home
Develop comprehensive engagement plan
Establish two-way communication process
Establish targeted events/activities for parents to get involved with school
Professional Development (Part 1) for all staff
Discuss the impact of poverty, single parent homes, limited-English speaking homes on student outcomes.
Review practical engagement strategies
Identify district and community resources
Increase and improve school staff ability to engage parents
Build cultural and socio-economic awareness among teachers
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YEAR TWO
Implementation
Implement Calendar activities
Disseminate student academic information and grade level expectations to parents
Conduct quarterly interactive workshops for parents
Improve parents’ ability to support student learning at home
Increase numbers of students accessing support services by 10 – 15%
Professional Development (Part 2)
Review additional practical engagement strategies for teachers
Conduct Teachers and Parents Working Together Session
Increase and improve school staff ability to engage parents
Build cultural and socioeconomic awareness among teachers
Evaluation
Review survey data from professional development training, parent workshops, and climate surveys
Reconvene Focus groups
Determine corrective actions to sustain success
Refine engagement plan to reflect
Achievement Measures
Increase ongoing “buy-in” of school community
Teachers, students, and parents surveys report school as a welcoming place
SCHOOL CLIMATE
Overall school climate and classroom climate are noted as issues that need to be addressed
Student Climate
Re TRAIN and supplement the Positive Behavior Support Program through the University of Delaware with increased
fidelity by training including clusters as were outlined in the Professional development section of this Plan.
Develop a Peer Mentoring and conflict resolution program as part of the PBS model
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January 5, 2011
Identify a Behavior Modification Program to assist staff in changing unacceptable behaviors in the disruptive few
students (less than 10%)
Track discipline data monthly and review by Academy
Governance and Technical Regulation: Ensure that the school receives ongoing intensive technical assistance and related support from the district, the
Assistance Department, or a designated external lead partner organization.
As part of a modified governance structure, District leadership reviewed its capacity to implement the plan for Glasgow.
Based on the decision to contract with an outside partner to coordinate professional development, outside vendors, and
assessment/walk through tools, leadership felt that the expertise to monitor and support the plan was in place among
District staff. In order to create this support team for school change, the District will create a Partnership Zone Council.
This Council will have responsibilities to provide ongoing technical assistance and support as well as progress monitoring
for the two Partnership Zone schools in Christina.
In providing guidance in organizing the District Team, Learning Point Associates, now a “subsidiary” of AIR recommends:
The team must be committed to taking new approaches when previous efforts have not worked well enough for
failing students.
Keep this working team small enough to focus on action.
Team members should possess: A drive for results, relationship and influence skills, readiness for change and
knowledge to do what works (or willingness to acquire it quickly)
Group norms should be established to ensure that team members participate efficiently and effectively. Standing
agenda would include: updates from each member, new issues or problems, preparatory work to be identified and
assigned, communication needs
For Christina’s Partnership Zone schools, the accompanying Coordinating Partner shall report to the Christina Board of
Education. The Coordinating Partner will work directly with the PZ Technical Assistance Council (PZ COUNCIL) .
The committee is composed of the following members and the amount of their time that will be expected to be spent in
support of the two schools will start out as heavy in YEAR ONE and taper back in ongoing years. This will require that the
District shift some current responsibilities away from these positions for the first two years of implementation. All
members of the Council will receive training to parallel professional development provided to teachers and leaders in the
two schools. (ex. Classroom culture, student data, PBL instruction, PBS, content, LFS strategies, etc.)
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A Sample of the time commitment as seen at this point for YEARS ONE and TWO for each individual is as follows:
Deputy Superintendent for Teaching and Learning 2 DAYS PER WEEK (Supporting Both Schools)
Leader and Convener of Council – agendas, reporting, analysis
Director of School Improvement 2 DAYS PER WEEK (GHS)
Liaison to two Academies, walk thrus, attendance at PLCs, Faculty meetings, data analysis. Overall coordination of
School Improvement Plans (both schools)
Director of C & I and PD Elementary 2 DAYS PER WEEK (STUBBS)
Liaison to Stubbs, Walk thrus, attendance at PLCs, Faculty meetings, data analysis, PTA meetings, school climate
assessment
Director of C&I and PD Secondary 2 DAYS PER WEEK ( GHS)
Liaison to two Academies, walk thrus, attendance at PLCs, Faculty meetings, data analysis, PTA meetings, School
Climate assessment
Educational Projects Manager 3 DAYS PER WEEK (Supporting Both Schools)
Assistance to the Deputy to manage and coordinate data and documentation
School Based instructional Leader(s)
Coordinating Partner BOTH SCHOOLS AS NECESSARY
Assures fidelity in vendor services
DOE Liaison
The Committee will be responsible to assist schools in:

Final Schedule/calendar/ School Day
Final selection of Outside Partnerships
Tracking and reporting on progress each school is making determined targets.
Ongoing review of the instructional practices and development of mid course corrections if necessary.
Budget Management
Coordination with Outside Partners
All hiring/firing decisions for both schools
Developing and adjusting PD plan
Data Analysis and reporting including Progress monitoring and evaluation of early warning indicators
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Itinerant Membership who will be called on to attend as issues are identified:
Supervisor of Accountability and Assessment

Representatives from Human Resources
Chief Financial Officer
Supervisor - Grants
Supervisor of School Climate
Other School based Instructional team members
Supervisor of Family and Community Engagement
Individual Vendors as the Coordinating Partner sees fit
The Council will hold Plan Review meetings for one half day per week per school, with the Directors of Elementary Education,
Secondary Education and School Improvement in attendance at meetings relative to their areas of expertise. The meeting
will be held at the school, and will be a dedicated time. PZ COUNCIL members will make no other commitments that conflict
with the Plan Review meeting time. The meeting agendas will be prepared by the Deputy Superintendent, and shall consist
of the following:
An updated data review, including academic and school climate information related to both student and teachers.
A report from the principal, to be formalized on a template that will be in use throughout the PZ years, of the
previous week’s activity and including issues affecting achievement and school climate. The report should also
include requests for assistance as identified in the school community.
A budget report on spending
A calendar, prepared by the Coordinating Partner. The calendar will be reviewed and updated at each meeting and is
to integrate building activities, professional development, and the work of other district initiatives that may influence
the use of time at the school.
A review of faculty PLC minutes, focused on examination use of the PLC to maintain appropriate, successful teaching
strategies or to revise teaching strategies as needed.
A review of the activity of the Response to Intervention team.
A report and discussion of instructional walkthroughs, which will be conducted each week. The walkthroughs will be
conducted by Directors, the instructional leaders of the school, and others as designated by the PZ COUNCIL as
needed.
An outline of tasks related to improved teaching for the upcoming week, developed and agreed upon by the PZ
COUNCIL and the principal and based on the information discussed at the meeting.
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An assessment of climate and culture, with recommendations to the principal. Specific information to be reviewed
includes discipline data, attendance of teachers and students, school celebrations, parent activities in the school,
school communication, and other indicators as determined by the PZ COUNCIL.
The PZ COUNCIL will provide support for school leaders and will monitor progress of the PZ Plans. Indicators reviewed at the
PZ COUNCIL Plan Review meetings will be analyzed by the Deputy Superintendent who will provide written report to the
Superintendent. The PZ COUNCIL will also be responsible to develop midcourse corrections if analysis of the indicators
reflects the need for adjustment in the design or implementation of the plan.
Documentation of all discussion and recommendations will be maintained at the school in a central location. Walkthrough
records of individual teachers will be maintained as confidential records; summaries of walkthrough and recommendations
will be housed in public records noted above.
Qualifications for members of Council

Deputy Superintendent for Teaching and Learning (Dr. Fara Zimmerman)
Former Principal– high needs schools
Administrator at all Levels
Coached and taught Master degree program for educators in multiple school settings including high needs
Expertise in using data to improve teaching and student achievement
Director of School Improvement (Dr. Ellie Ludwigsen)
Former Secondary Principal.
Manager of School Success Plans for the District for several years
Expertise in Small Learning Communities
Director of C & I and PD Elementary (Heather Bordas)
Former Elementary Principal – New Castle County Principal of the Year
High needs school Principal
Expertise in Elementary Curriculum
Director of C&I and PD Secondary (Dr. Vilicia Cade)
Expertise in leadership development and coaching
Development of Curriculum supports
Experiences in small learning communities
Educational Projects Manager (Kate Huddell)
Highly effective in organizational management
Expertise in data analysis and tracking
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Measures Improve proficiency as measured by DCAS/DSTP equivalents. PZ schools will need to use DSTP equivalents the
first year to evaluate student performance on the State Assessment Reduce students who are NON PROFICIENT
but 10% per year. See below for targets for subcategories.
Other Measures of Progress
Reduce 9th grade retention
Increase post secondary success rate as measured by the Post Secondary project in partnership with the Delaware
Department of Education
Increase graduation rate
Reduce Disciplinary Referrals through implementation of modules of PBS
Increase Attendance and reduce tardiness
Track early period attendance and link to achievement / performance data
Increase Parental Involvement as measured by survey work
My Perspective Survey – Add questions around the extended learning time
School Climate Survey – Improve climate based on student responses
Contract Modification with Regulation: Implement new financial incentives and increase opportunities for promotion and career growth of effective
the CEA teachers and provide more flexible work conditions designed to recruit, place, and retain staff with the skills necessary to
meet the needs of the students in a transformation school.
Regulation: Use Rigorous, transparent, and equitable evaluation system for teachers and leaders that take into account data
on student growth as a significant factor as well as other factors such as multiple observations-based assessments of
performance and ongoing collections of professional practice reflective of student achievement and increased high school
graduation rate; and are designed and developed with teacher and principal involvements
Regulation: Identify and reward school leaders, teachers, and other staff who in implementing this model, have increased
student achievement and high school graduation rates and identify and remove those who, after ample opportunities have
been provided for them to improve their professional practice, pursuant to the Delaware Performance Appraisal System II or
any successor thereto have not done so.
52
January 5, 2011
SEE ATTACHED PROPOSED MEMORANDUM OF UNDERSTANDING BETWEEN THE CHRISTINA EDUCATION ASSOCIATION AND
THE CHRISTINA SCHOOL DISTRICT.
OVERALL BUDGET BREAKDOWN

Incremental costs - GHS
January -
(in $K) June July - June July - June July - June
2011 2011-2012 2012-2013 2013-2014 Comments / assumptions
first yr
One-time capital costs
Facilities Modifications 325 325 325 Science Classrooms? Arts? Moves? Technology
Total - 325 325 325
One-time operating costs

New Curricular Materials - Academies 50 100 200
MASS 2020 Time Management design 5 5
Plan Specific PD - PBL 75 75 65 30
Early start for staff for PD 100 50 50 100
Materials & marketing 20 20 20 50
Technology 50 50 200
Total 200 250 285 580
Ongoing operating costs

Administrator - - - - Principal + 2 AP's covered
Asst Principal - 1 Additional 50 175 175 175 All Local / not earned until year four
Supplemental staff 100 104 110
ELT Support 300 300 300
ELT Transportation 25 25 25 budget
Custodial Costs 8 8 8 8 1 extra day/wk (4 hrs) and 1 hr extra each night; $25/hr
PD Wages 4k per teacher - 231 231 2890 / teacher 80 teachers
shared with Stubbs and other High needs Schools -
Coordinating Partner percentage 50 100 100 50 District level RTTT funds.
University Partnership 50 50 50 Dual Enrollment
53
January 5, 2011
Advisory training 10 10 5
Teacher Leader Development Program 20 25 25 Includes costs for PD and supplemental compensation
Teacher Recruitment 15 15 30 State Teacher Pipelines
Community /Parent Engagement

Learning Link 18 20 20 20 Coaching and Plan development
Parent Packages 20 20 20
PD for Staff - 10 10 10
Total 146 1,089 1,093 803
Total incremental capital costs - 325 325 325

Total incremental operating costs 346 1,339 1,378 1,383
Total incremental costs 346 1,664 1,703 1,708
Sources of revenue
Federal: Title I 54 54 60 150

Federal: Title I - PI funds 10 10 10 10
Extra Time 20 35 35 50
Federal: SIG 1003g 500 500 500 focused on PD stipend for teachers and ELT
Federal: School Improvement 1003a 50 50 50 50
Federal: Race to the Top - State PZ
Funding 200 200 200 Focused on early start PD, PBL consulting,
Federal RTTT - District Level funding 50 200 200 100 Coordinating Partner, University Partnerships
Federal: Title II - PD 50 100 100 100
Federal: IDEA 5-21 90 90 90 90
54
January 5, 2011
State: ILC Funds/Units
Local: Alternative Education Options 10 10 10 10
Other Local - Capital
Local: G&T 10 80 80 80
Local Tech refresh - 100 100 100
Private
Total incremental revenue 344 1,429 1,435 1,440
The numbers on this line represent a contingency

Remaining need (non-capital) 2 (90) (57) (57) balance in funds available for this project.
Remaining need (capital) - 325 325 325 To be paid from other sources of revenue
Note: other revenue (not modeled on this page)
Staff funded by state earned units. All supplemental staff shown along with the revenue sources.
Routine School operating budget not included
Capital needs to be funded with local Capital resources as identified by the District
BUDGET BREAKDOWN FOR USE OF 1003G AND RTTT FUNDING

Incremental costs - GHS
January -
(in $K) June July - June July - June July - June
2011 2011-2012 2012-2013 2013-2014 Comments / assumptions
first yr
MASS 2020 Time Management design 5 5

Plan Specific PD - PBL 75 75 65 30
Early start for staff for PD 100 50 50 100
Materials & marketing 20 20 20 50
ELT Support 300 300 300
ELT Transportation 25 25 25 budget
PD Wages 4k per teacher - 231 231 2890/teacher 80 teachers

shared with Stubbs and other High needs Schools -
Coordinating Partner percentage 50 100 100 50 District level RTTT funds.
55
January 5, 2011
University Partnership 50 50 50 Dual Enrollment
Teacher Recruitment 15 15 30 State Teacher Pipelines
Total 250 871 856 635
Sources of revenue
Federal: SIG 1003g 500 500 500 focused on stipend for teachers and ELT
Federal: Race to the Top - State PZ
Funding 200 200 200 Focused early start and ongoing PD, PBL consulting,
Federal RTTT - District Level funding 50 200 200 100 Coordinating Partner, University Partnerships
Total incremental revenue 50 900 900 800
DIFFERENCE (200) 29 44 165
56
January 5, 2011
Glasgow High School Data and Progress Targets
Reading Proficiency Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012 Spring 2013 Spring 2014
Rates (baseline DSTP test
Reduce non proficient by data)
15% per year
All Students 43% 52% 44% 52% 60% 66% 71%
African American 36% 44% 37% 46% 54% 61% 67%
Asian / Pac. Isl. 55% 55% 48% 56% 62% 68% 73%
Hispanic 29% 50% 44% 52% 60% 66% 71%

White 60% 63% 53% 60% 66% 71% 75%
Regular Education 50% 58% 50% 58% 64% 69% 74%
Special Education 11% 15% 7% 21% 33% 43% 51%
English-Proficient 45% 53% 45% 53% 60% 66% 71%
English Lang. Learners 24% 37% 12% 25% 36% 46% 54%
Non-Low Income 62% 62% 50% 58% 64% 69% 74%
Low-Income 30% 43% 38% 47% 55% 62% 68%
57
January 5, 2011
Math Proficiency Rates Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012 Spring 2013 Spring 2014
Reduce Non proficient (baseline DSTP data)
by 15% per year.
All Students 28% 32% 33% 43% 52% 59% 65%

African American 15% 20% 19% 31% 41% 50% 58%
Asian / Pac. Isl. 59% 65% 42% 51% 58% 64% 70%
Hispanic 21% 24% 34% 44% 52% 59% 66%

White 45% 49% 52% 59% 65% 71% 75%
Regular Education 32% 36% 37% 46% 54% 61% 67%
Special Education 5% 9% 6% 20% 32% 42% 51%
English-Proficient 28% 34% 34% 44% 52% 59% 66%
English Lang. Learners 26% 18% 13% 26% 37% 47% 55%
Non-Low Income 43% 45% 40% 49% 57% 63% 69%
Low-Income 17% 22% 26% 37% 47% 55% 61%
*It is unclear how DCAS data will correspond to DSTP scores. Baselines will need to be reset after the Spring 2011 DCAS test results are available.
Additional measures may be added around growth between Fall and Spring test data.
58
January 5, 2011
Baseline Annual Performance Targets
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014

Percent of first-time 74% 75% 80% 86% 90% 90%
9th graders promoted
to 10th grade on-time
Number of Students 139 113 140 170 200 230

taking the SAT
Mean Scores on SAT
Reading 442 442 455 471 475 478
Math 444 433 455 475 480 484
Writing 431 427 440 458 461 464
Graduation Rate Not Yet

66% Reported 75% 79% 83% 87%
(NGA)
Post Secondary 54% 61% 65% 69% 72% 75%

Success Rates (% (Class of (Class of
enrolled in college in 2008) 2009)
first year post-HS grad)
59
January 5, 2011
2008/ 2009/ 2010/ 2011/ 2012/ 2013/

2009 2010 2011 2012 2013 2014
Total AP Enrollment (students taking one or 193 156 195 220 240 260
more courses)
Asian 14 9 --- --- --- ---
African American 60 45 --- --- --- ---
Hispanic 19 12 --- --- --- ---
White 99 88 --- --- --- ---
Percent of final AP course grades of C or better 77% 93% 95% 95% 95% 95%
Percentage of Students enrolled in AP classes 29% 35% 40% 50% 60% 75%
taking the AP exam
Percentage of AP exams passed (score of 3 or 33% 31% 40% 50% 55% 60%
higher) Note: many students took more than one AP exam.
Overall Drop Out Rate as reported by the State 9.3 Not yet 7% 6% 5% 4%
reported
of Delaware
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014

Disciplinary Referrals 3,326 3,402 2381 1667 1167 817
Suspensions
Reduce these 25% through
2012 and then 10 % per year
In School 954 1,795 1257 880 616 431

Out of School 849 806 564 395 276 194
% of total rolling 24% 20% 14% 10% 7% 5%
population suspended
out of school one or
more times
60
January 5, 2011
2008/ 2009/ 2010/2011 2011/2012 2012/2013 2013/2014

2009 2010
Teacher Retention (from prev. yr.) 77% 85% 76% 80% 82% 84%
Teacher Professional
Development Survey
Teacher My Perspective Survey 50.0% 67.5% 73% 77% 82% 87%
Results Principal Effectiveness.
Teachers reported (agree or
strongly agree) that principals
provide feedback to teachers to
help them improve their
instruction.
2008/ 2009/ 2010/ 2011/ 2012/ 2013/

2009 2010 2011 2012 2013 2014
Enrollment trends (Sept 30) 1132 1107 1145 1145 1295 1450
Student Inter-Year Mobility Rate (gr. 9-11) 24% 23% 21% 18% 15% 12%
Choice out to other public school district overall
148 --- --- --- ---
(VoTech not Included)
Choice out to VoTech 150 135 120 105 90
61
January 5, 2011
2008/ 2009/ 2010/2011 2011/2012 2012/2013 2013/2014

2009 2010
Parent My Perspective Survey Results N/A 82.8% 85% 88% 91% 93%
School Satisfaction (low
response
% Parents of GHS students were (very or somewhat) rate)
satisfied with how well schools were helping their children
to learn.
Parent My Perspective Survey Results Communication N/A 79.2% 82% 85% 88% 90%
% of GHS parents reporting (strongly agree or agree) that (low
response
school administrators were available to listen to their rate)
concerns.
PTA Membership N/A N/A 8 12 20 25
62
January 5, 2011
Academy Models Structure/Content and Needs – Early Thinking

Key Courses Teacher Facilities Needs Culminating Community Partnerships
Course of Study Qualifications Activities
Unique &PBL
STEM Agriscience Science Lab Plan own state fair TruGreen & Lawn Doctor
Plant Science updates State AG dept
Animal Science UD
Environmental Science
Longwood Gardens
Health Science (Medical
Asst/Dental Asst/ Home Health Habitat 4 Humanity
Aide)
Bio-technology & Bio-medical Junior Achievement Innovation
Lab
Technology & Engineering
(architectural and drafting design) Delaware Foundation for Math
Auto Tech and Science
Electronics
Robotics Delaware Technology Park
Forensics/Crime Scene Astra Zeneca/ DuPont

Entrepreneurship Communication & Media Arts Design a school- University of Delaware College
& Innovation based bank of H & R Mgmt
Hospitality – Business focus/HRMI
Design and market a Siemens
Administrative Services product for the
Marketing entire Glasgow DuPont
BFM community
Accounting Local Retailers
Banking
ING/JP Morgan Chase
Business & Corporate Mgmt
63
January 5, 2011
Retail Operations Technician

Financial Mgmt Svcs
Humanities & Visual Arts Arts Festival & Academic Connections

the Arts Ceramics Gallery Walk
Technology – Graphic Arts Gacha
Design a community
Drama & Dance service Habitat 4 Humanity
Music program/project
University of Delaware
Literary Arts
Applied Linguistics
World Languages Christina Cultural Arts Center
American Sign Language
Spanish
French
Latin School Resource Officer
Chinese ROTC
Early Childhood Development

Culinary
Human Services
Community Organization &
Advocacy
Law
Criminal Justice/Police Science
Success  “Building Your Future” - All

Academy students will take a course that
(11th & 12th provides instruction focused on
Grade) obtaining the skills necessary to
grow into college or career life.
64
January 5, 2011
 Senior Project – Students will

participate and receive support
in the Senior Project
requirement. In addition to
meeting the requirements
outlined in the District
guidelines, students in the
Success Academy will complete
a project-based component
that requires them to complete
an inter -disciplinary project
with real world application.
 Electives – Sign Language will
be offered to Success Academy
students.
 Ambassadorships – All students
in the Success Academy will be
required to complete 20 hours
over two years serving as an
ambassador for GHS.
 College Field Trips –Students in
the Success
65
January 5, 2011
Co -Curricular
Transportation and Activities
Logistics
Success Academy for 11th

Success Academy
Campus Principal and 12 graders for Years 1
Teaching Staff
and 2
Parental
Engagement
Academy Leader –
Academy Leader –
Business and Academy Leader - STEM
Humanities and the Arts
Entrepreneurship
Academy Teaching Academy Teaching Academy Teaching

Staff Staff Staff
Phys Ed, Band, Choir, ROTC, Drivers Ed, a selection of CTE coursework, Art classes, AP courses, World
languages etc... will support all three Academies
66
Glasgow High School Structure
January 5, 2011
PZ Council and
Coordinating Partner
Support
DOE
Development
Coaches
Academy Leader
Academic Dean School Climate Advisor

DOE Data Track Students
Coaches
Level One and Two Discipline issues.
Coordinates PLCS Implements and supports PBS
Teaches 21st Century skills
Graduation Guide supports all three Academic deans by

working with high risk 9th graders
Academy Teaching Staff
Other Teacher Leader positions like COSA,
Testing coordinator, department chairs.
These postions may work School-wide
Academy Structure
67
January 5, 2011
CHRISTINA SCHOOL DISTRICT

GLASGOW HIGH SCHOOL STAFF ACADEMY
PREFERENCE FORM
The administration is working hard to ensure the success of the staff and students at GHS. Three academies have been selected to be implemented at GHS next school year. We
would like to know your preference for teaching in the academies that have been selected as part of Glasgow’s Partnership Zone Plan. Since there are only three academies, we
are not able to guarantee your first or second choice, but we will take this information into consideration when making the teaching assignments for the upcoming school year.
Final assignments will be confirmed by the Academy Leaders AFTER AN INTERVIEW. Please use the top portion to describe your current position (department affiliation,
th
courses taught, and additional responsibilities, such as Department Chair or 9 Grade Advisory Coordinator). Use the bottom portion to describe the role you see yourself in
next year. Indicate your preference for one or more of the academies, the courses you would like to teach (required and electives, enrichment, co-teaching), and any additional
contributions you would like to make, including distributive leadership positions such as lead teacher or senior project coordinator.
Name:
Current Department(s):
2010-2011 School Year
Courses Taught:
Additional Responsibilities:
(OVER)
68
January 5, 2011
2011-2012 School Year
The academies that have been chosen for next year are STEM, Business and Entrepreneurship, Humanities and the Arts, and the Success Academy
Please list the academy you would like to work with in preference order below.
List Academy Preference
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
Why did you select your top Preference?
Course/Courses I would like and am qualified to teach:
Additional responsibilities you would be interested in taking on:
Please return the completed form to the main office by February 1, 2010.
_______________________________________ ____________________________________
Name Date
69
January 5, 2011
Appendices
Presentation to Community on November 17, 2010
Example of Early Warning Data and Student List showing risk factors – 9th grade
Examples of the Quality Time Management Tools
70
Race to the Top
The Partnership Zone
Christina School District
Marcia V. Lyles, Ed.D., Superintendent
November 17, 2010– DAY 77

The Partnership Zone – Important Dates
 November 15 – Day 75 – First Submission to Delaware
Department of Education required :
 A draft plan, plus a draft Memorandum of Understanding (MOU)
between the District and the teachers’ union (Christina Education
Association).
 November 15 – 19 Department of Education Review
 December 15 – Day 105
 Submission of the Plan and agreement with the Union with updated
information for the Department to review
2
The Partnership Zone – Important Dates
 By December 30 – Day 120
 Department of Education and Christina enter into an
agreement around the Plan
 July 1, 2011
 Implementation of each Plan at Stubbs Elementary
School and Glasgow High School
3
The Partnership Zone – Done List
 Met with the Secretary of Education and Department of
Education (DOE) Turnaround Office
 Announcement to Board Members, Principals, Christina
Education Association(CEA)
 Information posted on Christina Website
 Preliminary meetings with Glasgow and Stubbs Staffs
 Attended Glasgow PTA meeting
 Meetings with CEA
 Informational materials distributed to Board
4
 September 22 – Present
 Organize School-based Design Teams and continue to
hold weekly Design Team Meetings through the Process
 September 29 & October 4 – Public Forums
 October 5 – Board of Education Workshop
Intervention Models proposed and approved
5
 November 9 – Board of Education Meeting
 Presentation and approval of Draft Plan and
Memorandum of Understanding with the Christina
Education Association
6
The Partnership Zone – Doing List
So what does all of this all mean?
What are the key parts of the plan?
How will this benefit the students at Glasgow High ?
What are the next steps?

7
The Partnership Zone –The Proposed Plan
 Transformation – School makes significant changes:

 Instructional model
 Leadership structure
 Quantity/quality of instructional time
 Selection, retention, and evaluation of teaching staff
 Governance and operations
 Involvement of the community
8
The Partnership Zone – The Proposed Plan
 Key Components of Plan for Glasgow High include:
 Instructional Model to address EVERY student’s needs
 Create Three Academies within Glasgow High
 Based on feedback and the Survey the Proposed
Academies are:
Science Technology Engineering Math (STEM)
Business and Entrepreneurship
Humanities and the Arts
9
 Focus on 9th and 10th grades in Year One
 All rising 9th and 10th graders will select an Academy in the Spring
 All will recommit to their Academies after one year OR change to another
Academy if there is space
 All students will be fully committed at the end of 10th grade so that
coursework can be completed on time for graduation
 Create an 11th/12th grade Success Academy in Years One and
Two
 All 11th and 12th graders will be assured the courses necessary to
graduate.
 Course Selections will also be aligned with the University of Delaware’s
Path to Prominence and the UD’s commitment to Delawareans so that
students have the best chance possible to be accepted at the UD
10
 Develop an Instruction Delivery that is Project Based for all
students
 Relevant, Cross curricular, 21st Century Skills focus
 Develop Partnerships
 The Buck Institute for Education – Project Based Learning
 MASS 2020 - Extended Learning Time
 Develop and track early warning indicators so that
struggling students are quickly identified and can receive
assistance
 Indicators include Attendance, Interim grades, Discipline, Age,
Completion of the 9th grade on time.
 A Graduation Guide will be hired at Glasgow to assist students at
the highest risk of failure 11
 Key Components of Plan for Glasgow High also include:
 Modifications in School Leadership Structure
 Campus Principal
 Overarching responsibility for the Glasgow Campus
 Evaluation of Academy Leaders
 Leadership of the Success Academy
 Development of positive School Climate and Community
relations
 Instructional Leaders for each Academy
 Leadership in the development of the Academies
 Responsible for Student Achievement in each Academy
 Leadership and Coaching for Staff in the Academy
 Monitor and Develop Instructional Practices within the
Academy
12
 Key Components of Plan for Glasgow High School also include:
 Additional Instructional Time: Review, rethink, and redesign the
structure of the School day and the School year at GHS. Provide a schedule
that meets the instructional needs of students and the collaborative needs
of staff.
 Develop effective use of the school day as well as create opportunities
for extending time for student learning, enrichment, and teacher
collaboration
 An additional 15% more time is proposed
 Delaware Department of Education will bring a national leader in
improving the use of time in education to work with all 4 of the schools
in the Partnership Zone - MASS2020
 Staff will be paid through Partnership Zone funds for working additional
time 13
 Teacher Recruitment, Selection, and Retention
 All teachers at Glasgow will have the opportunity to remain and
starting July 1 2011, will make a two- year commitment to remain in
the school and receive training.
 Teachers will “apply” for Academies by filling out a form stating their
preferences and why. Academy Leaders will work with the Campus
Principal to make sure all Academies are adequately and
appropriately staffed with staff currently in the school.
 Any and all open positions at Glasgow will be filled through an
interview process where experience, qualifications, and certification
will take top priority.
14
 Teacher Recruitment, Selection, and Retention
 All teachers at Glasgow will have opportunities for promotion and
career growth. “Coordinator” positions will be created to allow
teachers to support the overall campus. Opportunities include:
 Student Affairs
 Data Collection and Analysis
 Mentoring
 Parent Involvement
 College and Career Placement
15
 Support for School Climate and Parent / Community
Involvement
 A Family and Community Engagement position will be created for
Glasgow.
 Glasgow is now working with Learning Link of Delaware to improve
overall communication and outreach to parents and families.
 A research-based school-wide behavioral support program will be
implemented at Glasgow.
16
 Partnerships and Focused Ongoing District support
 A Coordinating Partner to implement a focused Professional
Development Plan around the changes in the Instructional Model
 Partnership Zone Technical Assistance Committee composed of key
district administrators who will commit a specified amount of time
support implementation and evaluation of the Plan for Stubbs
Elementary School
 District-wide STEM Education Advisory Council
 A Memorandum of Understanding (MOU) with the Christina Education
Association which modifies the current contracts in order to effectively
implement the Plan
17
The Partnership Zone – Next Steps
 The Plan for Glasgow High was submitted on November 15
and is being reviewed by the Department of Education (DOE)
 The District will receive feedback from the DOE on or before
November 22, 2010
 The Design Team will meet again to review and address
comments from the DOE
 The Design Team will meet with MASS2020 early in
December to design a more effective school day and school
year for GHS
18
The Partnership Zone – Next Steps
 A revised Plan will be submitted to the Christina Board of
Education on December 14, 2010
 A revised Plan will be submitted to the DOE on December 15,
2010
 Beginning January 1, 2011, implementation of the Plan will
begin including professional development for staff
 The Glasgow Community will continue to receive regular
updates
 The Plan will be completely in place beginning July 1, 2011
19
The Partnership Zone
Let’s talk more about it.

Questions?
20
GHS 9th grade population October 30, 2010 Early Warning Indicators
Student Grade_ Number_Failed_C Tardy_Total Total_Absence Total_Susps_ EnrollDays At_Risk_one_of_ At_Risk_two_of_ At_Risk_all Repeat_9thgr Dropped
ID's 2010_11 ourses (F,D,U,I) _sum _sum sum _sum three_factors three_factors three_factors (# repeat yrs) Risk_Sum _Out SES_tag
XXXXXX 9 5 10 20 4 45 X X X 2 4
XXXXXX 9 4 5 21 1 39 X X X 2 4
XXXXXX 9 0 8 13 1 39 X X 2 3 X
XXXXXX 9 4 11 10 0 45 X X 2 3
XXXXXX 9 1 4 10 0 45 X X 2 3
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XXXXXX 9 3 0 0 0 X 2 2
XXXXXX 9 0 5 14 0 45 X 2 2
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1
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XXXXXX 9 0 0 12 0 40 X 1 2 X
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XXXXXX 9 3 9 6 0 45 X X 0 2
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2
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5
Class: Math (Grade 4) Observer: Emily Raine
Classroom Time Use Tool Teacher: Ms. Jane Doe Date: November 11, 2010
Total Allocated Class Time: 2:00:00 Class Size: 23
Category (see descriptions below) Start Time Stop Time Total Time Notes
Observation began as they were starting lesson on multidigit
Teacher-directed instruction multiplication. Doe models an activity using overhead projector.
Interactive - asking questions and kids respond. Students periodically
12:00:00 12:17:10 0:17:10 turned to do pair and share.
Doe tells students to find their "3 o'clock partner". Students walk around
Transition to next component to find their partner and a space to work. Doe passes out materials,
12:17:10 12:20:30 0:03:20 makes sure all have partners.
Students are in pairs doing multiplication wrestling activity. Doe floats,
makes sure they are on the right track, passes out slips of paper
Small group discussion/activity
(classroom incentive system). Gave a 5-min warning at 12:31:05 - "3 min
12:20:30 12:34:35 0:14:05 to finish, 2 min to clean up".
Doe uses "Time Out" verbal and visual cue. Gives instructions for what
Transition to next component students should do next. Students hand in papers/materials, transition
12:34:35 12:37:00 0:02:25 back to their own seats, get out math notebooks.
Doe uses overhead and everyday Math website to teach the algorithm.
Teacher-directed instruction Interactive - moving between teacher-led, student response/discussion,
web-directed lesson. Checks for understanding a lot throughout this
12:37:00 12:48:10 0:11:10 component .
Whole-class discussion/activity 12:48:10 12:49:25 0:01:15 "Brain Break" - quick stretching game/energizer.
Teacher-directed instruction 12:49:25 12:59:40 0:10:15 Return right away to algorithm lesson.
Students turn to work with neighbor to try a problem on their own; switch
Whole-class discussion/activity
12:59:40 1:07:40 PM 0:08:00 between pairs and whole-group discussion.
Doe leads them partially though a problem; students have to finish on
Independent practice/activity
13:07:40 1:09 PM 0:02:10 their own. Can ask neighbor to ask for help if nec.
Doe shows them how to correctly solve the problem and gives directions
Teacher-directed instruction
13:09:50 1:15:05 PM 0:05:15 for next series of practice problems.
Students find their "6 o'clock partner", Doe does a 10-sec countdown for
transition. Does the "Time Out" cue to give additional instruction on
Transition to next component
where they can find the algorithm in their textbook. Tells them they have
13:15:05 1:16:30 PM 0:01:25 15 min of work time.
Students work with their partner on 3 practice problems. Doe floats,
reminds them they have an example on the overhead if they get stuck and
Small group discussion/activity
that partners are responsible for helping one another. Gives 2 min.
13:16:30 1:30:35 PM 0:14:05 warning at 1:28.
Doe starts transition to next component but students need more time so
Small group discussion/work time
13:30:35 1:32:45 PM 0:02:10 she gives them 2 more min.
© National Center on Time Learning
One Beacon Street 34th Floor, Boston, MA 02108
www.timeandlearning.org
Students go back to their own desks, put away materials, get out folders
Transition to next component to create barriers between desks. Doe does 10 second count-down.
13:32:45 1:34:25 PM 0:01:40
Exit Ticket activity - students have to complete two problems
independently that Blackinton writes on the overhead. Gives directions on
Assessment of student learning
what to do when they finish (addiitonal problems in their math
13:34:25 1:49:50 PM 0:15:25 book).Gives 1 min. warning at 1:47.
Students hand in papers, Doe gives directions to get out whiteboards so
Transition to next component
13:49:50 1:50:15 PM 0:00:25 they can review content from yesterday.
Doe reviews previous day's objective, students respond to questiosn with
their whiteboards, hold them up so she can see answers. They have to
Assessment of student learning
turn to their neighbor and explain how they got their answer.
13:50:15 2:00:00 PM 0:09:45 Transitioned into writing at 2:05.
Total Time by Category

Total Time: Transitions 0:09:15 % of Allocated Class Time 7.7%
Total Time: Teacher-Led Time 0:26:40 % of Allocated Class Time 22.22%
Total Time: Student Work Time 0:58:55 % of Allocated Class Time 49.10%
Total Time: Assessment 0:25:10 % of Allocated Class Time 20.97%
Total 2:00:00 100.00%
% of Allocated Class Time
Transitions
Teacher-led Time
Student Work time
Assessment
© National Center on Time Learning

One Beacon Street 34th Floor, Boston, MA 02108
www.timeandlearning.org
Quality Time Analysis Tool
Calculating Time Spent Weekly and Annually
SECTION 1:CALCULATING TOTAL ALLOCATED SCHOOL TIME
Standard School Day Start time: 7:15 AM

End time: 2:00 PM
# Standard
Days/Week: 5.00 Total Minutes/Day: 405
Early Release (ER) Days Start time:

End time:
# Early Rel. Total Minutes/Release
Days/Week: Day: 0
Total Mins./Week (Avg.) 2,025 Weekly Allotted Time

School Year # Std. Days: 180 Tracker:
# ER Days: Required Annual Hrs.: 1,215.0 -52.0
SECTION 2: CALCULATING WEEKLY ALLOCATED SCHOOL TIME
ACADEMICS/ACADEMIC SUPPORT NON-CORE ACADEMIC OTHER

Minutes/ % Allotted Minutes/ % Allotted Minutes/ % Allotted
Week Time Week Time Week Time
Core Academics 1,108 54.7% Enrichment/Non-Core Acad. 668 33.0% Lunch/Recess 175 8.6%
English Language Arts 220 10.9% Physical Education 0.0% Transitions b/w classes 100 4.9%
Mathematics 228 11.2% Art 0.0% Study Halls/Homework 0.0%
Science (incl. labs) 220 10.9% Music 0.0% Homeroom 0.0%
Social Studies 220 10.9% Computers/Technology 228 11.2% Other 0.0%
Foreign Language 220 10.9% Other 220 10.9% Other 0.0%
Other 0.0% Other 220 10.9%
Academic Support 0 0.0% Social/Emotional Support 27 1.3%
Tutoring 0.0% Community Bldg. Activity 0.0%
Remedial classes 0.0% Advisory 27 1.3%
Targeted Support 0.0% Other 0.0%
Other 0.0%
Total Weekly Allotted 1,108 54.7% Total Weekly Allotted 695 34.3% Total Weekly Allotted 275 13.6%
Hours/Week 18.46 54.7% Hours/Week 11.575 34.3% Hours/Week 4.58 13.6%
Hours/Day (Avg.) 3.69 54.7% Hours/Day (Avg.) 2.32 34.3% Hours/Day (Avg.) 0.92 13.6%
SECTION 3: ESTIMATING WEEKLY NON-PURPOSED TIME

Minutes/ % Allotted Minutes/ % Allotted
Week Time Week Time NOTE: Because "Non-Purposed Time" by definition
means a shift from its intended purpose (i.e., either
In-class Transitions 125 6.2% In-class Transitions 75 3.7%
Academics or Non-Core Academics) to Other, data
Misc. interruptions 2.5 0.1% Misc. interruptions 2.5 0.1% are not entered separately here, but accounted for by
P.A. Announcements 5 0.2% P.A. Announcements 25 1.2% totaling the amounts entered in the other two
categories.
Estimated Non-Purposed 133 6.5% Estimated Non-Purposed 102.5 5.1% Total Estimated Non Purposed
SECTION 4: ESTIMATING ANNUAL REDIRECTED TIME

% Allotted % Allotted
Hours/Year Time Hours/Year Time
Assemblies 1.5 0.1% Mandated Testing 51 4.2%
NOTE: Because the tool assumes that all "Redirected
time" is taken away from the Academics category, no Other Schoolwide Events 4.75 0.4% Transitional Days 10 0.8%
data are entered here. Field Trips 0.0% Transportation to Field Trips 0.0%
Other Events 0.0%
Early Release Day Reduction 36 3.0%
N/A Total 6.25 0.5% Total 97 8.0%
Est. Annual Time 592.0 48.7% Est. Annual Time 376.5 31.0% Est. Annual Time 275.2 22.6%
SECTION 5: ANALYSIS OF ACTUAL TIME SPENT

By Week By Week By Week
Minutes/Week 975 Minutes/Week 617 Minutes/Week 480
Percent of Weekly Minutes 48.1% Percent of Weekly Minutes 30.5% Percent of Weekly Minutes 23.7%
By Year By Year By Year

Hours/Year 553.3 Hours/Year 357.5 Hours/Year 333.0
Percent of Annual Hours 45.5% Percent of Annual Hours 29.4% Percent of Annual Hours 27.4%

The Plan For GHS

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The Plan For GHS

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PARTNERSHIP ZONE PLAN FOR

GLASGOW HIGH SCHOOL

FINAL PARTNERSHIP ZONE PLAN

INTERVENTION MODEL AND STRATEGIES

academy will be evaluated independently.

Stability was needed.

Needs Assessment PERFORMANCE DATA

Preparation for pursuit of post-graduation work, training, or educational opportunities

Extent of school counselor involvement across high school career

How connected were high school classes to students’ future

What was the single greatest obstacle to success in high school

Overall high school experience rating

ROOT CAUSES RELATED TO THE PERFORMANCE CHALLENGES

Root Causes Related to Performance Patterns

Student Success in Secondary Schools

•SCHOOL BASED POLICIES AND PRACTICES

Policies •School operations not organized for student-

and systems limit student opportunities

Practices •Use of early warning indicators ineffective

Learning •Intervention strategies do not address student

•ADULT BEHAVIORS AND BELIEFS

and •Prior student histories impact placement and

Beliefs •Parent/family engagement is limited; effective

Intervention Model TRANSFORMATION

Additional research can be found at http://www.ncsu.edu/meridian/win2002/514/

indicator of a nation's ability to sustain itself.”

POSSIBLE SAMPLE OF ACADEMY STRUCTURE

10th GRADE BLOCKS

11TH GRADE BLOCKS

12th GRADE BLOCK

into the World Languages opportunities for students.

High School requirements. Students will be in the 11th or 12 grades.

The proposed schedule of events subject to the RFP is outlined below:

II. Scope of Services - Responsibilities and Deliverables

USE STUDENT DATA EFFECTIVELY

1. Received a final grade of D, F, U, or I in any class in quarter 1.

o Working with School and District leadership

IV. Timeline for Development, Implementation, and Deliverables

Planning Year January 2010 – June 30, 2011

Year One July 1, 2011 – June 30, 2012

Year Two July 1, 2012 – June 30, 2013

Year Three July 1, 2013 – June 30, 2014

VI. Scope of Services - Responsibilities and Deliverables

VII. Timeline for Development, Implementation, and Deliverables

Planning Year January 2010 – June 30, 2011

Year One July 1, 2011 – June 30, 2012

Year Two July 1, 2012 – June 30, 2013

Year Three July 1, 2013 – June 30, 2014

Ongoing Monitoring of Plan Progress thru PZ COUNCIL

Review Evaluation with District Personnel

PBS School-wide Team Training

• Expand their current school-wide programs

Social Emotional Learning

PBS and Classroom Management Training

CRITERIA FOR TEACHER SELECTION

implement the additional professional development needed to implement the plan.

OPEN POSITIONS ONCE STAFF FROM GHS HAS BEEN INTERVIEWED

Work with diverse groups of students, staff and community.

Criteria for Leadership Selection

Commitment to equity and excellence

SCHOOL CLIMATE ADVISORS

PROFESSIONAL DEVELOPMENT - DPAS II SUPPORT

EXTENDED LEARNING TIME