roberts 2010 school improvement grant application

8/7/2019 Roberts 2010 School Improvement Grant Application

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SchoolImprovementGrant

Application

Section1003(g)ofthe

ElementaryandSecondaryEducationAct

ROBERTSHIGHSCHOOL

201013

SchoolImprovementGrantApplication

PrimaryApplicationforLEADuetoODEnolaterthanMay7,2010


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SectionIII:SchoolApplicationTemplate

School Application Check List

TheLEAmustcompleteaseparateSectionIIItemplateforeachTierIandTierIISchoolidentified.

# TemplateComponent Completed

1 SchoolCoverSheet X

2 SchoolGrantAbstract X

3 PlanningPersonnelListedSIGLT X

4 SchoolNeedCheckList&NeedNarrativeAnswer(4.1) X

5 SchoolCapacityCheckList&CapacityNarrativeAnswer(5.1) X

6 (6.1,2,3,4,5):LEA&SchoolSupporttoFullyImplementthe

InterventionModel

X

7 SchoolImprovementGoals X

8 ResultsMeasurementNarrative X

9

SchoolAnnual

Timeline

of

Intervention

Activities

X

10 BudgetInformation/Justification X

NOTE:AlsoincludedforreferencearetheScoringGuide/RubricforSchoolImprovementGrant

Applications,andalistofAdditionalResources.


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1. School Application Cover Sheet for School Improvement Grant

NOTE:AseparateapplicationandsignedCoverSheetmustbecompleted,includingallcomponentsof

thetemplate,forEACHschool.

NameofSCHOOLforwhichfundsaresought:

RobertsHighSchool

MailingAddress:

3620StateStreet

Salem,OR 97301

NameofDistrictSuperintendent:

SandyHusk

Telephone: 5033993001

NameofSchoolPrincipal:

LoreleiGilmore

Telephone: 5033995550

Emailaddress:[email protected]

DistrictSuperintendent(PrintedName):

SandyHusk

Telephone:

5033993001

SignatureofDistrictSuperintendent:

(previouslysubmitted)

Date:

SchoolPrincipal(PrintedName):

LoreleiGilmore

Telephone:

503399

5550

SignatureofSchoolPrincipal:

(previouslysubmitted)

Date:

Theschool,underauthorizationfromthedistrict,agreestocomplywithallrequirementsapplicableto

thisSchoolImprovementGrantprogram,includingtherequirementsandtheconditionsthatapplyto

theselectedinterventionmodel.


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2. School Grant Abstract

Describe the schools overall VISION for improvement over the three-year period of the grant.Address the schools vision for improvement as the school implements the selected intervention.

TenseparateschoolssqueezeundertheumbrellacalledRobertsHighSchool(RHS)intheSalemKeizer

SchoolDistrict.Andalthoughthe10schoolstogetherwereserving2061studentsonJune3,2010,they

educatefargreaternumbersinanysingleacademicyearbecausestudentswhosucceedherecan,and

oftendo,transitionbacktotheirneighborhoodschoolsmidyear. ThecurrentprincipalarrivedatRHSlast

year,movedintothispositionbydistrictleaderswhosoughtatransformation,andtaskedherwiththeir

expectationsforimprovedstudentoutcomesatRHS. Sheheadsuptheleadershipteamwhosevisionfor

thecollectionofschoolsincludesidentifyingtheneedsofeachandsharingtheresourcesamongthem.

Witharateof96percentqualifyingforfreeorreducedlunchRobertsHighSchoolwillsoonapplyforTitle1

status.

NewLiteracyProgramatRHS

Mostofthestudentsintheseschoolsareherebecausetheirreadingskillsaretoolowforthemtobe

successfulinothereducationalsettings.Infact,somehaveskillstoolowtoqualifyforsomeoftheRHS

schools,suchasthetwoonlineorcyberschools;onetoservestudentswhoneedcreditrecovery(Bridge)

andtheothertoservestudentswhoneedgradedcourses,(SalemKeizerOnlineSKO)(i.e.studentswho

wanttofasttrackthroughhighschoolorhomeboundstudentsformedicalreasons).Toqualify,students

mustreadatan8thgradelevel.ButRHSstaffisdissatisfiedwiththe50percentcompletion/successrate,

andproposestoaddafacetofacecomponenttothetwoschoolsusingaliteracycenter/computerlab

model.Thiswouldallowthemorethan800studentsservedtohaveaccesstoperiodicclassroomsupports

inordertosupplementtheironlinelearning.Withtheproposedextendedhoursoftheschool,RHSstaff

planstoinviteparentswithlowskillsinmathandreadingtousethefacilitiestoimprovetheirownskillsas

well.

NewReadingProgramsatRHS

Forthosestudentswholacksufficientreadingskills,RHSwillbeaddingtwoadditionalreadingprograms

(FastForWordandSystem44)forthosestudentswhosereadingskillsarebelowtheminimumqualifying

thresholdsofthecurrentprograminuse(Read180).Thetwonewreadingprogramsaretypicallyusedto

teachreadingattheelementarylevel.Butforthosewhoneedit,askillsprogressionmodelFast

ForWord System44 Read180willnowbeavailableforRHSstudents.Theacquisitionofreading

skillswillallowmanyRHStomovetomoreappropriatelearningopportunitieseitherwithintheRHS

schoolsorbacktotheirneighborhoodschools. Computersandothermaterialstosupporttheseprograms

willbepurchasedsothatclassescanoccursimultaneously.


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2. School Grant Abstract (continued)

UniformsandaNewScheduleatSLC

AttheStructuredLearningCenter(SLC)312studentslearninacrowdedbuildingduringoneoftwo

halfdayblocksfrom9:00noonor12:303:30,anantiquatedmodelleftoverfrompastleadership

teamsthatfeltstudentswhowereexpelledfromtheirneighborhoodschoolsorrequiredspecial

behavioralinterventionswerebestservedinthismanner.

Thecurrenttransformationteamwillbeinstitutinganewschooldayscheduleandrequiringschool

uniforms,bothintendedtofocusattentiononlearning. Thenewschooldaywillincludefiveperiods

andastudentadvisorymeetingbetween9:153:45sothatallstudentschedulesincludemathematics,

reading/writing,science,socialstudiesandanelective(eitherPEorart).Thisschedulewillalsoallow

doubleperiodsofmathematicsorreading/writingforstudentswhoneedit.Thischangewillprovide

moreinstructiontimewithalimitednumberoftransitions,somethingknowntobedifficultforstudentswithspecialbehavioralneeds.Uniformsandthenewschedulewillbeimplementedinfall

2010.

ProfessionalDevelopmentPlanforRHS

Thelicensedandclassifiedstaffacrossthe10schoolswithinRHSwillparticipateina2dayworkshop

inAugust2010tofocusonhowtobettereducatethestudentswhoattendRHSandliveinhouseholds

ofpoverty.Usingskillstaughtbyanationalexpertonthetopic,staffhopestolearnhowthe

nutritionaldeficits,emotionaldeficits,stressanddistress,poorhealth,lackofcognitivestimulation

andchronicexperiencesoffeelingunsafecontributetotheacademicstrugglesandlackoffocus

amongRHSstudents.Duringtheacademicyear,staffwillusethisknowledgeandmaterialsprovided

fromtheworkshopinProfessionalLearningCommunities(PLCs)asselfdirectedstudygroups.The

groupswillmeetweeklyfocusedtwiceamonthonlearningresearchbasedbestpractices(i.e.poverty

workshopmaterials,effectiveteachingstrategies,behavioralmodels)andtwiceamonthon

promotingliteracyinmathematics,readingandwriting,contentalignment,collaborationand

syllabusdevelopmentthatincludesalignmenttostatestandards.RHSstaffwillalsotakeadvantage

ofaplanneddistrictwideprofessionaldevelopmentopportunitytobetrainedincurricularalignment

andlearningtargetsthataretiedtostatestandards.Thefocusofthetrainingwillbeon

reading/writingwithinthecorecontentareas. Finally,thenewprincipalofRHSistheformerdirector

oftheWillametteUniversityOregonWritingProjectandplanstodevelopanddelivertrainingin

supportofthedistrictswritingplan.


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2. School Grant Abstract (continued)

AssessmentandTransitionatSLCandTPP

AssessmentandtransitionplanningwillbeenhancedatseveraloftheRHSschoolsincludingthe

StructuredLearningCenterandtheTeenParentProgram.Inbothschools,studentsenteringthe

programsneedmorestructuredassessmentsandmoretransitiontimetohelpthemadjusttotheir

newschoolenvironments.ForSLCstudentsmosthavejustcomefromanexpulsionhearingora

behavioralreferralmeetingthatsanctionedthemwithaSLCenrollmentplan.ForTPPstudents,many

havebeenoutofschoolforasignificantamountoftimeastheycompletedapregnancy,delivereda

babyandcaredforaninfantathome.StudentsinbothprogramswillspendtimewithRHSstaffto

betterassesstheirgenerallearningneeds,andtheirspecificreading,writing,andmathskilllevels.

Forstudentswhoneedit,behaviormanagementplanswillbedevelopedduringthistimeaswell,and

staffwillusetheweeklyPLCmeetingstoensuretheplansareimplementedwithconsistentlyand

fidelity. TheseassessmentsandtransitiontimeswilloccurinthenewliteracycenterforSLCstudents

andinaseparatespaceattheTPPlocation.


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SchoolImprovementGrantLeadershipTeam(SIGLT):

# Name Role Signature

1.

(Previously

submitted)

2.

3.

4.

5.

6.

7.

8.

9.

10.

Stakeholders

ListanyadditionalstakeholdersthatwereconsultedandworkedwithinthedevelopmentofthisSchool

Application.Brieflydescribetheirroleinthatplanningprocess.

AllofRobertsHighSchools'programshavebeeninvolvedintheparticipationaroundformingthevisionanddirectionoftheSIGapplication. (Pleaserefertomeetingschedule)Severalallstaffmeetingswere

held,inclusiveoftheSalemKeizerEducationAssociation,togatherideasandbuildacommonstudent

centeredvisionforthevarioustenprogramsbeneaththelargeumbrellacalledRoberts. Aschool

team,inclusiveoftheTeenParentProgram,StructuredLearningCenter,andSKOnline/Bridgeformed

tomeetonseveraloccasionstobuildthedirectionofthegrantandincorporatestudentinputand

communityfeedback.Additionally,theprincipalmeetwitheachleadteacheratalllocationstogather

specificinformationabouttheindividualprograms. DistrictlevelstaffincludingtheAssistant

Superintendent,DirectorofHighSchools,TechnologyDirector,InstructionalServicesandCurriculum

staff,andFacilitiesPlanningDirectorwerealsoactivelyinvolvedintheplanning.Additional

Communitypartnersandkeystakeholderswillbefurtherinvolvedintheimplementationofthisvision.

3. Personnel Involved in the Development and Implementation Process

List the key personnel who will be working to develop the plan for the School Intervention, andhow each will be involved. Suggested categories include: Parents and other community

members, licensed staff, classified/support staff, administrators, LEA staff, Title I staff, etc. Work

toward collaboration as the plan, actions, and associated budgets are developed.


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4. School Need Check List

ThissetofquestionspertainstotheschoolsNEEDforSchoolImprovementGrantFundstoimplement

theinterventionselected.Tohelpyouformulateyouranswerstoquestion4.1,pleaseconsiderand

markthe

following

(include

this

when

you

return

the

application.)

FoundationforChange:

1) AssessmentandDataCollection

a) Thedistrict/schoolhasidentifiedthe

sourcesofdata/assessmentsthatwillbe

usedtoestablishaneedfor

implementationfundsforthe

interventionselected.

Greatextent.Multipledatasourceswill

formacomprehensiveassessmentplanfor

RHS.Datawillincludecommonformative

assessments,districtinterimassessmentsin

readingand

mathematics,

and

high

stakes

assessments(OAKS,PSAT,SAT,andACT.)

Studentsusingoneofthethreeremedial

readingprograms(FastForWord,System

44andRead180)willbeassessed

accordingtoembeddedassessmentsofthe

programs.Inaddition,dataonstudent

attendance,expulsionsanddisruptive

behaviorwillserveasmeasuresofsuccess

orindicatetheneedformodificationof

instructionalstrategies.


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b) Districtandschoolleadershaveinvolved

adiversityofothereducatorsandpeople

fromthecommunitywhen

implementationplansfortheselected

interventionarediscussedandadopted.

Moderateextent.

Oneoftheadvantagesofeducatingthe

kindofstudentswhoattendthe10schools

ofRHSisthattheyoftencomewith

communityagencyinvolvement.

Partnershipswithsocialserviceagencies

likeWomen,Infant,Childrennutritional

program,MarionCountyPublicHealth,

MarionCountyJailandthejuvenilejustice

system,andalloftheplacements

associatedwiththeTechPrepCenterhave

beeninvolveddirectlyorindirectlyinthe

developmentoftheseproposedchangesat

RHS.Inadditionadiversityofeducators

fromacrossthe10schoolsandthedistrict

havebeeninvolvedintheplanningand

proposaldevelopmentviafacultymeetings

andschoolwideplanningsessionsheldin

MarchandApril2010atRHS.

3) CurriculumandInstruction

a) Thedistrictwillhelptheidentifiedschool

identifyexistingcurriculumand

instructionthatwillbemodifiedtomeet

interventiongoals.

Greatextent.

Thedistrictemployscurriculumspecialists

whowillworkcloselywiththenew

principalandtheadministrativeteam,

literacycoachandtesting/datacoordinator

atRHStoimproveinstruction.RHSwillalso

partnerwithresearchersattheUniversity

ofOregontobuildacultureofcollege

readiness.


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b) Scientificallybasedresearchstrategies

thatstrengthenthecoreacademic

programarebeingusedasabasisfor

plannedinterventionefforts.

Greatextent.

Aschoolwidefocusonliteracyinstruction

willimproveteachingandlearninginall

contentareas. Teacherswillreceive

professionaldevelopmentonteaching

standardsinreadingandwritingaspartof

thedistrictwideimplementationofa

literacymodelfordeliveringinstruction.In

addition,staffwillusetheProfessional

LearningCenterweeklymeetingsto

continuetolearnresearchbasedbest

practicesininstructionalstrategiesand

howpovertyimpactsstudentlearning

throughouttheacademicyear.

c) Thedistrictwillhelptheschoolidentify

instructionalpracticesthatarenot

effective,withtheintentofchangingto

matchtherequirementsoftheselected

intervention.

Moderateextent.

Thenewleadershipteamwillworkclosely

withdistrictleaderstocreateaplanfor

howtoidentifyandcollectevidenceof

studentlearningandinstructionalpractice

whichwillinformprofessionaldevelopment

andevaluationofprogramsandstaff.

d) Thedistrictishelpingtheschooldevelop

plansforadministratorandteacher

professionaldevelopmenttomatchthe

implementationactionsoftheselected

intervention.

Greatextent.

Thedistrictwillhelpensurethatallstaff,

administrators/teachers/andinstructional

supportstaffmembersreceivehighquality

trainingviaa2dayprofessional

developmenttraininginAugust2010and

ongoingprofessionaldevelopmentvia

ProfessionalLearningCommunitiesand

researchstudygroupsofbestpracticesin

ordertoensurethesuccessful

implementationofplannedstrategiesand

actions.


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e) Thedistrictishelpingtheschooldevelop

planstotargettheneedsoflow

achievingstudents.

Greatextent.

Theplanproposedherehasbeen

developedwithdistrictsupportand

includesmultiplestrategiesforimproving

academicsuccess(i.e.incorporationoftwo

additionalandlowerlevelreading

programsforstudentswhodonotcurrently

readattheleveloftheexistingreading

instructionprogram,complete

transformationoftheschooldayschedule,

anewliteracycenterandmultiple

opportunitiesforprofessionaldevelopment

inthesummer2010andongoing

throughouttheschoolyear). FinallyRHS

staffwillreceivetraininginthe

pedagogicalpracticesdevelopedatthe

WillametteUniversityOregonWriting

ProjecttoimprovewritingliteracyforRHS

students.

f) Thereisageneralfeelingamong

LEA/districtand

school

planners

that

the

newgoalswillcontributetothe

likelihoodthattheidentifiedschoolwill

improvewiththeselectedintervention.

Greatextent.

Allstakeholdersareactivelyinvolvedin

developingthisplanthatincludesintensive

andongoingprofessionaldevelopmentwithintheworkdayfor

administrators/teachers/andsupportstaff,

andimplementsacomprehensivestudent

supportsystemtosuccessfullyaffect

improvementeffortsatRHS.


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g) Ifextendedtimeand/orachangeof

schooldayoryeararepartofthe

implementationplanfortheselected

intervention,thereareplansforhow

thatwillhappen.

Greatextent.

AttheStructuredLearningCenterstudents

andparentshavealreadybeennotifiedof

theplantochangetheschooldayschedule

andrequireschooluniforms.Studentswho

areaccustomedtoattendingtheSLCfor

threehoursineitherthemorningorthe

afternoonwillnowattendfrom9:153:45,

therebydoublingtheinstructionaltime

theyreceive.Studentsenrolledinoneofthe

twocyberschools,BridgeorSalemKeizer

Onlinewillseechangesaswell.These

studentsaccustomedtoonlyonline

instructionwillnowhaveopportunitiesfor

classroombasedsupplementalinstruction

fortheironlineclassesatthenewliteracy

center.

4) HumanCapital(Personnel)

a) Districtandschoolstaffhastakeninto

considerationtheneedforparental

involvementforimplementationofthe

interventionselected?

Moderateextent.

Usingthenewliteracycentersextended

hours;parentswillnowhavethe

opportunitytousethefacilitiesthemselves

toimprovetheirownacademicskillsin

reading,writingandmathliteracy.Atthe

TeenParentProgram,parentswillbe

invitedtomonthlyfamilyeveningsto

promote3generationfamilyconnections.

Incentiveslikeschoolwearandprideitems

willhelpensurethesuccessoftheseand

otherparentinvolvementstrategies

plannedforthe10schoolsofRHS.


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b) Districtandschoolstaffhasidentified

thesourcesandtypesofoutside

technicalassistancethatwillbeneeded

toimplementtheselectedintervention?

Greatextent.

Thedistrictandschoolstaffwillaccess

trainingfromexternalsourcesfortechnical

assistanceforadministratorsandteachers

attheplannedAugustprofessional

developmentconference,fromEricJensen,

notednationalauthorityonpovertyandits

impactoneducation,fromtheeducational

policyconsultantsattheUniversityof

OregonsCenterforEducationalPolicy

Research,andfromstaffandtheformer

director(RHSscurrentprincipal)of

WillametteUniversitysOregonWriting

Project.

Thesetrainings,andtheresulting

partnerships,areintendedtoenhancethe

capacityforimplementationofprofessional

learningcommunitiesthroughoutthe

academicyear.


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c) Isthereanunderstandingatthe

LEA/districtlevel

that

there

may

be

staffingchangestosupport

implementationoftheselected

intervention?

Greatextent.

Staffingchangeshavealreadybeen

implemented.TwoteachersattheSLChave

beentransferredbecausetheir

certificationswereinsocialstudies

althoughtheytaughtmathandscience.

Thesechangeshavecreatedopenpositions

thatwillbefilledwithhighlyqualified

teachers,oneinmathandoneinscience.In

addition,thenewtransformationprincipal

hasaskedtwoscienceteacherstoswap

schoolsthatareunderherleadership

becausetheirskillsetswerebettermatched

tothetypeofstudentsenrolledattheother

school.Oneschoolneededanexperienced

teacherwhowouldchallengethestudents.

Theotherschoolneededayounger,

innovativehighenergyteacher.Both

teacherswillchangeschoolassignments

beginninginfall2010.

Thedistrictandschoolcommunity

understandthatadditionalstaffing

changesmayoccurinordertoaccomplish

thegoalsofthetransformationforRHS.

Districtleadershipandschoolstaff

membersarecommittedtobuilding

capacityinallstakeholdersandsupportthe

reassignmentand/orrealignmentof

resources,includingstaff.


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d) Willthedistrictbeabletoprovide

curriculumandinstructionalresources

forimplementationoftheintervention

selected?

Greatextent.

Yes,thedistrictplanstoprovidecurriculum

andinstructionalresourcesfor

implementationoftheschool

transformationplanatRHS. District

supportwillincludesupportandtraining

fromcurriculumspecialists,instructional

coaches,andsupportservicestopromote

theongoingtrainingwithinPLCs.PLCswill

meetweeklytocollaboratewithinand

acrosscontentareas,andtolearnresearch

basedstrategiesandbestpractices.

e) Isthe

selected

intervention

implementationsupportedinthedistrict

budget?

Greatextent.

Yes,thetransformationalmodelisincluded

inthedistrictbudget.

5) StudentSupport

a) Districtandschoolstaffhasidentifiedall

changesthatwillaffectstudentswhen

theselectedinterventionis

implemented.

Greatextent.

Districtandschoolstaffhasidentifiedall

changesthatwillaffectstudents,including

changesintheschooldayatSLC,institution

ofschooluniformsatSLC,anewliteracycenterforBridgeandSKOstudents,useof

thenewliteracycenterfortheparentsof

RHSstudentswhowanttoimprovetheir

ownliteracyskills,implementationof

literacysupportsinmath,reading,and

writingacrossallRHSschools.

b) Districtandschoolstaffhaspavedthe

waywithstudentsandtheirparentsfor

theimplementationoftheselected

interventionactions.

Greatextent.

Studentandparentswerepolledseparately

aboutthechangesandhowtoimprove

RHS.Theirfeedbackhasbeenusedto

developthisproposal.SLCparentsand

studentsunderstandtherewillbechanges

totheschooldayandschooluniformswill

berequiredbeginninginfall2010.


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4.1. Evidence of Need

Usingthedataanalyzed,includingthepreviousneedsinventory,explainwhytheschoolhasaneed

forSchoolImprovementFundstoimplementtheinterventionselected. Incorporatemultiplesources

ofdataintotheanalysisofneedoftheTierIorTierIIschoolidentifiedintheLEAsapplication.

Establishaclear

relationship

between

the

specific

needs

of

the

Tier

Iand

Tier

IIschool

identified

in

the

LEAsapplicationandtheselectedintervention. IncludetheneedsofboththeLEAandtheschoolin

relationtotheinterventionmodel.

The10SchoolsofRobertsHighSchool

RobertsHighSchool(RHS)isanalternativehighschoolthatservesstudentswhohavenotbeen

successfulintraditionalhighschoolselsewhere.Nearlyallarepoorwith96percentqualifyingforfree

andreducedlunches. Studentsareenrolledintheseschoolsbecauseoftheirpooracademicskills

especiallyinreading,poorsocialandbehavioralskills,violentbehaviorandpoorattendancerates.

Theschoolsthatservethesestudentsgiveanindicationofthestudentsextraordinaryneeds.TenschoolsmakeupRobertsHighSchoolandaredescribedbelow.

1. BridgeCyberSchoolisavailabletojuniorsandseniorswhoareoveragedandcreditdeficienttoquicklyrecovercreditstomeetgraduation.Thisprogramusesanonlinemethodofdelivery

thatcanbeaccessedfromastudentsownneighborhoodschoolorfromtheStructured

LearningCenterontheRobertscampuslocationandservesapproximately635students.Only

50percentofonlinecoursesstartedareeventuallycompleted.Studentsmustreadatan8th

gradeleveltoqualify.

2. SalemKeizerOnlineCyberSchool(SKO)providesonlinegradedcoursestaughttoapproximately200studentswhoareTalentedandGifted,wantafasttrackapproachtohigh

schoolorarehomeboundformedicalreasons.Studentsareallowedtowork,learnand

advancethroughthecurriculumattheirownpace.Manydosoatpacesthataretypically

fasterthancoursesdeliveredinatraditionalclassroomsetting.Only50percentofonline

coursesstartedareeventuallycompleted.Studentsmustreadatan8thgradeleveltoqualify.

3. DowntownLearningCenter(DTLC) GEDPreparationProgramoffersapproximately525studentstheopportunitytoprepare,test,andobtainaGED.Manyofthestudentsservedare

eitherhomelessorwithlimitedphysicaltiestoparentalhomes.

4. StructuredLearningCenter(SLC)isdesignedtohelpapproximately320studentswhohaveeitherbeenexpelledfromSalemKeizerschoolsorareadjudicatedtocontinuetheireducation

whiletheydeveloppositivebehavioralskills.TheyattendclassesontheRHScampus.Thisis

thelargestschoolamongthe10thatawardshighschooldiplomasandusesaclassroom

basedsettingforinstruction.


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5. MarionCountyJailusesindependentlearningandsomefacetofaceinstructiontoserveincarceratedstudent,mostare18+.ThesestudentsgenerallyareworkingtowardGEDs,but

someoptfordiplomawork. StudentsarenoteligibleforonlinecoursesbecauseInternet

accessisprohibited.

6. JuvenileJusticeCenterservesapproximately25studentsworkingoncompletionoftheirhighschooldiplomas.ThisistheonlyprogramofitskindinOregonthatdeliverscreditbearing

coursestoincarceratedstudents.AccesstotheInternetishighlylimitedbutaspecialversion

ofthestandardCareerInformationSystemforthesestudentswasdevelopedsotheycould

accessthisinformationthroughtheJusticeCenterserversaswellasidentifiedBridgecourses.

7. TeenParentProgramisdesignedtoofferaspecializedcurriculumandotherservices,tomeettheneedsofyoungparents,includingmotherswhoarepregnantandteensthatare

parenting.Theprogramservesapproximately160studentsandmaintainsawaitinglistofapproximately75.Studentsworktowardahighschooldiploma,useanonsitechildcare

administeredviathelocalYWCA,andreceivemanysocialandhealthservicesdeliveredby

communityagencies.

8. TechnicalPreparatoryAcademyprepares2030juniorandseniorGEDcandidateswithworkexperience,personalskills,andanemploymentportfoliotosuccessfullyenterprofessional

and/ortechnicalcareers.Studentsattendclasseshalfdayandworkininternshipplacements

halfday.Itisinitsfirstyearofimplementation.Iftheprogramissuccessful,thegoalisto

movemoreoftheDTLC(GED)studentsintothisprograminthefuture. IncreasingtheFTEby

two.50positionswillprovideaway toestablishanincreasednumberofjob/internshipsites,

thatoncecreatedwillbesustainableandtheadditionalFTEwillnolongerberequired.

9. WinemaProgram ahighschoolcompletionprogramcontractedthroughChemeketaCommunityCollegewhichserves45studentsatanygiventimewhoareatleast16yearsold,

haveaminimumof10creditstowardthe24requiredforanOregonhighschooldiploma,have

highreadingscores,nearperfectattendance. Inthecourseofayear,theycanearnatleast9

creditsbycompleting3weekintensiveblocks.

10.InProgramSchool(IPS)servesapproximately30studentsinaselfcontainedclassroom.Thestudentsinthisprogramhavebeenidentifiedassexoffendersandsexualpredators.These

studentstypicallyhaveexceptionallylowreadingskills.

TheNeedsofRobertsHighSchoolStudents

ThedatapresentednextarefromtheStructuredLearningCenter,thelargestbricksandmortarschool

awardinghighschooldiplomas.TheSLCdemographicdataarerepresentativeofstudentsintheother


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9schoolsofRHSaswell.

Ofthe320studentsenrolledintheSLConJune3,2010,80haveactiveIEPsor504plans,150are

involvedwiththecorrectionsystem,66aregangaffiliated,and228liveinasingleparenthousehold,another40livewithsomeoneotherthanaparent,150arebilingual,14haveanincarceratedparent

and4arehomeless.ThemostcommonreasonsstudentsweresenttotheSLCbytheirneighborhood

schoolsfollow.Onehundredeightytwohadconfrontationswithotherstudents,156hadsignificant

attendanceproblems,143werereferredfordrugandalcoholproblems,94hadconfrontationswith

schoolstaff,and54werereferredforpossessionofweapons.

PoorAttendance,LowLiteracyScores,PoorGraduationRates

Attendanceratesarelow(70percent)acrossthe10schoolsofRHSandwellbelowtheSalemKeizer

SchoolDistrictaverageof90percent. Notsurprisingly,only57percenttookthestatetest(theOregon

AssessmentofKnowledgeandSkillsOAKS). Theydidbestinreadingbutnotevenhalf(48percent)

metOregonsstandard. Onlyathird(33percent)metstandardinmathematics,26percentinscience

andonlyoneinfive(22percent)metstandardinwriting. RHSsgraduationratewasonly31percent

inthe20082009academicyear.MorethantwothirdsleaveRHSwithoutadiplomabutsomemay

leaveintimetoreturntotheirneighborhoodschoolandreceiveadiplomathere.

ImprovementPlans

Improvingreadingliteracyisaprimarygoalforthesestudentssothisproposaldetailsthemanyways

RHSstaffplanstoaddresstheselowperformancescores.Thepovertyratesofthestudentsaresevere

andwarrantnotonlyprofessionaldevelopmenttraininginpovertyrelatedissues,butongoingstudybystafftoimprovewaystoinstructRHSstudents.Withonlya50percentcompletionrateamongthe

hundredsofstudentsenrolledinthetwocyberschools,facetofacesupportsinthenewliteracy

centerareneededtoimprovethesecompletionrates.Finally,bymodifyingtheschooldayscheduleto

doubletheinstructionaltimeatSLCandinstitutingschooluniforms,literacyratesareexpectedto

improve.


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5. School Capacity Check List

Pleaseratetheextenttowhichthefollowingcapacityelementsareobservableinyourschool.Useyour

answersfor

the

narrative

required

in

Question

5.1

and

following.

Thenextquestionspertaintotheschoolscapacitytosupportimplementationoftheintervention

selected.Forthepurposesofthisapplication,CAPACITYisdefinedastheabilityoftheorganizationto

fulfillthefunctionsneededtoimplementandsustaintheinterventionsuccessfully.

1) HUMANCAPACITY:Referstotheknowledge,understanding,and

commitmentofindividualsinthe

LEA/district.

a) Isdistrictstaffknowledgeableaboutthe

requirements

for

implementing

the


Greatextent.

Yes,districtstaffmembersunderstandand

supporttheplannedinterventionmodel

thatwillguidethetransformationofRHS.

b) IstheTierIschoolstaffreceptivetothe

selectedintervention?

N/A

c) IstheTierIIschoolstaffreceptivetothe


Greatextent.

Schoolstaff,includingteachers,classified

staff,andadministratorsarereceptiveto

theplannedinterventionsatRHSbecause

theybelievetheplanwillbeagoodonefor

students.

d) Dolocalschoolboardmembers

understandtherequirementofthe


Greatextent.

Yes,SchoolBoardmembersunderstandand

supporttheplannedinterventionmodel

thatwillguidethetransformationofRHS.


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e) IsthereawrittenVisionforthedistricts

interventionimplementation?

Greatextent.

Yes,thedistrictsstrategicplanfocuses

extensivelyonimprovinginstructionto

supportacademicachievement. Strategic

plangoalssuchasthecomprehensiveK12

literacymodelincludingtheprogrammodel

forELAssupports,differentiationforall

students,corestandardsandquality

curriculum,formativeassessmentsandthe

frequentandsystematicuseofdata,allare

integraltotheimplementationofthe

transformationmodel. Inaddition,the

districtisworkingwithChalkboardonthe

CLASSprojecttoreviewandrevisethe

evaluationmodelforSalemKeizerschools

includinglicensedandclassifiedstaff. This

alsosupportsthetenetsofthe

transformationmodel.

f) Isdistrictleadershipcommittedto

completeandfullimplementationofthe


Greatextent.

Districtleadershipiscommittedtothe

completionofeveryingredientofthe

transformationplanatRHSandfully

preparedtoprovideanymethodofsupportinordertoensurethesuccessoftheplan.

2) ORGANIZATIONALCAPACITY:Referstorelationshipsamongindividualsbothwithin

theLEA/districtandwithindividuals

outsidethedistricttosupportintervention

implementation(i.e.,collaboration,

networking,partnerships,andculture).


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a) Willteachersreceiveprofessional

developmenttobuildtheircapacityfor


intervention?

Greatextent.

Teacherswillreceiveextensive,highquality

professionaldevelopmentinordertoensure

successoftheplannedinterventions. First,

theywillreceivedistrictwidetraininginthe

newliteracymodelthatwillbeinstitutedin

fall2010.Second,professionaldevelopment

willincludeattendanceforalllicensedand

classifiedstaffandadministratorsto

participateinatwodayAugustworkshop

ledbyanationalexpertonthetopicand

devotedtotrainingallstaffonpovertys

impactonstudentseducation. Finally,

teachersandclassroominstructionalstaff

willparticipateinweeklyprofessional

developmentactivitiesinordertobuild

schoolwidecapacitytoensure

implementationofeffectiveinstructional

practiceineveryclassroom.

b) Doteachershavetheopportunityto

networkwithotherstolearnaboutand

shareinterventionpractices?

Greatextent.

Allteacherswillmeetweeklytocollaborate

withcolleaguesinPLCsinordertoensure

theimplementationofeffectiveinstruction,monitorstudentlearning,andusestudent

datatoguidecurriculum,instruction,and

assessment. Inaddition,theywilllearn

aboutresearchbasedbestpracticesinself

directedstudygroups.


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c) Hasthedistrictpartneredwithexternal

organizationsforsupportwith


intervention?

Greatextent.

Thedistricthaspartneredwiththe

UniversityofOregonsCenterfor

EducationalPolicyResearchinordertotake

fulladvantageofeducationalconsultantsto

supportpathwaysforcollegereadiness. In

addition,WillametteUniversityintwo

ways.Firststrategiesdevelopedinthe

OregonWritingProjectwillbeusedtotrain

RHSteachersinprovenwritinginstructional

practices.Second,Willamettestudentswill

workwiththeTechPrepstudentstraining

theminresearchbasedbestpractice

instructionalstrategiesbeforetheTechPrep

studentstaketheseskillsintoSalemKeizer

elementaryschools. Finally,themany

schoolsthatmakeupRHShaveextensive

andwelldevelopedpartnershipswithmore

than30communityorganizations.Some

provideinternshipplacementsforstudents

enrolledintheTechPrepAcademy(i.e.

Marion/PolkFoodShare,Normandy

Guitars,SalemNissan,PortlandArt

Institute).Othersprovidesocialservicesto

studentsenrolledintheTeenParent

Program(i.e.YWCAchildcare,Women,

InfantChildrenWICprogramandMarion

CountyPublicHealth).


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d) Hasthedistrictcreatedashared

understandingoftheselected

interventionimplementationacrossthe

district?

Moderateextent.

Staffmembersatthedistrictandschool

havecommunicateddetailsoftheplanned

interventionswithschoolleadersatother

highschoollocations.Severalpresentations

havebeenmadetokeystakeholders

includingLeadership(districtwide),IL

Contentmeetings(PrincipalsandAPs),

schoolstaffatalllevels,SchoolBoard,

BudgetCommittee,communitygroups,and

keyschoolcommunityleaders. Localmedia

(newspapers)providedextensivecoverage

ontheSIGsandthetransformationmodel

whileworkingwithdistrictleadershipand

staff. Inside24Jadistrictpublication

providedanarticleonSIGsandthe

transformationmodelanditsbenefitstous

asadistrict. Thesuperintendentandother

districtleadersalsocoveredthisonschool

visits.

3) STRUCTURALCAPACITY:Referstothefunctionalelementsofthesystemsuchas

LEA/districtpolicies,procedures,and

practicestosupportimplementation.a) Hasthedistrictadoptedlocalpoliciesor

requirementsforselectedintervention

implementation?

Greatextent.

TheSchoolBoardisverysupportiveofthe

districtsvisionandcommitmentforthis

model. Thereisnoneedtodeveloppolicy

forimplementationsincetheSalemKeizer

Boardgovernancemodeldelegates

authoritytothesuperintendentto

implementappropriatestrategiesand

instructionalmodelsthatsupportthe

districtsgoalsandstrategicplan.


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b) Aretheselectedintervention

implementationactionscoordinated

withotherdistrictstandardsbased

schoolimprovementefforts?

Greatextent.

Yes,theplannedinterventionsare

coordinatedwithotherdistrictstandards

basedschoolimprovementefforts.

Specifically,thedistrictiscommittedto

helpingteacherscometoagreementon

identificationofcorestandards,aligning

curriculumtothestandards,securingtime

agreementsforalignedcurriculum,and

ensuringthatinstructionandassessment

aresupportedbyeffectivepracticeinevery

classroom.

c) Willthedistricthavethecapacityto

monitorintervention

implementation

practicesinschools?

Greatextent.

Yes,thedistrictplanstoutilizelevel

directors,departmentalleaders,curriculum

specialists,andtheofficeofdataand

assessmenttomonitorschoolprogress

towardtheidentifiedgoals. Inaddition,

schoolleaderswillbeevaluatedonthe

achievementofthetransformationgoals

usingidentifieddatapointsofprogress.


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d) Isthererecognitionofstudent

involvementintheactionscalledfor

withtheselectedintervention?

Moderateextent.

Studentfeedbackhasbeenusedasakey

componentinthedevelopmentofthis

proposedplanviaresponsesonschoolwide

surveysadministeredbeforethegrant

proposalplanningbegan.Studentswillbe

impactedbynewpoliciesandpractices

including1)theliteracycentersupportsfor

thestudentsenrolledinthetwocyber

schools,2)thenewschooldayscheduleand

uniformsattheStructuredLearningCenter

andTechPrepAcademyand3)theplanto

transitionstudentscurrentlyenrolledinthe

DowntownLearningCenterovertotheTech

PrepAcademytoensuretheyreceivecareer

trainingandexperienceastheywork

towardcompletionoftheirGED. Student

incentivespurchasedfromlocalbusinesses

willbeusedforimprovedacademicand

behavioraloutcomessuchasimproved

attendance,improvedOAKSparticipation

rates,andimprovedOAKSscores.

4) MATERIALCAPACITY:Referstothefiscalandmaterialresourcesavailabletosupportimplementationinthedistrict.

a) Areresourcesallocatedtoprovidetime

forteacherstoworktogetheronthe

implementationoftheintervention

selected?

Moderateextent.

RHSteacherswillcollaborateweeklyinPLC

teamstoengageinongoingmonitoringof

instructionalpractice,studentlearning,and

theprofessionaldevelopmentschedule.

Theywillbecompensatedtoattendthe2

daytraininginAugusttoensuretheir

participationinthismandatorytraining.


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b) Iscurrentdistrictstaffingsufficientto

supportimplementationoftheselected

intervention?

Greatextent.

Thegoalistobuildcapacityamong

administrators,teachersandstafftobetter

aligncurriculum,instructionand

assessment,andstaffthehighlyneeded

supportsforstudentstoimproveliteracy

andmathskillsintheliteracycenter. By

developingcapacityamongteachers,

classifiedstaffandadministratorsduring

thisthreeyearperiod,staffwillbe

sufficientlytrainedtosustainthese

improvementsbeyondthegrantperiod.

c) Isthereanunderstandingatthe

LEA/districtlevel

that

there

may

be

staffingchangestosupport


intervention?

Greatextent.

Thedistrictandschoolcommunity

understandthatstaffingchangesmayoccur

inordertoaccomplishthegoalsofthe

transformationforRHS. Districtleadership

andschoolstaffarecommittedtobuilding

capacityinallstakeholdersandsupportthe

reassignmentand/orrealignmentof

resources,includingstaff. Someofthishas

alreadybeencompleted.Twoscience

teachershaveswappedpositionstomorecloselymatchtheirexperiencesandskills

withtheneedsofstudentsatthetwo

schools.Twosocialstudiesteachershave

beenmovedtonewschoolstomakeroom

fornewhiresofhighlyqualifiedteachers,

oneinmathandoneinscience,both

neededforchangesinschooldayschedule

attheSLC.


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d) Willthedistrictbeabletoprovide

curriculumandinstructionalresources

forimplementationoftheintervention

selected?

Greatextent.

Yes,thedistrictplanstoprovidecurriculum

andinstructionalresourcesfor

implementationoftheschool

transformationplanatRHS. District

supportwillincludesupportandtraining

fromcurriculumspecialists,instructional

coaches,andsupportservices. Thedistrict

alsosupportstheimplementationofteams

ofteachers,inweeklycollaborationsessions

usingthePLCformat.Attheschoollevel,

thisplanrequiresnewstaffhiresfor

additionalFTEinthefollowingpositions:1)

2halftimeCareerSpecialistwhichwill

increasethecurrenthalftimespecialistto

fulltimeandaddanadditionalhalftime

position,2)asharedliteracycoach(with

ECHS),3)asharedAssistantPrincipal(with

ECH),4)aschoolofficespecialist5)ashared

technologydatacoordinator,and6)asmall

amountofadditionalFTEsupporttocreate

atransitionclassroomattheTeenParent

Programtoassistthosestudentswith

reentryproblems,andaddanothersmall

amountofFTEforanESOLclassroomfor

students18+years Thesearerequiredto

ensurethesuccessofthisambitious

transformationreform.

e) Istheselectedintervention

implementationsupportedinthedistrict

budget?

Greatextent.

Yes,thetransformationalmodelisincluded

inthedistrictbudget.


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5.1. Evidence of Capacity

Describetheschoolscapacitytocarryouttheselectedinterventionmodel.Indicatetheprocessyouwill

usetodeterminethattheschoolhasthecapacitytofullyandeffectivelyimplementtherequired

activitiesoftheinterventionmodelselected.PleaserefertotheSchoolCapacityChecklistandaddress

allareas

listed.

HUMANCAPACITY:Referstotheknowledge,understanding,andcommitmentofindividualsinthe

LEA/district.

RHSadministratorsandteachershavebeendissatisfiedinthepastwiththeperformancemeasures

thatmanyoftheirstudentsdemonstrateoncoursecompletionrates,attendancerates,numberof

officereferralsandstatetestscores.Alongwithdistrictadministrators,bothgroupsareeagerfor

changeifitisbasedonevidenceofbestpracticesandimplementedunderstrongleadership.Thenew

transformationprincipaliscommittedtoensuringthatstaffmodifytheirexistingpracticesorbe

transferredasevidencedbyherstaffingswapsandtransferstoopenuppositionsfornewhighly

qualifiedteachersinthisherfirstyear.However,giventheextraordinaryneedsofthestudentsinall

10oftheschoolsthatmakeuptheRHS,evenamodestimprovementwillbeworthyofnote.RHSare

committedtoimprovingOAKSparticipationratesinthefirstyearandOAKStestscoresinyearstwo

andthreeafteropeningthenewliteracycenter.Theyalsowillholdthemselvesaccountablefor

improvedcompletionratesforthemorethan800studentsenrolledinthetwocyberschools.

ORGANIZATIONALCAPACITY:ReferstorelationshipsamongindividualsbothwithintheLEA/district

andwithindividualsoutsidethedistricttosupportinterventionimplementation(i.e.,collaboration,

networking,partnerships,andculture).

RHSteacherswillreceiveseveralopportunitiesforprofessionaldevelopmentduringboththeAugustworkshopandtheprofessionallearningcommunitystudygroupsduringtheacademicyear.Both

teachersandadministratorswillworkcloselywiththeUniversityofOregonsresearchteamfromthe

CenterforEducationalPolicyResearchastheydevelopcurriculumalignedtostandardsandvertical

alignmentbetweencoursespresentedinarticulatedcoursesyllabi. Thesetoolsandservicesare

developedinsupportofDr.DaveConleysfourdimensionmodelofcollegeandcareerreadinessafter

workingwithhundredsofschools,nationalandstateorganizations. Thiscomprehensivenetworkof

summertrainingsandschoolyearones,consultationswithuniversityresearchersandcourse

alignmenttoolsandtrainingwillensurethattheorganizationbuildscapacitythatissustainableto

improveinstructionatRHS.

STRUCTURALCAPACITY:ReferstothefunctionalelementsofthesystemsuchasLEA/districtpolicies,

procedures,andpracticestosupportimplementation.

Aligningcurriculumacrossgradelevels,aligningcurriculumwithstatestandards,aligningcurriculum

withthenationalCommonCoreStateStandardsnowthattheyhavebeenreleased,andworkingwith

districtleaders,schoolleaders,teachersandstudentsisacomprehensiveandambitiousplan.

AccordingtoresearchdoneattheCenterforEducationalPolicyResearch,structuralalignmentarekey

toensuringthatallstudentshavetheskillstosucceedduringandafterhighschool.Inadditionto


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structuralalignment,therewillbechangestothestructuralorganizationwhenthesinglemiddle

schoolclassroomofstudentsattheStructuralLearningCenterismovedtoanotherlocation.Thisis

requiredbytheschoolandsupportedbythedistricttoensurethattheSLChasavailableeverypossible

classroomwhentheydoubleinstructiontimefromtwohalfdayschooldaystoafulldayschool

schedulefor

all

students.

(Itisalso

agood

move

for

the

middle

school

students

inthat

room

who

can

onlyreceive1.5hoursofinstructiondailyanddosoinaschoolwereallotherstudentsinthebuilding

areolder.) Finally,thedistrictispreparedtosupportschoolbasedeffortsbyhelpingtomonitor

progress,analyzeschoolbaseddataandassistwiththedevelopmentofinstructionalstrategiesto

ensurestudentsuccessatRHS.

MATERIALCAPACITY:Referstothefiscalandmaterialresourcesavailabletosupportimplementation

inthedistrict.

Thedistrictisfullycommittedtothesestrategiesandpartnershipsandrecognizestheneedforchange

atRHS.RHSleadersandstaffwillhavefullaccesstoalldistrictresourcestoensurethesuccessofthe

plan.AdditionalservicesprovidedbytheadditionalstaffFTE(i.e.CareerSpecialist,asharedliteracy

coach(withECHS),anadditionalAssistantPrincipal,acommunityoutreachstaffpersonsharedwith

ECHStobuildparentalsupportandinvolvement,asharedtechnologydatacoordinator,andasmall

amountofadditionalFTEsupporttocreateatransitionclassroomattheTeenParentProgram)along

withthenewliteracycenterwillensurethatsufficientnumbersandskilllevelsofstaffareinplaceto

accomplishtheseproposedimprovedoutcomesforRHSstudents.Finallytheprofessionaldevelopment

plannedforbothteachersandadministratorsdemonstratethecommitmentofthedistrictandschool

planningteaminthiseducationalplantochangeRHSpolicies,practicesandculture.

6.1 School Support to Fully Implement the Intervention model

Describeactionstheschoolhastaken,orwilltake,to:

1. Designandimplementinterventionsconsistentwiththefinalrequirements:

RHSwillbringboththeinternalandexternalschoolcommunityinanongoingprocessof

implementingthetransformationmodeldesignedtoimprovestudentsuccessateachdesignated

schoolsite. Communicationsessionswithparents,students,staff,andcommunitymemberswilltake

placeonanongoingbasisandwillprovideaprocessforstakeholderinputandevaluationofthe

interventions. Theprocessesusedforidentifyingthespecificcomponentsincludedinthistransformationplanhaveenlistedthevariousprofessionalsfromtheschool,thedistrictand

communitystakeholders.


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Boththeschoolanddistricthavebeenengagedincurriculumalignmenttocorestandardsandthe

developmentoflearningtargetsintheclassrooms. Ourworkwillextendlearningthroughthe

expansionofaliteracycenter,theredesignoftheStructuredLearningCenter,andbringafacetoface

componenttothetwocyberschools. Theworkofdevelopingcommonassessmentstoguide

instructionwill

begin

infall

2010

with

the

plan

toassess

all

students

asthey

enter

each

ofthe

10

schoolsofRHS.WehavesiteleaderswhoareworkingwiththeirsitebasedcolleaguesandwithRHS

administratorsanddistrictpersonneltoplanforongoingformativeassessmentandproficiencybased

exams. Ourplanisdesignedtobuildcapacityinschoolleadersaroundthesecomponents,aswellas

developtheknowledgeandskillsamonginstructionalstafftoimplementhighlyeffectivepracticein

everyclassroom.

Schoolanddistrictstaffhasdevotedmanyhourstoidentifyingresearchbasedstrategiesthatmeet

theimprovementneedsRHS. Staffingincludedinthegrantproposalwilladdtotheongoingsystemic

supporttoensurethesuccessoftheinterventionstrategiesandstaffdevelopmentneededtobuild

strongfoundationsandsustainability.

Whiletheinterventionstrategiesthatareproposedwillhaveaschoolwideeffectonallstudents,the

populationsmostinneedarethestudentswhooftenliveinpoverty,havebeenadjudicated,orare

expelledfromtheirneighborhoodhighschool. Byanalyzingdataonstudentattendance,academic

performance,andbehavior,studentswiththehighestneedsforsupportwillbeidentifiedand

supportedbyschoolstaffandthestrategicinterventionstheyemploytomeettheuniqueneedsof

theseindividualstudents.

RobertsHighSchoolhasstrategicallydesignedaplantoaligngeneralfunddollarsandSIGsupportin

ordertoensuremaximumfocusonthegoalsofthetransformationplan. Thealignmentofresources

intheschoolanddistricttosupportthisplanforimprovementisstrongandsupportedbyschool,districtandschoolboardleadership.


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6.2 School Support to Fully Implement the Intervention model


2. Recruit,screen,andselectexternalproviders,ifapplicable,toensuretheirquality.ForthefirsttimestaffatRHSwillhavetheopportunitytoworkwithaliteracycoachtrainedand

supportedbydistrictpersonnel.ThecoachalongwithpartnersfromtheOregonWritersProjectat

WillametteUniversitywillworkwithteachersandadministratorstoimplementthewriting

componentoftheliteracymodelinallcontentareas. ThesepracticeswillsupportthesystematicPLC

workwithintheschool. Supportingthisworkwillbetheinterfacewiththetesting/datacoordinator

whowillidentifystudentsforassessmentandhelpmakesenseofthedata.

Amultitudeofcommunitybasedagenciessupportthevariousprogramsforinternships,social

services,workexperiences,collegereadinessandcareerpreparation.

Additionallyexistingpartnershipsandnewlydevelopedoneswithcommunityandstatelevel

businessesandorganizationswillbeusedtocreatestrongcomprehensiverewardsandincentivesfor

teachers,staffandstudentstorecognizeimprovedstudentperformanceinacademics,attendanceand

behavior.

PartnershipswithUniversityofOregonconsultantsattheCenterfortheEducationalPolicyResearch

willsupportthestaffintheirgoaltodevelopacollegevisionforallstudentsastheyworkonvertical

alignment.


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6.3 LEA & School Support to Fully Implement the Intervention model


1. Alignotherresourceswiththeintervention.Theschoolanddistrictstaffhasidentifiedalignmentofbudgetitemsinordertofocusresourcesonthe

successfulimplementationofthemodel.TheinterventionsdescribedintheSIGproposalherewillonly

partiallysupporttheimprovementdevelopedforRHS. Thegrantsupportedresourceswillbealigned

withthegeneralschoolbudgetandgeneraldistrictbudgetinordertoimplementthetransformation

atfullcapacity. Thealignmentisbestdescribedintheextensionofmuchneededspacefortheliteracy

centeronexistingschoolproperty. ThefirstyearisviewedasPhaseIandcontinuesintoyeartwofor

completerealization. Inadditiontotheliteracycenter,SIGfundswillbeusedtocoverthecostof

salariesforstafftoattendatwodayAugustworkshopthatwillfocusonpovertyawareness. The

generalbudgetwillbeutilizedtopurchasethebookstudyentitled,TeachingwithPovertyinMind:

WhatBeingPoorDoestoKidsBrainsandWhatSchoolsCanDoAboutit,alongwiththecompanion

trainingCD.ThetransformationprincipalisaformerRubyPaynetrainer trainedinworkshoptools

foreducatorstousewhendealingwithchildrenfrompoverty

(http://www.lecturemanagement.com/speakers/rubypayne.htm)andisqualifiedtosupportstaffin

thisyearlongwork.


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6.4 LEA & School Support to Fully Implement the Intervention model

DescribeactionstheLEA&schoolhastaken,orwilltake,to:

1. Modifyitspracticesorpolicies,ifnecessary,toenableittoimplementtheinterventionsfully

andeffectively.

EachprogramwithinRHSwillbeaffectedinordertoensuretheseproposedgainsinstudent

achievementareattained. Theemphasisonreadingandwritingwithintheliteracycenterwitha

closeeyeontransitionsintoappropriateplacementonceastudentisongradelevelwillbenewtoall

theprograms. Changestoschooldayschedules,stylesofmodeldelivery,schooluniforms,an

emphasisonwritingacrosscontentareas,andfocusedattentiononliteracywillmodifytheinstruction

ineachoftheRHSprograms. OneofthegreatestchangeswillbetoplacestudentsattheStructured

LearningCenterinclasseswithhighlyqualifiedteachersincontentareas,amovementfroma

behaviormodelofselfcontainedtoanacademicmodelthatrequiresafiveperiodday.

Staffwillalsoworkwithinanewschedulethatgivesstudentsgreatercontacttime,butitalsobuilds

collaborationandPLCtimeforprofessionaldevelopment. Thiswillhaveasignificantimpactonthe

abilitytoidentifystudentsearlierwhorequirespecializedinterventions,andallowstafftoworkwith

thenewdataanalysttointerpretandutilizestudentdataforimprovedinstruction.Finallytherewill

beaschoolwidefocusamongallstafftoembedliteracyintoallcontentareas.

RHSstaffwillberewardedfortheirhardwork.Wewilldeveloparewardandincentiveprogram,i.e.:

spiritweartorecognizeindividualstaffmembersthathavehadasignificantimpactonimproved

studentoutcomesandprogresstowardmeetingschoolwidegoalsdescribedintheSIG. Toensure

thatstudentsarealsorecognized,staffwillworkcollaborativelywiththentoidentifycriteriafor

recognizingindividualstudentsandgroupsofstudentsforrewardsandincentives.Acomprehensive

assessmentplanwillbeusedtocapturestudentstoensureincreasedparticipationratesontheOAKS

andotherassessments.

6.5 LEA Support to Fully Implement the Intervention model. Describe actions the

LEA/school has taken, or will take, to:

2. Sustainthereformsafterthefundingperiodends.ByrestructuringthevariousprogramsundertheRobertsumbrella,studentswillhavegreater

opportunitytoaccessaprogramthatmoredirectlyfitstheirneeds. Theextensionoftheliteracy

centerwillprovideindepthassessmentsandofferintensiveinstructioninthreeresearchbased

readingprogramstobringstudentstoalevelwheretheycanaccessacreditbearingprogram.

Changingtheschooldaywillallowforincreasedstafftimetoengageinprofessionaldevelopmentand

collaborationinPLCteams,aswellasextendsthelearningtimeforstudents. Thestaffdevelopment

plannedfortheAugustworkshopwillallowforthefrontloadingofschoolwidestrategiesfor


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implementation.Alloftheseproceduraltimechangesarefullysustainablebeyondthescopeofthe

SIG.ForthosethatincludenewstaffhiresusingSIGfunds,thosestaffpersonswillbeusedfor

developmentandstartupofthenewpracticesatRobertsandmaybecontinuedinthosepositions

withalternativefundingsourcesaftertheSIGends.

Specificinterventionsinclude:

1. Implementadditionalstaffingtoprovidesupportsforstudentassessmentandacademicsuccess. ThesesupportsincludeanadditionalsharedAssistantPrincipalinordertoensure

educationalleadershipatahighlevelandahalftimereadingteachertosupporttheextended

programs.

2. TwosharedhalftimepositionswithECHSintheareaofliteracyanddatacoordinationwillprovidestudentsandstaffwithcontinuityinPLCworkandstudentassessments.

3. RestructuringoftheschoolscheduletoallowformaximizingstudentcontactandprovidingPLCtimeforjobembeddedstaffdevelopment.

4. Parentandcommunityengagementeffortfocusedondevelopingschool/collegeawarenessevent,creditearningopportunitiesandcareerandcollegeawarenessandreadiness.The

additionofFTEtocreateanewparttimecareerspecialistandaddtotheexistingpositionfor

fulltimetosupportstudentsintheworkforce,andprovideincreasedcommunitysupportofthe

TechPrepCenterandGEDwillbuildacollege/careervision.Asmallpurchaseoftoolsfor

studentstoworkinthemechanicalstrandattheTechPrepAcademy.

5. AtwodayAugustworkshopforprofessionaldevelopmentintheweekpriortothestartoftheschoolwillprovidesignificantfocusonschoolwideinstructionalstrategiesinliteracy,understandingpovertyandcreatingPLCs. Otherworkthroughouttheyearwillcenteron

buildingteachercapacitytousecommonassessmentstodrivecollaborationandinform

instruction. Inaddition,acomprehensive,jobembeddedprofessionaldevelopmentplanwillbe

implementedwhichprovidesweeklytimeforstafftoengageintrainingandcollaborationin

PLCteams.

6. ExtendthelearningenvironmentforRobertsbyphaseIoftheliteracycenter. Thecreationoffouradditionalclassroomswillhelpusaddresstheneedforprovidingresearchbasedliteracy

programsforalllearnersincludingELAstudents.AddingtheequivalentoftwoperiodsofFTE

totwoteacherstoallowthemtobehiredfulltimetosupportstudentsaccessandcompletion

oftheseprograms.

7. Schoolofficestafftosupporttheliteracycenterwithstudentintakes,parentcontacts,providinginformationandperformingclericalduties.


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7. School Improvement GoalsWhatimprovementwillbemadewiththefundedschool?ListspecificSMARTGOALSforimprovementfor

thisschool?

NewLiteracyCenter&ResultantImprovedRatesofCoursesCompletedintheBridgeandSKOCyber

Schools

1. ByJune,2011;wewillincreasetheaveragecompletionrateofcoursestakenbystudentsinthe

BridgeandSKOcyberschoolsingradeninethroughtwelveby3percentoverthe2010levelsto53

percentcompletionrate.Thisgoalwillonlybeattainableifthenewliteracycenterisoperationalby

January2011asexpected.

2. ByJune,2012;assumingthatthenewliteracycenterisoperationalbyJanuary2011,wewillincrease

theaveragecompletionrateofcoursestakenbystudentsintheBridgeandSKOcyberschoolsin

gradeninethroughtwelveby10percentoverthe2010levelsto60percentcompletionrate.

3. ByJune,2013;wewillincreasetheaveragecompletionrateofcoursestakenbystudentsinthe

BridgeandSKOcyberschoolsingradeninethroughtwelveby20percentoverthe2010levelsto70

percentcompletion

rate.

ParticipationinOAKSTestingImprovement

1. ByJune,2011;wewillincreasethepercentageofstudentscompletingtheOAKStestby5percent

overthe2010rateto62percentparticipation.





ReadingScore

Improvement

1. ByJune,2011;wewillincreasethepercentageofstudentsmeetingstandardforreadingontheOAKS

testby2percentoverthe2010rateto50percentmeets.





MathematicsScoreImprovement

1. ByJune,2011;wewillincreasethepercentageofstudentsmeetingstandardformathematicsonthe

OAKStestby2percentoverthe2010rateto35percentmeets.2. ByJune,2012;wewillincreasethepercentageofstudentsmeetingstandardformathematicsonthe

OAKStestby5percentoverthe2010rateto38percentmeets.

3. ByJune,2013;wewillincreasethepercentageofstudentsmeetingstandardformathematicsonthe

OAKStestby10percentoverthe2010rateto43percentmeets.


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AttendanceRateImprovement

1. ByJune,2011;wewillincreaseattendanceby1percentoverthe2010rateto71percent.

2. ByJune,2012;wewillincreaseattendanceby2percentoverthe2010rateto72percent.

3. ByJune,

2013;

we

will

increase

attendance

by

5percent

over

the

2010

rate

to

75

percent.

Arethereanypossiblebarrierstoachievingthenewgoalsfortheinterventionselected?WhatstrategieswilltheLEAusetoaddressthesebarriers?Onekeytotheseimprovementsisthenewliteracycenterandthestafftosupportit.Ifthiscenterisnot

fundedornotoperationalbyJanuary2011,wedonotexpecttheseratestoimproveassubstantiallyas

proposedhere.Giventhenumbersofstudentsmorethan800whowillbeabletoreceiveperiodicface

tofacesupporttosupplementtheironlinecourses,theonlyalternativeapproachwouldbetorent

computerlabandmeetingspaceelsewhereintheSalemKeizerarea.Weexpectthiswouldbesignificantly

lesseffective

since

students

are

less

likely

tocome

toalocation

not

associated

with

aschool.

Anotherkeytotheseimprovementsisfamilyengagement.Wewillbeusingournewcommunityoutreach

staffmembertoinvolveparentstohelpusmakemorestudentssuccessfulineachofthesetargetedareas.

Todoso,wewillbeengagedinactiveoutreachactivitieswithparentsincludinghomevisits,worksite

visits,individualmeetingswithparentsandgroupmeetingswithparentstoensurethatbothschooland

homeareworkingtogethertoimproveattendanceandimproveacademicperformanceRHSstudents.

Finallysomeofthegainsexpectedinmathematicsderivefromtherecruitmentandhiringofanewhighly

qualifiedmathematicsteacherforthestudentsattheStructuredLearningCenter.Ifthatpositionisnot

filled,becauseofahiringfreezeorlackofavailablemathcertifiedteachers,studentswillhaveno

mathematicscertifiedteacherinthebuilding.SLCadministratorswouldneedtoworkswiftlywiththe

districttoensurethatateacheristransferredfromanotherschooloremergencyfundsareusedtohireone

andthatthatteacherisinplacewhenthedoorsopeninfall2010totakeadvantageofthenewlonger

schooldayplanned.


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8. Results MeasurementHowwillyoumeasureprogresstowardthestatedimprovementgoals?Payparticularattentionto

mathematicsandreading/languageartsprogressmeasurements.Bespecific,andrelatethesemeasures

totheinterventionselected.

OnlineCourseCompletionRates

AsRHSstudentsusethenewliteracycenterforfacetofaceinstructiontosupplementtheironline

courses,staffmembersexpectahighercoursecompletionrateandhaveproposedanambitious

targetinanefforttomeasurethisstaffledchallenge.Higherrateswillbeevidencethatstudentsin

onlinecoursesneedperiodiccheckintimeandtheopportunitytoaskspecificquestionsaboutcontent

theydonotunderstandinordertofollowthroughtocompletion.

OAKSParticipationRates

InordertomeetthetargetgoalsforincreasingOAKSparticipation,outreachtoparentsexplainingthe

importanceofOAKScompletion,improvedattendancesostudentarepresentonthedayofthetest,

multipleadministrationsofthetesttocatchmorestudents,andstudentincentiveswillallenhancethe

opportunitiesforimprovedparticipation.

NewOregonDiplomaRequirements

TheOregondiplomarequirementsarechanging.Studentswillsoonbeexpectedtocompletethree

yearsofmathematicsratherthantwo,andfouryearsofEnglishlanguageartsratherthanthree.This

requirementalignswellwiththedirectionproposedheretoimproveOAKSreadingandmathscores

amongRHSstudentstoapproachthedistrictaverages. Toachievetheseambitioustargets,theSLC

staffisproposingalongerschooldayforstudentstodoubletheamountofinstructionaltime.

ImprovedReadingandMathScores

ToimprovereadingscoresontheOAKS,RHSstudentswillnowhavethreeremedialreadingprograms

availabletohelpeventhelowestperformingstudents.AttheSLCmathematicsscoresontheOAKSare

expectedtoimprovefortworeasons.Firstanewhighlyqualifiedmathteacherisbeinghiredforthe

building(SLCdoesnothaveonecurrently).Second,theamountofinstructionaltimeisdoublingforall

SLCstudents,therebyensuringthatstudentswhoneeditcanbescheduledfordoubleblocksofmath

orlanguagearts.AtpresentnoteverystudentreceivesmathematicsontheirscheduleattheSLCand

nonereceiveitfromamathcertifiedinstructor.

ImprovedAttendance

Finally,RHSstudentsmustmeetannualimprovementratesinattendanceeachofthethreeyearsof

thisgrant(i.e.1percent,2percentand5percentrespectively).Anincentiveprogramwillassist

studentsinmeetingthistarget.Improvedattendancewillberewardedintheformofatangible,

monetaryrewardintheformofagiftcertificateformodifyingtheirbehavior.Datawillbeobtained

andanalyzedaccordingtothecustomaryreportingformulausedbydistrictstoreportattendanceto

ODE.


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10.1. Proposed Activities to Accompany BudgetTransformational Model

A.TheLEAreplacestheprincipal.Thetransformationprincipaldevelopsacomprehensive

professionaldevelopmentplan.

Professionaldevelopment

workshoponpovertyinfluences

onstudentlearning

Workwith

district

staff

todevelop

summer

workshop

andprovidecompensationforalllicensedand

classifiedstaffandRHSadministratorstoattenda2

dayAugust2010trainingontheeffectsofpovertyon

studentlearning.

EstablishProfessionalLearning

Communities(PLCs)

BeginweeklyProfessionalLearningCommunities

(PLCs)totargettwoareas:embedresearchbasedbest

practicesintotheRHSclassroomsoninstructional

strategiesandcollaborationbetweenteachers,and

usepovertyresourcesprovidedbythenationalexpert

whopresentedattheAugust2010workshop.Ofthe

fourmeetingseachmonth,twowillbeusedforthe

firsttargetandtwowillbeusedforthesecond.Allwill

useareadingstudygroupapproachandstudentdata

toinformcurriculardecisions.Meetingswillbe

scheduledforlatestartdays.

UOresearchconsultants Workwitheducationalpolicyresearchconsultantsat

theUniversityofOregonsCenterforEducational

PolicyResearchtodevelopverticallyaligned

curriculum,curriculumalignedtostandardsandhigh

qualitysyllabi.

Usestudentdatatodrive

curriculardecisions

Developexpertiseamongfacultyforcontinuoususeof

datatoensurethatinstructionalpracticesproduce

evidenceofimprovedstudentoutcomes.Hireadata

analysttoconductanalysisonmultiplesourcesof

studentdata.Datawillincludesourcestomeasure

evidenceofstudentgrowth(i.e.classroom

assessments,classroomlearningproducts,common

courseassessments,studentlearningasmeasuredby

coursegrade,classroomobservations,aswellashigh

stakesassessments).

Replaceprincipal TheprincipalatRHShasbeenreplacedwithanew

principalwhobeganinthe20092010academicyear.


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B.NewLiteracyProgram

Extendhoursforparents Eveninghourswillallownotonlystudentsbuttheir

parentstootousetheschooltodeveloptheirown

literacyskillswhilesimultaneouslypromotingbetter

parenttoschoolconnections.Incentivesforparentswillbeusedtosupportthiseffort.

LiteracyCoach Hireliteracycoach(sharedpositionwithECHS)to

provideprofessionaldevelopmenttotheRHSstaff,

teachBridgeandSKOstudentsinfacetofacesetting,

andcollaboratewithdistrictlevelcurriculum

specialists.

Additional2.5FTEfortwo

teachers

TwoteacherswillneedadditionalFTEtoensurethey

arefulltimetosupportstudentliteracy.Anadditional

.50mediaspecialistwillbuildandsupportthemuch

neededlibraryatthissite.

SupportstaffFTE Newofficestaffpositiontosupportliteracyprogramcenter,

C.ImplementnewreadingandwritingprogramforstudentswhoattendtheschoolsofRHS

Additionalremedialreading

programs

Implementschoolwideremedialprogramsfor

studentswhoneedthem.Inadditiontothecurrent

higherlevelprogram,twoelementaryschool

programswillbeimplemented.Assessmentswill

continuetobeusedtoappropriatelyplaceeach

student.Embeddedassessmentswithintheprograms

willmeasurestudentgrowth. Bothoftheseprograms

willbeenhancedandsupportedwiththecreationofa

mediacenteryearoneinsteadofyeartwo.Inyear

twoandthree,materialswillcontinuetobepurchased

tomeettheneedsofstudents.

Writingprogram PartnerwithWillametteUniversitysOregonWriters

Projecttolearnresearchbasedinstructionalstrategies

toteachwritingskillstoRHSstudents.Transformation

principalisaformerdirectoroftheprogram.

D.IncreaseinstructiontimeatSLC

Instructionalleadership HireanAssistantPrincipaltoserveasinstructional

leader.Willworkcloselywithdistrictcurriculum

specialistsandliteracycoachtoensurethatstaffhas

thenecessarytrainingtocarryouttheimproved

literacyplan.

Mathliteracy AttheStructuredLearningCenter,employacertified


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(highlyqualified)mathteachertoensurethatevery

studenthasmathonhis/hercourseschedule

Increaseinstructionaltime Changeschooldayscheduletoincludea5dayperiod

withAdvisoryensuringthatstudentshaveinstruction

inlanguagearts,mathematics,science,socialscience

andanelective(PEorart).ThislengthensinstructiontimefromahalfdaytoafulldayforallSLCstudents.

Doubleblocksofmathand

reading/writing

Usenewfulldayscheduletoprovidedoubleblocksof

mathandlanguageartsinstructionforstudentswho

needit.

Enhancescienceinstruction Usetabletopsciencekitstoprovidesciencelabs

wherenonewereavailableinpastyears.

Requireschooluniforms Requireschooluniformstofocusattentionon

improvedliteracyandlimittheinfluencesofgang

affiliations.Uniformswillbepaidforaccordingtoa

slidingfeescale.

E. ImplementincreasedassessmentandtransitiontimeforstudentsattheStructuredLearningCenterandtheTeenParentProgram

Lengthentransitiontime Providelongertransitiontimesforstudentswhoare

newtotheSLCandtheTPP.Bothtypesofstudents

requirebetterplanningbystaff.MostSLCstudents

havejustcomefromsanctionsatanexpulsionhearing

somodifystructureattheSLCtoretainentering

studentslongerintransitionphaseforbetterstudent

planning.MostTPPstudentshavebeenoutofschool

for12yearssoincreasesmallFTEtofullyfunda

teacherinthatprogramtoprovideatransition

classroomforstudentswhoneedmoreadjustment

time.

Lengthenassessmenttime Providelongerassessmenttimesforstudentswhoare

newtotheSLCandtheTPP.Bothtypesofstudents

requirebetterassessmentplanningbystafftoensure

correctplacementandanacademicplanthatisboth

challengingandforwhichthestudentcansucceed.

Newspecializedstaffpositions Addcommunity,careerandcollegespecialistto

developnew,andnurtureexisting,relationshipswith

communityandparents.

Familysupportevenings ImplementoutreachprogramforTPPstudentswith

monthlyeveningactivitytostrengthenextended

familysupportsandinvolveparentsinteenparent

education.

F. RequiredElements

ParticipationintheStateSystem

ofSupport

DistrictswillbeexpectedtoaccesstheStateSystemof

Supportnetworkprovidersforschoolanddistrictsupport


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coachesaswellasaccesstheRegionalSupportnetwork

providersforspecializedneedssuchasELL,Special

Education,andothers.

TechnicalAssistanceMeetings Travelexpensestoattendrequiredmeetingscalledbythe

OregonDepartmentofEducationforthepurposeof

receivingtechnicalassistanceonschoolimprovementandturnaroundefforts.

ReportingRequirements Timeandexpensesrelatedtorequiredreportingquarterly

ontheuseofARRAfundsandmidtermandfinalreports.

CompleteSchoolReview TheschoolisexpectedtocompleteanODEsanctioned

reviewoftheschool'senvironmentincludingathorough

reviewofinstruction.

Training Districtandschooladministratorteamswillbeexpected

toattendleadershiptraining.

Supporttothedistrict Providedistrictlevelleadershipsupporttotheschool

undernewprincipal,holdregularconsultativemeetingsto

ensuretransformationalmodelisusedtoaddressnewpracticesandprocedurestopromoteacademic

achievement,improvedattendanceandpositivestudent

behavior.

School Budget Plan: Transformation Intervention ModelRoberts High SchoolRequired Activities

1. Replace Principal (except those hired previously as part of turnaround or transformation

effort)Proposed Activity

Note: If the desired activity does not fit into one ofthe below categories, it will not be allowable.Please align all of your proposed activities to oneof the categories listed.

Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model

Example: New instructional leadership

model implemented

Implement instructional leadership development program for

members of the administrative team in order to develop

1. Instructional Leadership modelimplemented

Implement instructional leadership development programfor members of the administrative team to continueexpanding their knowledge of literacy, second languagelearners and educational reform.

2. Assistant Principal Assistant Principal (shared) will round out theinstructional leadership team. AP will work closely withdistrict curriculum specialists and literacy coach to ensurestaff capacity in the improved literacy plan.

3. Teacher Reassignment and Transfer Staffing changes have been implemented. Two teachers athave been transferred to ensure highly qualified staff inmath and science. In addition, the new transformationprincipal swap two science teachers from schools which


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are under her leadership to match their skill sets for thebenefit of the student population.

FTE

Please

indicatenumberofpersonnelbelow

Object Code111 Licensed Salaries112 Classified Salaries

12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials640 Dues and Fees

Please provide object code below

Will this activity besustainable after the grantexpires?

(Please indicate Yes or No below,and identify other funding sourcesthat may be used to sustain thisactivity after the SIG fundsexpire)

$AmountRequestedfromSIGGrant

Funds

(When planning, please consider how manystudents are enrolled in the school and howmuch money is necessary to transform theschool.)

Federal funds are supplemental and should notsupplant general fund activities

.50FTE

111 $45,6052XX $16,895

No $62,500 Y1$62,500 Y2$62,500 Y3

2. Operational flexibility (calendar, time, budget, staffing)Proposed Activity

Note: If the desired activity does not fit into one ofthe below categories, it will not be allowable.Please align all of your proposed activities to one ofthe categories listed.


Example: Modify school day for

students

Modify the school day schedule from current student start time

of 7:40 a.m. to new start time of 8:15 a.m., to improve overall

attendance for students.

1. Increase student contact hours The new school day will include five periods and a studentadvisory time between 9:15 a.m. - 3:45 p.m. to ensureevery student enrolls in mathematics, reading/writing,

science, social studies and an elective course (either PE orart). This schedule will increase instruction time (doubleperiods) in mathematics and/or reading/writing forstudents who need it and limit the number of transitions,to avoid behavioral issues.

FTE

Pleaseindicatenumberofpersonnel

below

Object Code111 Licensed Salaries112 Classified Salaries12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services

350 Communication4xx Instructional Supplies and Materials640 Dues and Fees


(Please indicate Yes or No, andidentify other funding sources thatmay be used to sustain thisactivity after the SIG funds

expire)


Funds

(When planning, please consider how manystudents are enrolled in the school and howmuch money it will take to transform theschool.)


4XX Yes, through establishcommunity partnerships.

$5,000 Y1$2,500 Y2$1,700 Y3


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3. Rigorous, transparent and equitable teacher and leader evaluation systems using studentgrowth in significant part AND other measures AND designed with teacher/leader input

Proposed Activity

Note: If the desired activity does not fit into one ofthe below categories, it will not be allowable.

Please align all of your proposed activities to one ofthe categories listed.


Example: Develop faculty capacity to

use data

Develop expertise among faculty for continuous use of data to

ensure that instructional practices produce evidence of

improved student outcomes

1. Develop faculty capacity in the useof data to inform instruction

Develop a data-driven culture among staff to continuouslyassess student learning, inform instruction and provideevidence of improved student performance andachievement with data gathered and analyzed by datacoordinator (.50 FTE).

2. Develop new district evaluationmodel.

The district is working with Chalkboard and stakeholderson the CLASS Project to review and revise the evaluation

model for Salem-Keizer licensed and classified staff.

FTE

Pleaseindicatenumberofpersonnelbelow

Object Code111 Licensed Salaries112 Classified Salaries12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials640 Dues and Fees


(Please indicate Yes or No, andidentify other funding sources thatmay be used to sustain thisactivity after the SIG fundsexpire)


Funds



.50

FTE

111 $28,650

2XX $12,850

Yes, through the district. $41,500 Y1

$41,500 Y2$41,500 Y3

4. Identify/reward effective personnel & remove ineffective personnelProposed Activity



Example: Recognize school-wide and

departmental achievements in

improved student learning

Recognize departmental and school-wide achievements with

rewards and incentives (Examples: gift certificates, school

celebrations.)1. Teacher Reassignment and Transfer Staffing changes have been implemented. Two teachers

have been transferred to ensure highly qualified staff inmath and science. In addition, the new transformationalprincipal swapped two science teachers, from schoolswhich are under her leadership, to match their skill setsfor the benefit of the student population.

2. Recognize school-wide achievementin improved student performance

Recognize and reward teachers based on studentperformance and achievement with rewards and incentives


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(i.e. gift certificates, school pride wear, schoolcelebrations).

FTE

Please

indicatenumberofpersonnelbelow

Object Code111 Licensed Salaries112 Classified Salaries

12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials640 Dues and Fees




Funds



0 4XX Yes, through generalfunds.

$7,500 Y1$7,500 Y2$7,500 Y3

5. High-quality, job-embedded, instructionally aligned professional developmentProposed Activity



Example: Professional Learning

Communities

Use student-learning data to inform instruction and teacher

planning in a Professional Learning Communities structure.

1. Professional Learning Communities Both licensed and classified staff from the 10 schools underthe RHS umbrella will participate in a 2-day professionaldevelopment in August 2010 to focus on how to better meetthe academic needs of students who live in poverty. During

the academic year, staff will continue to work in theirPLCs. They will use this knowledge and materials toconduct self-directed study groups. Also, RHS staff willparticipate in the district-wide professional developmentopportunities in the areas of curriculum and learningtargets aligned to state standards focused on literacyacross the curriculum.

2. Literacy Support A literacy coach (.50 FTE) will provide PLCs withprofessional development and guidance to supportimplementation of the district Common Literacy Model.

FTE


Object Code111 Licensed Salaries112 Classified Salaries12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials640 Dues and Fees

Will this activity be

sustainable after the grantexpires?


$ Amount Requested from SIG Grant

Funds




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.50FTE

111 $28,650130 $38,6012XX $22,057310 $4,0004XX $2,790

Yes, embedded in schoolPLC work and culture

$96,098 Y1$73,598 Y2$84,398 Y3

6. Financial incentives, career opportunities and flexible work conditionsProposed Activity



Example: Flexible work schedule Implement extended hours of operation which will allow

teachers to work days or evenings. This will allow our

students to work jobs and attend school at

1. Staff Incentive Program A reward and incentive program will be developed (spirit

wear, staff celebrations) to recognize individual staffmembers who have made a significant impact on improvedstudent outcomes and progress toward meeting school-wide goals.

FTE


Object Code111 Licensed Salaries112 Classified Salaries12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials

640 Dues and Fees



$ Amount Requested from SIG GrantFunds


Federal funds are supplemental and should not

supplant general fund activities

0 n/a Yes. Communitydonations will providesustainability.

See #4 above

7. Instructional reformProposed Activity

Note: If the desired activity does not fit into one ofthe below categories, it will not be allowable.Please align all of your proposed activities to one of

the categories listed.


Example: Literacy Support Provide literacy and writing-help resource similar to college

labs staffed with a literacy teacher and an instructional

literacy coach.

1. Literacy Support A Literacy Center will be supported by a literacy teacher(.5 FTE) The literacy teacher will implement and supp

roberts 2010 school improvement grant application

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