Sheff Region Interdisrit Magnet Reformulation Grant

Connecticut State Department of Education

Office of Strategic Planning and Partnerships

Interdistrict Magnet Reformulation Grant

(Sheff Region)

RFP 867

Fiscal Years (FY) 2027 through 2029

Section 10-264l of the Connecticut General Statutes (C.G.S) and the Comprehensive School Choice Plan (CCP)

Connecticut State Department of Education

Office of Strategic Planning and Partnerships

450 Columbus Boulevard

Hartford, CT 06103-1841

Published: June 2026

For Questions: Contact Shola Freeman at shola.freeman@ct.gov

Connecticut State Department of Education

Charlene M. Russell-Tucker

Commissioner of Education

Affirmative Action Policy Statement

An Equal Opportunity/Affirmative Action Employer

The Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all qualified persons. The Connecticut Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of: race; color; religious creed; age; sex; pregnancy; sexual orientation; workplace hazards to reproductive systems; gender identity or expression; marital status; national origin; ancestry; retaliation for previously opposed discrimination or coercion; intellectual disability; genetic information; learning disability; physical disability (including, but not limited to, blindness); mental disability (past/present history thereof); military or veteran status; status as a victim of domestic violence; or criminal record in state employment, in accordance with applicable statutes, unless there is a bona fide occupational qualification excluding persons in any of the aforementioned protected classes. Inquiries regarding the Connecticut State Department of Education's nondiscrimination policies should be directed to: Attorney Louis Todisco, Connecticut State Department of Education, by mail 450 Columbus Boulevard, Suite 605, Hartford, CT 06103-1841; or by telephone 860-713-6594; or by email louis.todisco@ct.gov.

Connecticut State Department of Education

Grant Application Fiscal Year (FY) 27 - FY29

Interdistrict Magnet Reformulation Grant

Sheff Region

In 1996, the Connecticut Supreme Court decided the Sheff v. O'Neill case and held that Hartford-resident minority students are entitled to attend school in reduced isolation settings as a matter of educational equity under the Connecticut State Constitution. Over the last 30 years, the state has engaged extensive human and fiscal resources to address such isolation through voluntary participation in interdistrict programming, including interdistrict magnet schools, the Open Choice program, the Connecticut Technical Education and Career System (CTECS), and other voluntary interdistrict programs. The Sheff Region as defined in the Sheff case includes the school districts of Avon, Bloomfield, Canton, East Granby, East Hartford, East Windsor, Ellington, Farmington, Glastonbury, Granby, Hartford, Manchester, Newington, Rocky Hill, Simsbury, South Windsor, Suffield, Vernon, West Hartford, Wethersfield, Windsor, and Windsor Locks. In terms of student participation, the Region extends to nearly all towns in the Greater Hartford Region.

Since 2003, the plaintiffs and the state have entered into several sequential stipulated agreements from Phase I through Phase IV, and, most recently, a Phase V final agreement, spelling out certain goals for reducing racial and ethnic isolation in Hartford and the steps the state would take to achieve such goals. The final agreement, referred to as the was signed by the state defendants, the plaintiffs and the City of Hartford on January 26, 2022 and the Connecticut Superior Court on March 21, 2022 as an Order of the Court.

The CCP articulates a complex and detailed strategic blueprint to increase opportunities for integrated, high-quality educational opportunities for Hartford-resident students and students throughout Connecticut through a series of 42 commitments. Among the commitments, the CCP requires the Connecticut State Department of Education (CSDE) to lead a reformulation process of existing school choice options to support a core school choice portfolio of diverse interdistrict opportunities in order to meet demand. The CCP stipulates that the reformulation process should focus on evaluating schools, working with operators to restructure programs, using collaborative efforts to address diversity, and providing funding support to implement reformulation strategies to support academic improvement, promote a welcoming school environment and increase magnetism to meet compliance requirements.

Reformulation

Reformulation is a key priority in the CCP to establish a core school portfolio of diverse interdistrict opportunities and create a sustainable, predictable and consistent system of integrated education options. Pursuant to these end-objectives, the CSDE and RSCO Working Group identified academics, school magnetism and school climate as the primary focus of reformulation planning. Along with high-quality programming and diverse enrollment, these focal areas align with the CCP's ten driving goals for reformulation listed below to ensure all magnet schools within the Sheff portfolio offer high-quality, diverse educational environments.

Magnet schools will offer 21st century, attractive, unique and varied educational magnet themes that align with theme preferences of applicants, higher education partners, workforce leaders, and educational experts.

Magnet schools will ensure fidelity to the magnet theme and ensure all aspects of a magnet school's program are oriented faithfully around the school's magnet theme and that teachers are well supported in incorporating the theme into their day-to-day instruction.

Magnet schools will be located in attractive facilities that are well-equipped to provide unique educational and extracurricular opportunities.

Extracurricular offerings will expand beyond theme-related options to promote different interests and skill-development in magnet students. Magnet school themes will be clearly communicated to families.

Magnet schools will be easily accessed and afford ample opportunity to participate in sports and other extracurricular activities.

Magnet schools will provide strong leadership and a demonstrably high-quality teaching and professional staff, with the expectation that all teachers and staff will be trained on the mission and vision of the school.

Magnet schools will seek feedback and respond to input from a racially diverse group of students and families through a collaborative decision-making process.

Magnet school staff will be well-trained in providing engaging, culturally sensitive and rigorous academic and emotional supports to enrolled students.

Families will have access to a pathway continuum of school choice educational options with guaranteed enrollment through graduation for Hartford-resident students once admitted to Open Choice.

Magnet schools will strive to employ a diverse educational staff who are trained and experienced in working with families from diverse backgrounds.

Reformulation will proceed in three phases. Phase 1 will include the audit review and report by the CSDE team and Magnet Schools of America (MSA) coaches. Based on the review and a holistic needs assessment focused on the three priority areas - academic performance, school climate and magnetism - the CSDE will identify benchmark indicators in each of the priority areas by school grouping for purposes of goal setting and resource support. Phase 2 will shift to schools to conduct a root-cause analysis based on the needs assessment and develop reformulation plans and school improvement initiatives as part of the grant application process. The reformulation plans will include progress metrics for achievement/growth, school climate, and/or enrollment diversity, depending on the school's data relative to benchmarks in each priority area. Phase 3 will include implementation of the reformulation plan along with monitoring of progress and adjustment of metrics and plans to meet the goals of high-quality, themed, diverse school environments. The CCP stipulates that schools with reformulation plans must show demonstrable progress in the diversity of their applicant pool and enrollment numbers within a three-year timeframe.

The Reformulation Process Overview is included as Appendix B and details each phase of the reformulation process. Applicants should review the process overview carefully before completing the grant application. The MSA audit plans from Phase 1 will serve as the foundational resource for root-cause analysis and reformulation planning and, ultimately, significant funding through this grant application, beginning in FY 27, for school theming and program reformulation to enhance academic programming, create welcoming environments and meet diversity goals. Eligible schools will apply for funding through this grant to implement the recommendations directed by reformulation plans, in combination with school-based school improvement plans and corrective action plans, to achieve specific academic, magnetism and school climate metrics as demonstrated progress within the three-year reformulation timeframe. A cross-divisional CSDE team will review grant application plans and award reformulation grants based on funding requirements in the CCP and alignment between school plans and reformulation goals.

Per the CCP, schools will be required to submit regular data points on achievement, growth, school climate, teacher recruitment, extracurricular programming, theme development, marketing/outreach activities, and application demographics during the reformulation process for assessment on progress in meeting Sheff diversity goals. For schools approved for reformulation, the CSDE will meet with the operator and school administration every 90 days to provide an update on reformulation implementation and every 6 months for an update on performance goals across the three priority areas and additional data points required by the CCP. Schools will provide a written update on progress toward the established goals through the required interim and final grant reports, and make appropriate adjustments to plans and goals, as needed, to continue progress toward supporting and sustaining high-quality, themed, integrated schools.

The purpose of this grant is to provide funding for interdistrict magnet schools to reformulate school programming pursuant to C.G.S. Section 10-264l(c)(3) to meet the diversity compliance goals set forth in the CCP. The grant provides funding for retheming and program enhancements. Activities funded by this grant should assist the schools in meeting diversity goals while providing a high-quality education that will increase student achievement and attract a diverse applicant pool for long-term sustainability of integrated educational opportunities. Per the CCP, the CSDE, in collaboration with the Working Group and MSA coaches, will provide recommendations for reformulation at eligible schools through the audit process and direct the process for reformulation planning and implementation through this grant application as fully detailed in Appendix B. Eligible schools are responsible for developing, implementing and monitoring their reformulation plan to achieve the CCP goals and achieve the applicable metrics.

The following entities in the Greater Hartford Region are eligible to apply for this grant for schools in the reformulation process as determined by the CSDE:

Sheff schools operated by a local board of education: Bloomfield Public Schools, East Hartford Public Schools, Hartford Public Schools;

Sheff schools operated by a Regional Education Service Center: Capital Region Education Council (CREC); and

Sheff schools operated by a College Affiliated Operator: Goodwin University Educational Services (GUES).

Pursuant to Commitment #7 of the CCP, the Commissioner of Education is authorized to award grants to support reformulation of eligible interdistrict magnet schools in the Sheff Region through a total state financial commitment of $12,600,000, up to a maximum of $2,000,000 per school. Per the CCP, the reformulation funding is primarily intended to support reformulation of school programming at Sheff magnet schools with persistent challenges to meeting diversity and enrollment goals (Group 3 Schools) and schools on the margins in their enrollment diversity (Group 2 Schools). Depending on the school's reformulation requirements, average awards are expected to range from $300,000 per school for Group 2 Schools to $800,000 per school for Group 3 Schools, up to a maximum of $2,000,000 per school over the 3 years. Based on applicant and enrollment data for the 2025-26 school year, the CCP groupings for reformulation are as follows:

The CSDE will distribute reformulation funding through the eGrants Management System (eGMS) upon the interdistrict magnet school operator's submission of a purchase order or an invoice for allowable activities and costs, with appropriate receipts and supporting documentation in accordance with the reformulation plan approved by the CSDE and CSDE's grant policies. Applicants must submit a budget in FY 27 and preliminary budgets for FY 28 and 29, although funding awards for this application will be limited to FY 27. Updated and approved budgets will be required on an annual basis.

Grants are not final until the execution of award letters and are subject to availability of funding. The level of funding and reporting requirements will be set forth in the notification of the grant award.

Reformulation activities should align with recommendations in the MSA audit report and initiatives in the school reformulation plan and focus on the priority to provide high-quality academics, diverse enrollment, and positive school climate. Expenditures pursuant to this reformulation grant must be focused on the following:

reformulating the school environment for purposes of improving academic achievement in accordance with goals set in the reformulation plan;

enhancing or reformulating the school programmatic theme;

providing cultural and climate supports to ensure a safe and welcoming learning environment; in accordance with the goals set forth in the reformulation plan;

adding extracurricular and programmatic enrichment to enhance learning;

improving facilities;

other strategies to attract a diverse applicant pool to the school and afford a high-quality learning environment; and/or

creating sustainability of reformulation outcomes.

Allowable expenditures may not be used to supplant existing costs and must be directly related to the purpose of this grant. Requests for funding that are not clearly and directly aimed at improvement of the priority areas in accordance with the approved plan will not be considered. Allowable expenditures may include, but are not limited to, expenditures for the following:

staff and teacher salaries and fringe benefits;

staff, teacher, and tutor stipends;

contracts for professional and expert services;

contracts for professional and expert speakers;

contracts for services by an outside agency, business, or community partner;

stipends for before-and/or after-school programming, summer enrichment, weekend academies, and other academic supports;

programs or resources that support the social/emotional or academic needs of students;

fees and domestic travel costs for student participation in competitions or special events related to extracurricular programming;

research and planning activities focused on school improvement and/or theme/program enhancement;

instructional and non-instructional services, including curriculum development;

educational materials, equipment and supplies;

furniture, fixtures and equipment;

marketing;

computer hardware and software;

professional development;

theme coaching and other related professional services;

whole-grade or all-school unique field trip experiences aligned with the theme and school curriculum; and

summer or school break boot camp for college-prep or to prepare for the school year.

Disallowed expenditures, include the following:

international travel; and

debt service.

The CSDE shall consider this application for planning purposes for FY 27, 28 and 29, within available appropriations. The grant distribution in eGMS for the current application is limited to expenditures in the current FY 27. The CSDE anticipates that the reformulation period will begin July 1, 2026, and conclude June 30, 2029.

Funds will be awarded to eligible schools pursuant to C.G.S. Section 10-264l(c)(3), subject to availability of such funds, in amounts to be determined as described in the Funding Section, provided the applicant's proposal meets the criteria described in this grant application and is approved by the CSDE through its application review process. The CSDE reserves the right to request additional information from applicants prior to making the award, including information about both program and cost effectiveness. The grant applications and reformulation plan must demonstrate that the grant funds will not be used to supplant the school's existing resources/initiatives as a condition of approval.

All of the information contained in an application submitted in response to this Request for Applications is subject to the provisions of the Freedom of Information Act (FOI), C.G.S. Sections 1-200 et seq. The FOI provides that, except as provided by Federal law or State statute, records maintained or kept on file by any public agency (as defined in the statute) are public records and every person has the right to inspect such records and receive a copy of such records.

The grantee has complete management control of this grant. While CSDE staff may be consulted for their expertise, they will not be directly responsible for the selection of subgrantees or vendors nor will they be directly involved in the expenditure and payment of funds.

Submission Requirements

Grant applications should respond fully and accurately to the application requirements and must include, at a minimum:

(1) a reformulation plan which incorporates the CSDE/MSA audit report and identifies school improvement strategies and initiatives to achieve the required metrics and focus on progress in achievement, school magnetism in attracting and retaining a diverse applicant pool and enrollment, and promoting a positive school climate;

(2) the needs that will be addressed with the funding;

(3) a timeline for implementation of the reformulation plan;

(4) how reformulation will enhance academic programming, support a positive school climate, and increase the diversity of the applicant pool;

(5) how the interdistrict magnet school operator intends to meet the objectives of the grant and goals in the reformulation plan for academics, school climate, and magnetism;

(6) a demonstrated plan for sustainability of reformulation outcomes with goals and outcomes; and (7) a proposed general budget for the reformulation plans and initiatives.

To be eligible for consideration, a completed application packet must be e-mailed to Shola Freeman at the e-mail address, and must include:

cover page;

a copy of the operator's school climate statement and/or policy;

the school's reformulation plan to include the school improvement plan and corrective action plan, if applicable;

program narrative/plan summary;

budget narrative;

ED114 budget form for each year of the grant planning and implementation; and

Standard Statement of Assurances.

Grant recipients must submit alternating interim and final status reports every 6 months from grant approval to remain eligible for continued funding. Such reports must include information and data points as indicated in the report rubric to include data on such areas as achievement, growth, school climate, teacher recruitment, extracurricular programming, theme development, marketing/outreach activities, and application demographics, as well as progress toward achieving any reformulation metrics focused on achievement/growth, magnetism, and/or school climate. The schedule for monitoring updates, interim/final reports, and the final reformulation report is provided in the Reformulation Grant Timelines Section.

Interdistrict Magnet Reformulation Grant

(Sheff Region)

Application Packet

FYs 2027-29

Connecticut State Department of Education

Interdistrict Magnet Reformulation Grant Application FY 27-FY 29

(Sheff Region)

Reformulation Strategies and Summary Narrative

The Magnet School's Reformulation Plan should:

(1) incorporate the recommendations from the CSDE/MSA audit report;

(2) identify school improvement plans and initiatives to increase the quality of academic programming, promote a positive school climate, and attract/retain a diverse applicant pool to the school;

(3) specify reformulation goals for academics, school climate and magnetism;

(4) incorporate appropriate data for baselines, monitoring, goals and outcomes;

(5) specify detailed timelines for action planning, implementation, and assessment; and

(6) describe how the school will utilize the Interdistrict Magnet School Reformulation Grant to plan and implement reformulation strategies.

Attach the school's overall school improvement plan and Corrective Action Plan (CAP), if applicable, to support the Plan. The Reformulation Plan should include appropriate data and detailed responses to each of the sections in the grant application.

Guidance Key:

Guidance for completing the application, and features of a strong plan are listed in blue.

Sample responses/examples to guide you are listed in purple.

General Comment:

The grant application requires the Magnet School Reformulation Plan to include, at a minimum, the six components listed in the directions (see above) along with the School Improvement Plan and Corrective Action Plan, if applicable, and supporting data. Proposers should incorporate detailed responses in each section, and begin with an overview that explains the what, why, how, when, and how much of the Reformulation Plan.

Proposers should keep in mind that reformulation is the point of the proposal and the Plan should include sustainable enhancements that will support a high-quality, themed educational environment that meets required enrollment goals by attracting and retaining a diverse applicant pool and should include goals and expected outcomes for each year of the reformulation plan.

Proposal Title

Provide a title that will capture the reader and present the overarching goal of the reformulation plan.

Summary Statement & Supporting Narrative

Describe the school's reformulation proposal and include the what, why, how, when, and how much. Give an overview of the plan and the key initiatives. Please correlate the description with the budget expenses. In this section, begin with a summary statement of what you are proposing as part of your reformulation plan. The summary statement should capture the overarching focus of the plan. Following the summary statement, detail the specific priorities/initiatives (what) that will be funded and the specific outcomes you plan to achieve. You should substantiate these choices with findings from the root cause analysis and needs assessment (why).

For example, a school might note as follows to describe the proposal and the underlying basis for the priorities based on the needs assessment findings: "our reformulation proposal is focused on three key priorities: X, Y, and Z. These priorities were chosen because the needs assessment identified A, B and C. This was also reflected in the key themes of D, E, and F outlined in the Magnet Schools of America report."

Reformulation Enhancement

Please specify how the reformulation proposal is specifically targeted to enhance students' educational experience, deepen theme integration and high-quality programming, promote a positive school environment, and/or increase applicants' interest in the magnet program.

Be explicit about how the proposed initiatives are NEW or an enhancement to the school's current operations. Defend why this is an innovation or reformulation of your school, and how the request for these budgeted projects is something that is beyond your existing budget and can be sustained long term. Explain in detail how this differs from past practices. Share research-based evidence to support the potential impact of the enhancement on academic development, school climate and/or school magnetism.

Reformulation Priorities & Root Causes

Based on the school's holistic needs assessment, root cause analysis, and MSA report, identify one or two priorities for the school in each of the focus areas (academics, magnetism, and school culture and climate). Although more can be identified, going deeper by focusing on fewer key areas is often more effective. Give a detailed analysis of the root cause and a rationale for your decision to focus on each priority. (If your plan does not include initiatives in a particular focus area, please indicate "N/A" in that section.)

Extensive analysis of data should be conducted prior to completing this grant request. Within the rationale for each priority, articulate, in depth, the root causes analyzed and describe how the data indicated a specific need linked to the key priorities. Your school improvement plan and Corrective Action Plan (as applicable) should align with the identified priorities. Make those connections and alignments clear in your narrative.

Below is an example of an academic priority with corresponding root cause and rationale.

Please identify the school's priorities in each focus area that is included in the Reformulation application.

Reformulation Overarching School Improvement Goals

Identify two overarching goals to advance each of the school's reformulation priorities (identified in the previous section). The goals should be specific, measurable, achievable, relevant, and time-bound (SMART). Each goal should directly align with the identified priority. These overarching goals should focus on student outcomes.

The first goal must focus on state and CCP diversity benchmark measures (i.e., SBA achievement and/or growth, NGSS achievement, chronic absenteeism, RSCO lottery data, etc.).

The second goal should be based on internal benchmarks (i.e., iReady, iXL, DIBELS, NWEA, STAR, HMH assessment, district assessment, etc.).

In addition, each overarching goal should have interim benchmarks for the first and second year of the grant to measure progress at the end of each annual grant cycle.

(If your plan does not include initiatives in a particular focus area, please indicate "N/A" in that section).

Below is an example of a framework for articulating goals for an academic priority to improve Tier 1 Mathematics instruction:

Academic Priority #1: Improve Tier 1 Mathematics instruction

Overarching Academic Goal #1 (State and CCP): By the end of Year 3 of the grant, the mathematics performance index for students in grades 3-5, as measured by the Smarter Balanced Assessment (SBA), will increase by 15 percentage points relative to the 2025-2026 baseline.

Year 1 Goal: By the end of Year 1 of the grant, the mathematics performance index for students in grades 3-5, as measured by the Smarter Balanced Assessment (SBA), will increase by 5 percentage points relative to the 2025-2026 baseline.

Year 2 Goal: By the end of Year 2 of the grant, the mathematics performance index for students in grades 3-5, as measured by the Smarter Balanced Assessment (SBA), will increase by 10 percentage points relative to the 2025-2026 baseline.

Overarching Academic Goal #1 (Internal Benchmark): By the end of Year 3 of the grant, students in grades K-5 will demonstrate a 15-percentage point increase in performance on district mathematics benchmark assessments relative to the 2025-2026 baseline.

Year 1 Goal: By the end of Year 1 of the grant, students in grades 3-5 will demonstrate a 5-percentage point increase in performance on district mathematics benchmark assessments relative to the 2025-2026 baseline.

Year 2 Goal: By the end of Year 2 of the grant, students in grades K-5 (with grades K-2 added in Year 2 implementation) will demonstrate a 10-percentage point increase in performance on district mathematics benchmark assessments relative to the 2025-2026 baseline.

PROCEED TO THE NEXT PAGE

Please use the tables below to identify two overarching goals to advance the school's reformulation priorities in each of the three categories, academics, magnetism and school climate. Use the example above to guide your response. (If your plan does not include initiatives in a particular focus area, please indicate "N/A" in that section).

Reformulation Strategies & Timeline

For each priority, develop an action plan that is grounded in no more than three specific strategies. The strategies should be based on the needs assessment, root cause analysis and other research to establish evidence-based practices. Include a timeline with actions that support implementation of the strategy for each year of the grant. Establish an overarching goal and corresponding interim goals for Year 1 and Year 2 of the grant that will allow you to monitor the implementation process of each strategy. All expenses included in the budget should be explicitly linked to the specific strategies and actions in the action plan.

A strong plan will outline a clear set of strategies that are based on the needs assessment, research, and best practices. The timeline of yearly actions should align with the strategy and follow a logical sequence of increasing complexity and ongoing progress. There should be a clear expectation of gradual release to ensure sustainability beyond the timeframe of the grant. The implementation goals should be based on adult actions that provide a way to measure the effectiveness of the implementation process. Be sure that all proposed expenses do not "supplant" existing funds. If the expense is required for the general overall operation of the school, or funded through the existing budget, it will likely not meet the supplement not supplant standard. Be prepared to discuss how you will reflect on implementation of your grant strategy on a quarterly basis with the CSDE. A strong plan will define a clear measure of success for each strategy, and each action has a defined set of indicators of success that includes specific and time-bound implementation milestones and evidence of implementation quality. (If your plan does not include initiatives in a particular focus area, please indicate "N/A" in that section.)

The table below provides a templated example of an action plan for the academic priority of improving Tier 1 Mathematics instruction.

Please provide the school's action plans for each priority in the reformulation application. (If your plan does not include initiatives in a particular focus area, please indicate "N/A" in that section).

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Diversity Goals & Sustainability Support

Explain how the school anticipates the proposal will help the school achieve and maintain compliance with diversity goals. Describe how the school will ensure sustainability of the enhancements beyond the grant cycle.

Begin with a summary of how the chosen initiatives build on one another to create cohesive program enhancements. Provide research-evidence to substantiate the strategies and the potential for success relative to the goals and challenges. Include a sustainability plan on how retheming and/or program enhancements will continue after the grant cycle with detailed information on systems and structures that will gradually release responsibility to faculty and staff involved in the implementation process.

ED114 Fiscal Year 2027 Budget Form Funding Status

Original Request Date:

____________________________________ _____________

State Department of Education Date of

Revised Request Date: Program Manager Approval

Budget Narrative -FY 27

ED114 Fiscal Year 2028 Budget Form Funding Status

Original Request Date:

____________________________________ _____________

State Department of Education Date of

Revised Request Date: Program Manager Approval

Budget Narrative - FY 28

ED114 Fiscal Year 2029 Budget Form Funding Status

Original Request Date:

____________________________________ _____________

State Department of Education Date of

Revised Request Date: Program Manager Approval

Budget Narrative- FY 29

Standard Statement of Assurances for Grant Programs

Connecticut State Department of Education

The Applicant hereby assures the Connecticut State Department of Education that:

The applicant has the necessary legal authority to apply for and receive the proposed grant;

The filing of this application has been authorized by the applicant's governing body, and the undersigned official has been duly authorized to file this application for and on behalf of said applicant, and otherwise to act as the authorized representative of the applicant in connection with this application;

The activities and services for which assistance is sought under this grant will be administered by or under the supervision and control of the applicant;

The project will be operated in compliance with all applicable state and federal laws and in compliance with regulations and other policies and administrative directives of the State Board of Education and the Connecticut State Department of Education;

Grant funds shall not be used to supplant funds normally budgeted by the agency;

Fiscal control and accounting procedures will be used to ensure proper disbursement of all funds awarded;

The applicant will submit a final project report (within 60 days of the project completion) and such other reports, as specified, to the Connecticut State Department of Education, including information relating to the project records and access thereto as the Connecticut State Department of Education may find necessary;

The Connecticut State Department of Education reserves the exclusive right to use and grant the right to use and/or publish any part or parts of any summary, abstract, reports, publications, records and materials resulting from this project and this grant;

If the project achieves the specified objectives, every reasonable effort will be made to continue the project and/or implement the results after the termination of state/federal funding;

The applicant will protect and save harmless the State Board of Education from financial loss and expense, including legal fees and costs, if any, arising out of any breach of the duties, in whole or part, described in the application for the grant;

At the conclusion of each grant period, the applicant will provide for an independent audit report acceptable to the grantor in accordance with Sections 7-394a and 7-396a of the C.G.S., and the applicant shall return to the Connecticut State Department of Education any moneys not expended in accordance with the approved program/operation budget as determined by the audit;

Nondiscrimination

For purposes of this Section, the following terms are defined as follows:

"Commission" means the Commission on Human Rights and Opportunities;

"Contract" and "contract" means this grant;

"Contractor" and "contractor" means the applicant and any successors or assigns;

"Gender identity or expression" means a person's gender-related identity, appearance or behavior, whether or not that gender-related identity, appearance or behavior is different from that traditionally associated with the person's physiology or assigned sex at birth, which gender-related identity can be shown by providing evidence including, but not limited to, medical history, care or treatment of the gender-related identity, consistent and uniform assertion of the gender-related identity or any other evidence that the gender-related identity is sincerely held, part of a person's core identity or not being asserted for an improper purpose;

"good faith" means that degree of diligence which a reasonable person would exercise in the performance of legal duties and obligations;

"good faith efforts" shall include, but not be limited to, those reasonable initial efforts necessary to comply with statutory or regulatory requirements and additional or substituted efforts when it is determined that such initial efforts will not be sufficient to comply with such requirements;

"marital status" means being single, married as recognized by the State of Connecticut, widowed, separated or divorced;

"mental disability" means one or more mental disorders, as defined in the most recent edition of the American Psychiatric Association's "Diagnostic and Statistical Manual of Mental Disorders", or a record of or regarding a person as having one or more such disorders;

"minority business enterprise" means any small contractor or supplier of materials fifty-one percent or more of the capital stock, if any, or assets of which is owned by a person or persons: (1) who are active in the daily affairs of the enterprise, (2) who have the power to direct the management and policies of the enterprise, and (3) who are members of a minority, as such term is defined in subsection (a) of C.G.S. 32-9n; and

"public works contract" means any agreement between any individual, firm or corporation and the State or any political subdivision of the State other than a municipality for construction, rehabilitation, conversion, extension, demolition or repair of a public building, highway or other changes or improvements in real property, or which is financed in whole or in part by the State, including, but not limited to, matching expenditures, grants, loans, insurance or guarantees.

For purposes of this Section, the terms "Contract" and "contract" do not include a contract where each contractor is (a) a political subdivision of the state, including, but not limited to, a municipality, unless the contract is a municipal public works contract or quasi-public agency project contract, (b) any other state, including but not limited to any federally recognized Indian tribal governments, as defined in C.G.S. 1-267, (c) the federal government, (d) a foreign government, or (e) an agency of a subdivision, state or government described in the immediately preceding enumerated items (a), (b), (c), or (d).

(a) The Contractor agrees and warrants that in the performance of the Contract such Contractor will not discriminate or permit discrimination against any person or group of persons on the grounds of race, color, religious creed, age, marital status, national origin, ancestry, sex, gender identity or expression, status as a veteran, status as a victim of domestic violence, intellectual disability, mental disability or physical disability, including, but not limited to, blindness, unless it is shown by such Contractor that such disability prevents performance of the work involved, in any manner prohibited by the laws of the United States or of the State of Connecticut; and the Contractor further agrees to take affirmative action to ensure that applicants with job-related qualifications are employed and that employees are treated when employed without regard to their race, color, religious creed, age, marital status, national origin, ancestry, sex, gender identity or expression, status as a veteran, status as a victim of domestic violence, intellectual disability, mental disability or physical disability, including, but not limited to, blindness, unless it is shown by the Contractor that such disability prevents performance of the work involved; (b) the Contractor agrees, in all solicitations or advertisements for employees placed by or on behalf of the Contractor, to state that it is an "affirmative action equal opportunity employer" in accordance with regulations adopted by the Commission; (c) the Contractor agrees to provide each labor union or representative of workers with which the Contractor has a collective bargaining Agreement or other contract or understanding and each vendor with which the Contractor has a contract or understanding, a notice to be provided by the Commission advising the labor union or workers' representative of the Contractor's commitments under this section and to post copies of the notice in conspicuous places available to employees and applicants for employment; (d) the Contractor agrees to comply with each provision of this Section and C.G.S. 46a-68e and 46a-68f and with each regulation or relevant order issued by said Commission pursuant to C.G.S. 46a-56, 46a-68e, 46a-68f and 46a-86; and (e) the Contractor agrees to provide the Commission on Human Rights and Opportunities with such information requested by the Commission, and permit access to pertinent books, records and accounts, concerning the employment practices and procedures of the Contractor as relate to the provisions of this Section and C.G.S. 46a-56. If the contract is a public works contract, municipal public works contract or contract for a quasi-public agency project, the Contractor agrees and warrants that he or she will make good faith efforts to employ minority business enterprises as subcontractors and suppliers of materials on such public works or quasi-public agency projects.

Determination of the Contractor's good faith efforts shall include, but shall not be limited to, the following factors: the Contractor's employment and subcontracting policies, patterns and practices; affirmative advertising, recruitment and training; technical assistance activities and such other reasonable activities or efforts as the Commission may prescribe that are designed to ensure the participation of minority business enterprises in public works projects.

The Contractor shall develop and maintain adequate documentation, in a manner prescribed by the Commission, of its good faith efforts.

The Contractor shall include the provisions of subsection (B) of this Section in every subcontract or purchase order entered into in order to fulfill any obligation of a contract with the State and in every subcontract entered into in order to fulfill any obligation of a municipal public works contract for a quasi-public agency project, and such provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by regulations or orders of the Commission. The Contractor shall take such action with respect to any such subcontract or purchase order as the Commission may direct as a means of enforcing such provisions including sanctions for noncompliance in accordance with C.G.S. 46a-56, as amended; provided if such Contractor becomes involved in, or is threatened with, litigation with a subcontractor or vendor as a result of such direction by the Commission regarding the State contract, the Contractor may request the State of Connecticut to enter into any such litigation or negotiation prior thereto to protect the interests of the State and the State may so enter.

The Contractor agrees to comply with the regulations referred to in this Section as they exist on the date of this Contract and as they may be adopted or amended from time to time during the term of this Contract and any amendments thereto.

(a) The Contractor agrees and warrants that in the performance of the Contract such Contractor will not discriminate or permit discrimination against any person or group of persons on the grounds of sexual orientation, in any manner prohibited by the laws of the United States or the State of Connecticut, and that employees are treated when employed without regard to their sexual orientation; (b) the Contractor agrees to provide each labor union or representative of workers with which such Contractor has a collective bargaining Agreement or other contract or understanding and each vendor with which such Contractor has a contract or understanding, a notice to be provided by the Commission on Human Rights and Opportunities advising the labor union or workers' representative of the Contractor's commitments under this section, and to post copies of the notice in conspicuous places available to employees and applicants for employment; (c) the Contractor agrees to comply with each provision of this section and with each regulation or relevant order issued by said Commission pursuant to C.G.S. 46a-56; and (d) the Contractor agrees to provide the Commission on Human Rights and Opportunities with such information requested by the Commission, and permit access to pertinent books, records and accounts, concerning the employment practices and procedures of the Contractor which relate to the provisions of this Section and C.G.S. 46a-56.

The Contractor shall include the provisions of the foregoing paragraph in every subcontract or purchase order entered into in order to fulfill any obligation of a contract with the State and such provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by regulations or orders of the Commission. The Contractor shall take such action with respect to any such subcontract or purchase order as the Commission may direct as a means of enforcing such provisions including sanctions for noncompliance in accordance with C.G.S. 46a-56, as amended; provided, if such Contractor becomes involved in, or is threatened with, litigation with a subcontractor or vendor as a result of such direction by the Commission regarding a State contract, the Contractor may request the State of Connecticut to enter into any such litigation or negotiation prior thereto to protect the interests of the State and the State may so enter.

Nondiscrimination Certification. Pursuant to subsection (c) of section 4a-60 and subsection (b) of section 4a-60a of the Connecticut General Statutes, the Contractor, for itself and its authorized signatory of this Contract, affirms that it understands the obligations of this section and that it will maintain a policy for the duration of the Contract to assure that the Contract will be performed in compliance with the nondiscrimination requirements of such sections. The Contractor and its authorized signatory of this Contract demonstrate their understanding of this obligation by signing this Statement of Assurances below.

The grant award is subject to approval of the Connecticut State Department of Education and availability of state or federal funds.

The applicant agrees and warrants that Sections 4-190 to 4-197, inclusive, of the C.G.S. concerning the Personal Data Act and Sections 10-4-8 to 10-4-10, inclusive, of the Regulations of Connecticut State Agencies promulgated there under are hereby incorporated by reference.

I, the undersigned authorized official, hereby certify that these assurances shall be fully implemented.

Appendix A - Interdistrict Magnet Reformulation Grant (Sheff Region) Program Status Report Due Every Six Months

Instructions: Use this form as a framework for reporting on the status of your grant and consider the following, separately for each reformulation strategy:

implementation of reformulation strategies;

timing and duration of implementation planning;

progress of students;

progress toward measurable metrics; and

final expenditures.

Reported information should relate directly to the program narrative and budget provided in the grant application. The Reformulation Program Manager will contact schools directly on monitoring and status report schedules, forms and rubrics.

Definitions for Use in Status Reports:

Description of Strategy: Describe the reformulation strategy implemented with the funds.

Implementation to Date: Describe the services/activities provided as of the date of each report, including the number of students/staff/family members/others served.

Progress Toward Intended Outcome: Provide data indicating progress towards the intended outcome described in your application and the specific metrics in the reformulation plan.

Method of Measuring Progress: Describe how such progress was measured.

Appendix A - Interdistrict Magnet Reformulation Grant (Sheff Region) Program Final Status Report

Definitions

Budgeted Amount: Amount budgeted for the budget code per approved budget.

Expended: Amount expended per budget code through the date of this report.

Unexpended Amount: Amount not expended or liquidated by June 30th.

An electronic copy of the final status report must be submitted to Shola Freeman, at , from the district contact person for the grant. No signed original/hard copy is needed.

Appendix B - Interdistrict Magnet Reformulation Grant

(Sheff Region)

Reformulation Process Overview

In 1996, the Connecticut Supreme Court decided the Sheff v. O'Neill case and held that Hartford-resident minority students are entitled to attend school in reduced isolation settings as a matter of educational equity under the Connecticut State Constitution. The Court did not specify a goal, remedy, or timetable to resolve the problem, but, instead, assigned responsibility for reducing isolation to the legislative and executive branches. Over the last 30 years, the state has engaged extensive human and fiscal resources to address such isolation through voluntary participation in interdistrict programming, including interdistrict magnet schools, the Open Choice program, the Connecticut Technical Education and Career System (CTECS), and other voluntary interdistrict programs.

Since 2003, the plaintiffs and the state have entered into several sequential stipulated agreements from Phase I through Phase IV, spelling out certain goals for reducing racial and ethnic isolation in Hartford and the steps the state would take to achieve such goals. The Comprehensive School Choice Plan (CCP), also known as the Phase V Settlement and Court Order in the Sheff case, reflects the final agreement of the parties and articulates a plan for meeting demand of Hartford-resident students for a diverse educational environment through a sustainable system of integrated education. As a critical strategy to meeting demand, the CCP commits the Connecticut State Department of Education (CSDE) to lead a reformulation process of existing school choice options to support a core school choice portfolio of diverse interdistrict opportunities. The CCP stipulates that the reformulation process should focus on evaluating each choice school and program, working with operators to restructure schools, using collaborative efforts to address racial and economic diversity, and providing financial support to implement reformulation strategies to meet socioeconomic (SES) diversity goals in accordance with Commitment #14 in Section IV.C.14 of the CCP, without considering race or ethnicity in the assignment of any individual student.

Reformulation is a key priority in the CCP to establish a core school portfolio of diverse interdistrict opportunities. Pursuant to this end-objective, the CSDE and RSCO Working Group identified academics, school magnetism and school climate as the primary focus of reformulation planning. Along with high-quality programming and diverse enrollment, the CCP directs the CSDE to reformulate existing school choice options in order to meet demand with the following driving goals to ensure all magnet schools within the Sheff portfolio offer high-quality, diverse educational environments:

Magnet schools will offer 21st century, attractive, unique and varied educational magnet themes that align with theme preferences of applicants, higher education partners, workforce leaders, and educational experts.

Magnet schools will ensure fidelity to the magnet theme and ensure all aspects of a magnet school's program are oriented faithfully around the school's magnet theme and that teachers are well supported in incorporating the theme into their day-to-day instruction.

Magnet schools will be located in attractive facilities that are well-equipped to provide unique educational and extracurricular opportunities.

Extracurricular offerings will expand beyond theme-related options to promote different interests and skill-development in magnet students.

Magnet school themes will be clearly communicated to families.

Magnet schools will be easily accessed and afford ample opportunity to participate in sports and other extracurricular activities.

Magnet schools will provide strong leadership and a demonstrably high-quality teaching and professional staff, with the expectation that all teachers and staff will be trained on the mission and vision of the school.

Magnet schools will seek feedback and respond to input from a racially diverse group of students and families through a collaborative decision-making process.

Magnet school staff will be well-trained in providing engaging, culturally sensitive and rigorous academic and emotional supports to enrolled students.

Families will have access to a pathway continuum of school choice educational options with guaranteed enrollment through graduation for Hartford-resident students once admitted to Open Choice.

Magnet schools will strive to employ a diverse educational staff who are trained in working with families from diverse backgrounds.

Reformulation Process

The CCP's driving goals are consistent with the statutory requirements for interdistrict magnet schools in the Connecticut General Statutes (C.G.S.). C.G.S. Section 10-264l(a) defines an interdistrict magnet program as a high-quality, themed, diverse educational program that operates on a full-time basis. The reformulation process is intended to support interdistrict magnet schools in the Sheff Region in meeting this statutory requirement along with the enrollment goals set forth in the CCP through fiscal, human, and strategic planning resources.

Reformulation will proceed in three phases. Phase 1 will include the audit review and report by the CSDE team and coaches from the Magnet Schools of America (MSA). Based on the review and a holistic needs assessment focused on the three priority areas - academic performance, school climate and magnetism - the CSDE will identify benchmark indicators in each of the priority areas by school grouping for purposes of goal setting and resource support. Phase 2 will shift to schools to conduct a root-cause analysis based on the needs assessment and develop reformulation plans and school improvement initiatives as part of the grant application process. The reformulation plans will include progress metrics for achievement/growth, school climate, and/or enrollment diversity, depending on the school's data relative to benchmarks in each priority area. Phase 3 will include implementation of the reformulation plan along with monitoring of progress and adjustment of metrics and plans to meet the goals of high-quality, themed, diverse school environments. The CCP stipulates that schools with reformulation plans must show demonstrable progress in the diversity of their applicant pool and enrollment numbers within a three-year timeframe.

Phase 1 - CSDE/MSA Audit Review and Benchmark Setting (6 to 8 months)

To organize the reformulation framework, the CCP groups schools for reformulation based on the school's history in attracting a diverse applicant pool. Per the CCP, schools are placed in one of the groupings listed below for an audit review by the CSDE on a staggered schedule with the goal of developing an audit plan to identify and support reformulation strategies. The scheduling of schools for the audit review is mutually determined by the CSDE and RSCO Working Group, with priority given to schools in groups 2 and 3, as such groupings may be updated based on annual placement and enrollment data. The groupings are identified as follows:

Group 1: Schools that consistently meet the diversity and enrollment goals outlined in the CCP.

Group 2: Schools that remain on the margins of meeting the diversity and enrollment goals outlined in the CCP.

Group 3: Schools with persistent challenges to meeting diversity and enrollment goals outlined in the CCP.

Audit Plan: The CSDE contracted with MSA to support the audit process and provide expertise on magnet theming and reformulation. The CSDE/MSA Magnet School Review process includes the components numbered below and culminates in a MSA report as the audit plan for each school. The audit plan serves as a foundational resource for reformulation planning, though, final decision-making authority regarding reformulation strategies will be made by CSDE.

Qualitative data analysis: CSDE/MSA reviews include an analysis of school-level data including, demographics of the magnet programs, magnet application data, Sheff magnet school compliance data, student achievement data, school websites, Connecticut EdSight Report Card data, etc. MSA magnet experts also carefully review the School Narratives provided by each school prior to the visits. The narrative is based on the MSA Pillars of Magnet School Excellence: Diversity; Innovative Curriculum and Professional Development; Academic Excellence.

Site Visit: Each site visit includes a leadership interview, a school walk-through, an intensive discussion based on each standard, a student focus group, and a parent focus group.

Parent Surveys: Parent surveys are emailed to all parents with questions focused on the most important factors in choosing their magnet school, other choice options they applied for and why, what they liked most and least about their magnet school, suggestions for ways to strengthen their magnet school, how well the school communicates with parents and if the school offers a rigorous curriculum.

Report: Following the visit, MSA submits a report with strengths and weaknesses identified through all components of the review process, and recommendations for reformulation.

Holistic Needs Assessment and Goal Setting: To focus the reformulation planning on the three priority areas - academic performance, school climate and school magnetism - the CSDE added a holistic needs assessment based on three-year data metrics to identify schools in each priority area as follows for targeted goal setting and resource support for Phases 2 and 3.

Academic Status

Academic goal setting for reformulation: Group 2 and 3 schools that are below minimum benchmarks in academic performance will set goals for academic progress as part of reformulation through their School Improvement Plans based on the following indicators:

Elementary/Middle schools: Group 3 schools with less than 50% growth on Smarter Balance in ELA and mathematics across 3 consecutive years of the most recent performance data; or

Elementary/Middle schools: Group 2 and 3 schools with less than 50% growth on Smarter Balance in ELA and/or mathematics across 1 or more years of the 3 most recent years of performance data.

Secondary schools: Group 3 schools with less than 70 on the Accountability Index across 3 consecutive years of the most recent performance data; or

Secondary schools: Group 2 and 3 schools with less than 70 on the Accountability Index across 1 or more years of the 3 most recent years of performance data;

Academic progress in accordance with the normal course of school improvement planning: Group 1 schools, and Group 2 schools that are above minimum benchmarks in academic performance, will continue to set goals for academic progress in accordance with their normal course of school improvement planning based on the following indicators:

Elementary/Middle schools: Group 1 schools, and Group 2 schools with at least 50% growth on Smarter Balance in ELA and mathematics across 3 consecutive years of the most recent performance data.

Secondary schools: Group 1 schools, and Group 2 schools with at least 70 on the Accountability Index across 3 consecutive years of the most recent performance data;

Magnetism

Magnetism goal setting for reformulation: Group 2 and 3 schools that do not meet the SES integration goals established in the CCP will set goals for attracting and retaining a diverse applicant pool through their Corrective Action Plans (CAPs). Schools will establish goals for the number of first choice Tier C (high socioeconomic status) applicants at the entry grade(s), acceptance rates, and percentage of Hartford resident student enrollments.

Magnetism goal setting in accordance with the normal course of the application and placement cycle: Group 1 schools, and Group 2 schools that meet the SES integration goals, will continue to set goals for applications, acceptance rates and Hartford resident incoming enrollments in accordance with CSDE annual guidance.

School Climate

Climate goal setting for reformulation: Group 2 and 3 schools that are below minimum benchmarks in indicators related to school climate will set goals for school climate as part of reformulation through their School Improvement Plans based on the following indicators:

Group 3 schools with a suspension rate of 10% or greater and/or a chronic absenteeism rate of 20% or greater across 3 consecutive years of the most recent accountability data, and/or significant climate-related concerns reported in the reformulation parent survey;

Group 2 and 3 schools with a suspension rate of 10% or greater and/or a chronic absenteeism rate of 20% or greater across 1 or more years over the last 3 years of the most recent accountability data, and/or significant climate-related concerns reported in the reformulation parent survey.

Climate focus in accordance with the normal course of school improvement planning: Group 1 schools, and Group 2 schools that are above the minimum benchmarks for school climate, will continue to set goals for school climate in accordance with their normal course of school climate planning based on the following indicators:

Group 1 schools, and Group 2 schools with a suspension rate of less than 10% and a chronic absenteeism rate of less than 20%.

Phase 2 - Root-Cause Analysis and Reformulation Planning (2 to 3 months)

Magnet schools' reformulation plans will be developed in collaboration with CSDE based on findings in the MSA audit report and associated root cause analyses as described herein to meet the goal of creating and sustaining high-quality, themed, diverse school environments. While the report produced by MSA will serve as a foundational reference, final decisions regarding reformulation strategies and associated funding support will be made by CSDE. Phase 2 planning will be differentiated for Group 1, 2 and Group 3 schools based on the following steps.

Step 1 - Reformulation Meetings: The CSDE will meet with operators individually to review the MSA audit reports and goal setting requirements across the three priority areas. During reformulation meetings, the CSDE and operators will identify key findings and strategies for reformulation.

Step 2 - Reformulation Planning: Schools, with operator support, will create reformulation plans focused on the three priority areas, using the audit plan and available resources for reformulation planning and goal setting to support and sustain high-quality, themed, integrated schools. The school's school improvement plan and corrective action plan, if applicable, should be used as a foundational resource/planning document to the reformulation plan and grant application. A cross-divisional team from the CSDE will review and approve reformulation plans.

Group 3 schools and Group 2 schools below minimum benchmarks: Group 3 schools, and Group 2 schools below minimum benchmarks, will conduct a root-cause analysis based on a finding(s) from the audit report in the priority areas - academics, magnetism and/or school climate. Schools should focus root-cause analyses in those areas in which the school is required to set reformulation goals from Phase I and will collaborate with CSDE on the focus for such analyses. The findings of the root-cause analysis will inform the reformulation plan/school improvement plan and grant application. Schools will work with the CSDE to access resources to support root-cause analyses and reformulation planning through Step 3. As a key component of reformulation planning, schools in this grouping will set progress goals in the priority areas identified through Phase I:

Academic Progress/Growth: Goals for Elementary and Middle Schools will be based on SBA growth metrics. Goals for High Schools will be based on the accountability index and the percent of students demonstrating postsecondary readiness.

Diversity: To support schools in meeting the socioeconomic integration goals, first-choice applicant pool goals will be established by CSDE. The goals will be identified using each school's enrollment goals for their entry grade(s), as well as the acceptance rates for each applicant pool.

School Climate: Goals for school climate will be based on attendance, discipline and student/family school climate surveys.

Group 1 schools and Group 2 schools above minimum benchmarks: Group 1 schools, and Group 2 schools above minimum benchmarks, will create reformulation plans/school improvement plans and a grant application based on the MSA audit plan as a foundational tool. Reformulation plans will include progress goals set by the school in the three priority areas. Schools will work with the CSDE to access resources to support reformulation planning through Step 3.

Step 3 - Resource Support: In addition to grant funding and regular CSDE-level supports, the CSDE will provide additional resource support to Group 1, 2 and 3 schools for reformulation to include the supports indicated below. Those key administrators and staff with decision-making authority for reformulation planning and implementation must participate in the support initiatives.

Training in root-cause analysis and school improvement planning for all school groups with individualized coaching for Group 3 schools and Group 2 schools below minimum benchmarks in academic progress and/or school climate.

Executive coaching in school climate for school leaders for Group 3 schools and Group 2 schools below minimum benchmarks in academic progress and/or school climate.

Magnet coaching for school leaders through MSA for Group 3 schools and Group 2 schools below minimum benchmarks in one or more of the three priority areas.

School climate programming through WestEd for all participating school groups.

Step 4 - Grant Application: Schools must submit a grant application that aligns with and supports implementation of the reformulation plan and meeting progress goals. The cross-division team from the CSDE will review grant applications and approve allocation of reformulation funding. The school's reformulation plan will serve as the basis for funding requests and incorporate the school improvement plan and corrective action plan, if applicable, as support with the goal of enhancing the school environment as a vehicle for reducing isolation of Hartford-resident students in accordance with the CCP. Funding requests should be directed at the three priority areas - academics, magnetism and school climate - and may not supplant the school's existing resources/initiatives. The grant application and reformulation plan must demonstrate that the grant funds will not be used to supplant the school's existing resources/initiatives.

Phase 3 - Implementation and Progress Monitoring (1-3 years and ongoing)

In Phase 3, schools will implement the reformulation plan and monitor process and performance goals over the reformulation period for 1 to 3 years as approved through the grant application. Per the CCP, schools will be required to submit regular data points on achievement, growth, school climate, teacher recruitment, extracurricular programming, theme development, marketing/outreach activities, and application demographics during the reformulation process for assessment on progress in meeting Sheff diversity goals. The CSDE will correspond with the operator and school administration approximately every 90 days, inclusive of summer, for an update on reformulation implementation, through a meeting or written update as determined by the CSDE, and every 6 months for an update on performance goals across the three priority areas and additional data points required by the CCP. Schools will provide a written update on progress toward the established goals through the required interim and final grant reports, and make appropriate adjustments to plans and goals, as needed, to continue progress toward supporting and sustaining high-quality, themed, integrated schools. Through monitoring meetings and status reports, the CSDE will communicate recommendations, as applicable, to support schools' progress and may take appropriate action, as determined by the CSDE, if such recommendations are not implemented and/or progress is not demonstrated over a period of time specified by the CSDE. The CCP stipulates that schools with reformulation plans must show demonstrable progress in the diversity of their applicant pool and enrollment numbers within a three-year timeframe.