D. Transition Plan and Continuous Improvement
The extent to which the applicant has a
- Clear and thoughtful transition plan, including:
- A complete analysis of its current status in supporting learners by personalizing the learning environment(s), including identification of existing needs and gaps which are addressed by the project plan; and
- A high-quality plan, including timeline, deliverables, and most substantial risks and appropriate mitigation of those risks, for phasing in elements of the plan over the grant period.
- Plan for increasing the number of students who receive instruction from effective and highly effective teachers and principals, including in hard-to-staff schools, subjects, and specialty areas, such as mathematics, science, and special education;
- High-quality plan for communication with both internal and external stakeholders; and
- Strategy for implementing a rigorous continuous improvement process that provides timely and regular feedback on progress towards project goals and opportunities for ongoing corrections during and after the term of the grant. This must include how the applicant will monitor, measure, and publicly share the quality of its Race to the Top District funded investments, such as professional development, technology and staff.