school improvement grant:web.alsde.edu/docs/documents/116/cps sig tier iii sch… · web...

SCHOOL IMPROVEMENT GRANT:TIER III SCHOOL APPLICATION

(SCHOOL IMPROVEMENT ACTIVITIES ONLY)

Section 1003 (g) of the Elementary and Secondary Education Act

FY 2011

Mail to:Alabama Department of Education

Federal Programs5348 Gordon Persons Building

P.O. Box 302101Montgomery, Alabama 36130-2101

For technical assistance, contact Marcus Vandiver at: Telephone: (334) 242-8199

Fax: (334) 242-0496E-mail: [email protected]

S I G N e e d s A s s e s s m e n t | 1

mailto:[email protected]

Please complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized and LEA information may be duplicated.

All sections of the LEA/School Application are required to complete the application process.

Failure to demonstrate a process or plan, provide recent examples of success, and/or provide required information for the LEA/School Application criteria, may result in a score of “inadequate”.

An LEA/School Application that receives a score of “inadequate” in one or more sections may be required to revise the application at the request of the reviewing outside reader, if the cause for the request can be substantiated to the SEA. An LEA/School Application that has been scored and ranked within the range of tiered funding, also may be required to revise portions of its application to strengthen the overall SIG program approach at the discretion of the SEA.

An LEA/School that does not complete or submit all portions of the application may be disqualified from the competition for receiving SIG funds at the discretion of the SEA. An LEA/School Application that has been scored, but does not rank within the range of tiered funding, will be disqualified from receiving funds and will not be asked to revise portions of its application to strengthen the overall SIG program approach.


School Improvement Grant (SIG) 1003(g) LEA Information

Local Education Agency (LEA) Name:

Tuscaloosa City SchoolsLEA Contact for the School Improvement Grant:

Name: Dr. Latanza M. Harrison Signature:

Position/Office: Federal Programs Director E-mail Address: [email protected]

Telephone: 205-759-3537 Fax: 205-759-3792

AssurancesThe LEA must assure that it will:

Use its School Improvement Grant to implement fully and effectively an intervention in each Tier I and Tier II school that the LEA commits to serve consistent with the final requirements.

Establish annual goals for student achievement on the state’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in Section III of the final requirements in order to monitor each Tier I and Tier II school that it serves with School Improvement funds and establish goals (approved by the SEA) to hold accountable its Tier III schools that receive School Improvement funds.

Include, if it implements a restart model in a Tier I or Tier II school, in its contract or agreement terms and provisions to hold the education management organization accountable for complying with the final requirements.

Report to the SEA the school-level data required under Section III of the final requirements.

Mr. Ed LaVigne

LEA Chief School Financial Officer Signature Date

Ms. Dorothy Richardson

LEA Superintendent Signature Date

Joseph B. Morton


State Superintendent of Education Signature DatePlease complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized. LEA information may be duplicated for multiple applications.

If a Local Education Agency is submitting applications for multiple schools, the LEA will be required to complete the Budget for Local Education Agencies that shows combined expenditures for all schools.


A. SCHOOLS TO BE SERVED: An LEA must include the following information with respect to the schools it will serve with a School Improvement Grant. Please identify each Tier I, Tier II, and Tier III school the LEA commits to serve and identify the intervention model that will be used in Tier I and Tier II schools. An LEA with nine or more Tier I and/or Tier II schools may not implement the transformation model in more than 50% of those schools.

SCHOOL NAME NCES ID#TIER INTERVENTION MODEL School Improvement Activity

(TIER III only)I II III Turnaround Restart Closure Transformation

Central High School 01608

Bryant High School 01201

MLK Elementary School 01271

Northridge High School 02102

Central Primary School 01252

Oakdale Primary School 01257


E. WAIVERS:

The LEA must check each waiver that the LEA will implement. If the LEA does not intend to implement the waiver with respect to each applicable school, the LEA must indicate for which schools it will implement the waiver.

Waive Section 421(b) of the General Education Provisions Act (20 U.S.C. § 1225(b)) to extend the period of availability of School Improvement funds for the SEA and all of its LEAs to September 30, 2014.

Note: This waiver only applies to FY 2009 carryover funds.

Waive Section 1116(b)(12) of the ESEA to permit LEAs to allow their Tier I, Tier II, and Tier III Title I participating schools that will fully implement a turnaround or restart model beginning in the 2011-2012 school year to “start over” in the School Improvement timeline

Waive the 40 percent poverty eligibility threshold in Section 1114(a)(1) of the ESEA to permit LEAs to implement a schoolwide program in a Tier I, Tier II, or Tier II Title I participating school that does not meet the poverty threshold and is fully implementing one of the four school intervention models.

Mr. Ed LaVigne

LEA Chief School Financial Officer Signature Date

Ms. Dorothy Richardson

LEA Superintendent Signature Date


If the SEA has requested any waivers of requirements applicable to the LEA’s School Improvement Grant, an LEA mustindicate which of those waivers it intends to implement.

F. BUDGET FOR LOCAL EDUCATION AGENCIES:The LEA must provide a budget and a summary of expenditures for each year that indicates the amount of School Improvement Grant funds the LEA will use each year, including the pre-implementation period to:

Implement the selected model intervention, and/or School Improvement activities in each Tier I, Tier II, and Tier III school it commits to serve Conduct LEA-level activities designed to support implementation of the selected school intervention model(s) in the LEA’s Tier I, Tier II, Tier III schools

The SDE will review all LEA budgets to assure that they have sufficient funds to implement the selected intervention fully and effectively by:

(a) Requiring the LEA to submit a budget, between $50,000 - $2,000,000 per school, of which funds requested are of sufficient size and aligned with needs of the school to support the implementation of selected interventions and School Improvement activities.

(b) Requiring the LEA to provide appropriate documentation regarding the alignment of federal, state, and local resources to ensure short-term and long-term support of the selected interventions or School Improvement activities.

(c) Requiring the LEA to provide appropriate documentation, from the intervention provider on appropriate letterhead, in the form of a detailed cost-analysis of the selected intervention of annual salaries, services and materials.

(d) Requiring a high level of transparency from the LEA regarding accounting procedures and processes through the use of Alabama’s (eGAP) which includes both budget planning and funding information.

The Federal Programs Director is responsible for final approval of all federal budgets. All budget revisions will be done in eGAP. Documents posted on eGAP are available for public viewing. The SDE also has the ability to view and track expenditures to match them to the approved budget.

Failure to demonstrate a process or plan, provide recent examples of success, and/or provide the required information where appropriate for the criteria above may result in a score ranging in the inadequate category.

This budget is for expenditures that will be specific to the LEA only (i.e. School Turnaround Specialist).


LEA BUDGET: PRE-IMPLEMENTATION, FY 2011 SIG BUDGET FOR LOCAL EDUCATION AGENCIES:

Budget $Func Prog Obj Description of Expenditures

010 Regular Teacher Salary Original Application: YES NO011 Resource Teacher Salary Amended Application: YES NO083 Consulting Teacher Salary Amendment Number:122 Social Worker Effective date:180 Substitutes Please describe below:191 Supplements Please submit a budget amount of $50,000 -

$2,000,000 per school of which funds requested are of sufficient size and are aligned with the needs of the school to support the implementation of selected interventions and School Improvement activities.

The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000 per school.

192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare 250 Unemployment Compensation 312 Purchased Services-Staff Ed. Services 319 Purchased Services-Other Prof. Ed. Services 319 Purchased Services-Parenting Specialist 382 In-State Travel 383 Out-of-State Travel 411 Student Classroom Supplies 491 Instructional Equipment 494 Audio/Video 495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

TOTAL EXPENDITURES 0All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


LEA BUDGET: PRE-IMPLEMENTATION, FY 2011 SIG SUMMARY OF EXPENDITURES FOR LOCAL EDUCATION AGENCIES:Please list expenditures, as well as a description of expenditures, for the Pre-implementation Period that will be paid using SIG funds. The total amount of funds being spent in the SIG Pre-implementation Budget for LEAs should be equal to the total amount of SIG funds being spent in the SIG Pre-Implementation Summary of Expenditures for LEAs.

Expenditure Name Expenditure Category Expenditure Description

(Copy and paste page as needed)All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000 per school.


LEA BUDGET: YEAR ONE FULL IMPLEMENTATION, FY 2012 SIG BUDGET FOR LOCAL EDUCATION AGENCIES:


010 Regular Teacher Salary Original Application: YES NO011 Resource Teacher Salary Amended Application: YES NO083 Consulting Teacher Salary Amendment Number:122 Social Worker Effective date:180 Substitutes Please describe:191 Supplements Please submit a budget amount of $50,000 -

$2,000,000 per school of which funds requested are of sufficient size and are aligned with the needs of the school to support the implementation of selected interventions and School Improvement activities.

The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000 per school.


TOTAL EXPENDITURES 0All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000 per school.


LEA BUDGET: YEAR ONE, FY 2012 SIG SUMMARY OF EXPENDITURES FOR LOCAL EDUCATION AGENCIES:Please list expenditures, as well as a description of expenditures, for Year One that will be paid using SIG funds. The total amount of funds being spent in the SIG Year One Budget for LEAs should be equal to the total amount of SIG funds being spent in the SIG Year One Summary of Expenditures for LEAs.


(Copy and paste page as needed)All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


LEA BUDGET: YEAR TWO FULL IMPLEMENTATION, FY 2013 SIG BUDGET FOR LOCAL EDUCATION AGENCIES:



$2,000,000 of which funds requested are of sufficient size and are aligned with the needs of the school to support the implementation of selected interventions and School Improvement activities.


TOTAL EXPENDITURES 0


LEA BUDGET: YEAR TWO, FY 2013 SIG SUMMARY OF EXPENDITURES FOR LOCAL EDUCATION AGENCIES:Please list expenditures, as well as a description of expenditures, for Year Two that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Two Budget for LEAs should be equal to the total amount of SIG funds being spent in the SIG Year Two Summary of Expenditures for LEAs.


(Copy and paste page as needed)


LEA BUDGET: YEAR THREE FULL IMPLEMENTATION, FY 2014 SIG BUDGET FOR LOCAL EDUCATION AGENCIES:





TOTAL EXPENDITURES 0


LEA BUDGET: YEAR THREE, FY 2014 SIG SUMMARY OF EXPENDITURES FOR LOCAL EDUCATION AGENCIES:Please list expenditures, as well as a description of expenditures, for Year Three that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Three Budget for LEAs should be equal to the total amount of SIG funds being spent in the SIG Year Three Summary of Expenditures for LEAs.




School Improvement Grant (SIG) 1003(g) School Information

Local Education Agency (LEA) Name:

Tuscaloosa City Schools

School Contact Information: Portia Martin

School Name: Central Elementary School Tier of Applying School III NCES ID: 01252

School Address: 1510 Dinah Washington Avenue Tuscaloosa, Al. 35401

E-mail Address: [email protected]

Telephone: 205-759-3570 Fax: 205-759-3755

Please complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized. LEA information may be duplicated for multiple applications.

If a Local Education Agency is submitting applications for multiple schools, the LEA will be required to complete the Budget for Local Education Agencies that shows combined expenditures for all schools.


A. IDENTIFICATION OF NEEDS:The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

Complete the SIG Needs Assessment and submit with the SIG Application. For each Tier III school, please identify the needs for each school using the SIG Needs Assessment form and any other needs assessments that may be available and appropriate. Please describe needs in the priority area as “Critical,” “Urgent,” “High,” “Medium,” or “Low.”

Identified Need PriorityLarge population of special education students striving to meet standards Critical

Administrative time often consumed behavior factors that impact instruction Urgent

Students have very limited access to technology beyond the regular school day Critical

Parents consistently respond to surveys stating lack of knowledge of school and community resources that are in place to help family literacy. 80% of parents do not attend parenting education session held at various times of the day at the school.

Critical

More students have been identified as homeless and have problems living in the same residence throughout the school year. High number of tardies and absences in the pre-k -1st grade.

Critical

Number of students applying for at-risk pre-k program has increased over the past 3 years. Students admitted to the program are at or below the 50% percentile as measured by the DIAL-3

Medium

Realignment within district has caused teachers to change schools and grades. Urgent


SCHOOL IMPROVEMENT GRANTNEEDS ASSESSMENT

PART I - Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If the LEA and/or school did not review a particular data source, please write N/A. LEA improvement goals should address program gaps (weaknesses) as they relate to student achievement. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

(Duplicate and complete for each TIER I and TIER II school)

SCHOOL DATABriefly describe the process the LEA contact and school leadership team used to conduct the needs assessment (analysis of all data). The principal met with her leadership team and initiated a comprehensive needs assessment based on available data over a three-year period. The district and school leadership teams, with assistance from parents and community members, met to determine the needs of the schools from the data, prioritize those needs and determine root causes. Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.Strengths: Our school follows established recruitment procedures of the Tuscaloosa City School System. System requirements mandate that all teachers should be highly qualified. Teachers must complete the application process and have documentation of Highly Qualified status on file before an interview for a position can take place. A teacher is considered highly qualified if he/she has passed an Alabama-approved subject- specific test in each of the academic subjects he/she teaches or if he/she has completed, in each of the subjects taught, an undergraduate academic major as verified on a regionally accredited college/university transcript. When the principal hires new personnel, only highly qualified applicants are interviewed, unless there are no applicants in shortage fields (such as math and science) that are highly qualified. The procedures are followed to ensure that experienced, HQ, and in-field teachers in high-need subject areas are employed. Notification letters of anticipated openings are sent to each principal from the Tuscaloosa City Schools Personnel Office for posting. These notifications are also posted at the Central Office, school, and on the internet. The decision to interview is based on many variables, such as completeness of application, HQ status, and area of need. Interviews are planned with highly qualified applicants from the State Department of Education website. Teachers are assigned to grade levels according to certificate, experience, and specialized training.

Weaknesses: NA

School Administrator and Special Services Evaluation


Strengths: Weaknesses:

Educate Alabama – Teacher EvaluationStrengths:Teachers analyze and use disaggregated standardized assessment results to plan for individual learning.

Weaknesses: Identify and integrate available emerging technologies into the teaching of all content areas.

School Technology PlanStrengths: Weaknesses:

Career and Technical Education Program Improvement PlanStrengths: Weaknesses:

Other Education Plans (e.g. Alabama Alternate Assessment)Strengths: Weaknesses:


SCHOOL ASSESSMENT DATAAlabama High School Graduation Examination (AHSGE)Strengths: Weaknesses:

Alabama Reading and Mathematics Test (ARMT)Strengths: The mean correct score for measure length in metric units was 83%. Third grade students mean correct score for demonstrate reading vocabulary knowledge of compound words was 73%.

Weaknesses: The mean correct for 3rd grade students in recognize data as categorical or numerical was 47%. The mean score for uses strategies to comprehend literacy/ recreational material was 44%.

Alabama Science Assessment (ASA)Strengths: Weaknesses:

Stanford 10Strengths:78% of 1st grade students scored at or above average in the area of word study skills. 78% of 2nd grade students scored at or above average in the area of reading comprehension.80 % of 1st grade students scored at or above average in the area of data, statistics and probability.68% of 2nd grade students scored at or above grade level in the area of mathematical connections.

Weaknesses: 48 % of 1st grade students scored below average in Phonetic analysis of vowels. 63% of 2nd grade students scored below average in the Phonetic Analysis of Vowels. 48% of 2nd grade student scored below average in listening vocabulary.54% of 2nd grade student scored below average in reasoning and problem solving. 38% of 1st grade students scored below average in the area of mathematical connections.


SCHOOL ASSESSMENT DATADynamic Indicators of Basic Early Literacy Skills (DIBELS)End of the Year 2009Strengths: 97 % of K students benchmarked in PSF92% benchmarked in NWF76% of 2nd grade students were benchmark in ORF

End of the Year 2009Weaknesses:32% of 1st grade students were at risk or had some risk in ORF

Alabama Direct Assessment of Writing (ADAW)Strengths: 69% of student partially met the standard in writing mechanics;68% in grammar usage and 57% in sentence formation

Weaknesses: 18% of student met standards in mechanics;13% in sentence formation and 9% in grammar usage. No student exceeded the standard in any area.

ACCESS for English Language Learners (ELs)Strengths: Weaknesses:

Additional Assessments (e.g. Alabama Alternate Assessment)Strengths: Weaknesses:

Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)Strengths:(Reading Street 08-09 end of the year)Literary Elements (character, setting, theme)Cause and Effect, Synonyms, Suffix “ly”Contraction ‘ve, n’tBase words and ending ing

Weaknesses:( Reading Street 08-09 end of the year) Areas in need of growth (less than 80% of students mastered skills)Plot, Main Idea and Details, Fact and Opinion, Compare and contrast, Sequence, Genre (fantasy)Drawing conclusions, Authors PurposeRealism and Fantasy


SCHOOL CULTURE-RELATED DATASchool Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, and School Incidence Report (SIR) data).Strengths: Referrals for aggression were reduced from 47 incidents to 24; Acts of defiance were reduced from 44 to 26 incidents. Overall referrals dropped from 247 to 182 referrals.

Weaknesses: 2 students were placed in alternative school. 182 incidents were reported to the office. 7 referrals were made to the Central Office.

School Demographic Information related to drop-out information and graduation rate data.Strengths:Incentives were used to encourage student daily attendance. Students consistently participated in attendance competition.

Weaknesses: Attendance data for pre-k – 2nd grade students indicates that 22% of students are at risk of not completing high school based on excessive absences and tardies.

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.Strengths:Certified staff attendance rate improved by 21 % overall.

Weaknesses: Instability in the position of Media Specialist. 2nd year of replacing pre-k teacher.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).Strengths: Decreased number of students each quarter with unexcused absences 2nd semester as noted by monthly data examination.

Weaknesses: 46 students were withdrawn during the school year. 56 students had 10 or more absences or tardies. 12 students had 20 or more absences or tardies.

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.Strengths:Title I survey revealed that 98% of parents responding felt welcome at school and encouraged to be a part of the school’s academic goals. Parents also understand report cards, test scores and academic standards. 92% of parents thought that the parent compact reminded them of things to do to help their child.

Weaknesses: 53% of parents did not know about referral programs to community services outside of school. 20 % of parents responding to the Title I survey did not know what it means to be a Title I school and what rights parents are given.


SCHOOL CULTURE-RELATED DATASchool Perception Information related to student PRIDE data.Strengths: Weaknesses:

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).Strengths: ELL staff provides teachers with ACCESS student reports which indicate the student’s proficiency level as well as their strengths and weaknesses.WIDA standards are reviewed with teachers and work with ELL committee to provide accommodations for LEP students on individual basis. The system has adopted Imagine Learning English program that is provided for each school.

Weaknesses:Classroom teachers have not had sufficient training on curriculum integration and the WIDA EL standards have not been effectively implemented as note in teachers’ plans.

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).Strengths: The system employs two full time ELL specialists. The ESL program works closely with the University of Alabama to provide additional resources for ELL students. The Spanish Outreach Program sends university students to work with ELL students for six hours per week based on the need throughout the district. The ESL Program also provides tutors to work one-on –one throughout the district on an as needed basis. In addition, translators and interferes for teachers, students, parents, and administrators whenever possible.

Weaknesses: The ESL specialists are not school-based. More training is need for teachers of ELL students.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.Strengths: End of the year reading test revealed 6 students scoring below 60 % in 1st grade and 2 students in 2nd grade.

Weaknesses: First grade data showed an inconsistent pattern of progress. First grade students end the year with a 35% accuracy rate in reading. Pre-k DIAL test revealed negative scores from 4 students in 2 classrooms.

Other School Culture-Related Data.Strengths: Grade level data analysis and monthly planning contributed to proper adjustments to behavior and academic plans.

Weaknesses: PBIS rewards and incentives were not available in a consistent manner.


GOAL TO ADDRESS ACADEMIC NEEDSPART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.

Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement):BY the end of the 2010-11 school year 80 % of 1st and 2nd grade students will be proficient in Oral Reading fluency as measured by the DIBELS assessment.90% of kindergarten students will be proficient in nonsense words and phoneme segmentation as measured by the DIBELS assessment.

During the 2010-2011 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 13% in reading on the ARMT from 64% to 77% in 3rd grade.

During the 2010-2011 school year, we will increase the percent of SPED students scoring proficient (Levels III and IV) by 10% in reading on the ARMT from 33%to 46% in 3rd grade.Data results on which goal(s) is (are) based 32% of 1st grade and 24% of 2nd grade students were at risk or some risk in ORF as measured by the DIBELS assessment at the end of the 2009-10 school year. 8 % of kindergarten students had some risk in NWF and 3 % of K students had some risk at the end of the 2009-10 school year as measured by the DIBELS assessment. 56% of 3rd grade students were not proficient in using a wide range of strategies to comprehend literacy/ recreational material. 54% of 3 rd grade students were not proficient in using functional/textual reading material.

Target Grade-Levels: Target Student Subgroups:K-3 All students, SPED studentsTarget AHSGE Areas: Target Content Areas:

Reading Mathematics Science Social Studies Language Reading Mathematics Science Other Additional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

Which course of study standards, AHSGE standards/objectives,

eligible content, or WIDA standards are linked to each strategy?

WHAT RESEARCH-BASED STRATEGIES/ACTION WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

All Reading ACOS standardsFor K-3rd

STRATEGY: Provide functional text for student daily used

Student written summary reports from articles

100% of 2nd and 3rd grade students will complete written summaries of functional text.

Monitor student performance on benchmark assessment in the area

Re-teach concept in small group setting

Re-teach concept in small group setting directly relating to functional text

Student periodicals/ Weekly reader $500.00

Local Newspaper subscription300.00

ACTION STEPS: Use newspapers to allow students to read and formulate written responses summarizing information from articles.Use weekly readers / student periodical to allow students to read

S I G L E A / S c h o o l A p p l i c a ti o n | 25

and interpret information from charts, graphs, schedules and any other functional text used within recreational reading material

of functional text


Strategy: Use amazing word from program in all teaching setting including PE, Fine Art, Intervention groups Library and Counseling

100 %Mastery of vocabulary on weekly selection test and unit assessments

100% of students will score 80% on selection test and bench mark assessments

Small group practice , re-teach and re-test

Provide extended learning opportunity for students experiencing difficulty

Reading Street ProgramAl components of programReading Intervention specialistProviding additional support and practice 2x 20,000= 40,0002 specialist K-1& 2-3Reading intervention practice books $4,000Material to support SPE teacher implementation of My Side Walks$1,000After school tutors $10,000

ACTION STEP: Monitor tally marks in classrooms (by groups /individual) of number of times amazing words are used throughout the day in all settings.Daily rolling board used in PE to review amazing words.


Strategy: Implement researched based practices in teaching reading across the curriculum

100% of students will show proficiency on previously taught skills according to teacher’s pacing guide.

Use weekly report to determine areas students need continued support

Re-teach skill not mastered

Re-teach skills not mastered

Pre-K and K teachers professional development on continued implementation of Waterford800.00 Substitutes during job embedded staff development Action Step:

Use developmental strategy to help students self monitor comprehension and engage with text dailyChunk text utilized in the classroom and give students opportunities to turn and talk about what they have readFast For Word learning for students demonstrating problems with impulsivity, memory, processing or sensory problems 1-3rgd grade

Use Waterford learning for pre-k- k students (and others if needed) to strengthen all components of early literacy. Daily use with students 30 minutes per day.


GOAL TO ADDRESS ACADEMIC NEEDSPART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.

Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement):By the end of the year 75% of 3rd grade students will be able to identify points, lines, perpendicular lines, parallel lines, angels and rays. 2nd grade students will improve their reasoning and problem solving skills by 25%. 3rd grade students will be able to recognize data as categorical or numerical.

During the 2010-2011 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 15% in math on the ARMT from 63%to 78% in 3rd grade. During the 2010-2011 school year, we will increase the percent of SPED students scoring proficient (Levels III and IV) by 10% in reading on the ARMT from 58%to 73% in 3rd grade.Data results on which goal(s) is (are) based 47% of students were not proficient in identifying points, lines, perpendicular lines, parallel lines, angles and rays as measured by the ARMT. 53% of 3 rd grade students were not proficient in recognizing data as categorical or numerical as measured by the ARMT. 54% of 2nd grade student scores below average in the area of reasoning and problem solving as measured by the SAT-10.

Target Grade-Levels: Target Student Subgroups:K-3 All sub groupsTarget AHSGE Areas: Target Content Areas:

Reading Mathematics Science Social Studies Language Reading Mathematics Science Other Additional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

Which course of study standards, AHSGE standards/objectives,

eligible content, or WIDA standards are linked to each strategy?

WHAT RESEARCH-BASED STRATEGIES/ACTION WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

All k-3rd grade math standards STRATEGY :Increase number of opportunities to work with and recognizing lines, angles, ray and other geometry related terms

100% of all k-3rd grade student will master 80% of grade level benchmark assessments

Re-teach in small group and re-test ARMT practice journals

ACTION STEPS: math centers with real objects to illustrate concepts


All k-3rd grade math standards STRATEGY: Model problem solving skills daily

Teacher made assessment and student work productsStudent work samples

100 % of struggling students will master basic math concepts and

note from voyager math assessments

Small group instructionRe-teach, re-test

Provide extended learning opportunity for students

experiencing difficulty

Voyager math used with SPE resource teacher and voyager math

intervention specialist

Voyager math materialTeacher made assessment

After school certified tutors$10,000

Voyager math material ( 4,000)Voyager math intervention

specialist ( (30,000)

ACTION STEPS: Word problem of the daySpiral math review dailyVoyager math used as a supplement for special education students and struggling learners


STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT, DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTSPART IV - Strategies developed to address improving school safety, classroom management/discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM

MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING

ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW

OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USEDTO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC

PERFORMANCE? (Give specific strategies, not just

programs or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS,

SURVEYS, ETC.)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF

STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED

FOR SUCCESSFUL IMPLEMENTATION?

(Ex: Teacher Incentives,Title II $.....00, Supplies for

Mentors/Mentees, etc)

Students continue to have excessive number of unexcused absences and tardies. 56 students had 10 or more absences or tardies during the 2009-10 school year.

STRATEGY Implement strategies to increase student attendance

Examine monthly attendance data Send early warning letters to parents. Teachers will continue to contact families when child have repeated absencesRefer students to RTI/ BBSST team

Behavior Interventionist will investigate and follow up with families of students with repeated absences. $ 75,000Follow district plan for truancy and early warning court referralsProvide rewards and incentives for student monthly with perfect attendance $3,000

ACTION STEPS: Continue follow up visits

with parents Follow up conference

with parents that continue to have tardy and absent students

Submit documentation to attendance officer of students with excessive absences and tardies

Parents do not participate in activities related to improving academic status of students.

STRATEGY: Implement strategies to strengthen relationships between faculty and parents

Examine number of parent participants in meetings with facilitator

Send invitations to parentSend follow up evaluations after in-service

Parent involvement facilitator $3,500Material for inservice activities $1,000Reading Coach to provide explanation of DIBELS results

Counselor to provide explanation of of SAT-10 data

ACTION STEPS: Provide parent meeting in

August on how to work with your child’s teacher

Provide inservice on how to understand testing information from SAT-10 and DIBELS

182 infractions were formally reported to the office. 26 incidents of defiance.

STRATEGY: Continue to implement Positive Behavior Supports and RTI strategies to decrease office referrals

Examine monthly discipline data to identify students in need of extensive behavior support.

Monitor students with multiple referrals

Develop Behavior contract or RTI plan as need for identified students.SST plans will be developed for students that do not experience success.

Volunteers to operate school store.

Non- public funds to secure merchandise for school store $1,000

Secure Parent involvement specialist

ACTION STEPS: Continue incentive

program( School Store


Develop behavior intervention plans for students that are suspended or continually referred to the office.

Continue RTI and when needed BBSST referrals for students with disruptive behavior

Counselor to deliver whole group class lessons monthly as well as targeted small groups and individual sessions related to discipline topics.

Develop positive relationships with parents at the beginning of the school year

Provide parental support by directing parents to services through the school district and community

Refer families to district program HELP

to provide parent and faculty workshops to enhance parent school relationships.- $ 3,500

Counselor to attend professional development related to implementing successful strategies. ($700.00)

Secure Behavior interventionist to monitor student progress; seek district and community resources to support families. ($75,000


C-1. PRE-IMPLEMENTATION ACTIVITIES (OPTIONAL):The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

For each Tier III school, please identify pre-implementation interventions and/or School Improvement activities. Align all interventions and activities with identified needs and provide a description of how each intervention/activity will help remedy the identified need and increase student achievement. Be sure to include all pre-implementation intervention/activities being funded through SIG. Other interventions/activities may be added as well, but must be specified if it is not being paid with SIG funds.

Intervention/Activity Identified Need DescriptionBehavior Interventionist ( part-time) used to work with parents to identify community resources to support student learning

Parents not aware of community resources available to help students and family literacy

SIG funds will be used to contract a full- time agency to expand services to direct parents to resources to improve student and family literacy. Behavior interventionist will become a parent coach who trains parents to use resources sent home with students (technology such as Kineo, Slates etc.)

Provide SPE resource teachers with additional technology to support and encourage student engagement.

Large population of special education students striving to meet standards. Students have very limited access to technology beyond the regular school day

Purchase additional resources ( i.e. Kineo, RM slates) that students can use at school and check out to use at home.

Behavior interventionist (part-time) doing home visits when student have a number of absences and tardies.

Administrative time often consumed by behavioral factors that impact instruction. More students have been identified as homeless and have problems living in the same residence throughout the school year. High number of tardies and absences in the pre-k -1st grade.

SIG funds will be used to contract a full-time agency to expand services to make parents aware of resources to keep students in school when economic factors cause parents to lose homes. Parent coach will work with parents to eliminate reasons for students who have excessive absences and tardies.

Professional development funds will be used to provide instruction for teachers that have the challenge of learning curriculum for new grade level assignment.

Realignment within district has caused teachers to change schools and grades.

SIG funds will be used to purchase professional material and supplies for teachers who are assigned to new grade levels and classrooms. Teachers will be paid stipends to work during the summer to develop plans and to train on material for assigned grade levels.

Federal and state grant money is being used to minimally fund a HIPPY coordinator and two in home tutors for Pre-K students.

Parents consistently respond to surveys stating lack of knowledge of school and community resources that are in place to help family literacy. 80% of parents do not

SIG funds will be used to provide expanded home parenting services in areas that are identified for all students.


attend parenting education session held at various times of the day at the school.


Pre-implementation activities are optional. The LEA/school will not be penalized for not including pre-implementation activities.


C-2. FULL IMPLEMENTATION ACTIVITIES:The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

For each Tier III school, please identify full implementation interventions and/or School Improvement activities for each school. Align all interventions and activities with identified needs and provide a description of how each intervention/activity will help remedy the identified need and increase student achievement. Be sure to include all pre-implementation intervention/activities being funded through SIG. Other interventions/activities may be added as well, but must be specified if it is not being paid with SIG funds.

Intervention/Activity Aligned need DescriptionExtend regular school day to include additional time for student learning.

Students have very limited access to technology beyond the regular school day. Provide stable learning environment to increase student learning time.

SIG funds will be used to pay teacher hourly wages to extend the regular school day for every child.

Parents will be given additional support to identify resources available in the community to support students and family literacy

Parents consistently respond to surveys stating lack of knowledge of school and community resources that are in place to help family literacy. 80% of parents do not attend parenting education session held at various times of the day at the school.

Contacted service will work in homes with parents to implement parenting skills and share methods with parents on being the students first teacher. Agent will help parents develop healthy schedules that will promote daily student attendance and students arriving to school on time daily.



SIG funds will be used to buy professional material for teachers to develop positive relationships with students and parents. Materials and supplies will include but not limited to – The Leader In Me and The Power of Positive Words

Provide SPE resource teachers and regular classroom teachers with additional technology to support and encourage student engagement

Large population of special education students striving to meet standards. Students have very limited access to technology beyond the regular school day.

SIG funds will be used to purchase additional technology resources ( Kineo, RM slates, etc.) to be used in regular and resource classroom to expand student engagement.



E. SUSTAINABILITY MATRIX FOR SCHOOLS:The school, with assistance from the LEA, must list plans of sustainability for each Tier III school by completing the following information:

Please provide a plan of sustainability for each intervention/activity. In the left column, list the activity or intervention that will be sustained. In the right column, list the plan of sustainability for the appropriate intervention or activity. All appropriate interventions should be included.

Interventions and Activities Plan for SustainabilityExtend regular school day to include additional time for student learning.

State and federal funds will be sought during the fall of 2011 to identify possible grant RFPs (Request for Proposals) to continue services in all high risk areas of the Tuscaloosa City Schools ( Promising Neighborhoods, 21st Century, US department of Justice)

Parents will be given additional support to identify resources available in the community to support students and family literacy

Title I dollars will be used to sustain parental involvement activities. State and federal funds will be sought during the fall of 2011 to identify possible grant RFPs (Request for Proposals) to continue services in all high risk areas of the Tuscaloosa City Schools ( Promising Neighborhoods, 21st Century, US department of Justice)


State and federal funds will be sought during the fall of 2011 to identify possible grant RFPs (Request for Proposals) to continue services in all high risk areas of the Tuscaloosa City Schools ( Promising Neighborhoods, 21st Century, US department of Justice)

Provide SPE resource teachers and regular classroom teachers with additional technology to support and encourage student engagement

Title I dollars will be used to sustain parental involvement activities. State and federal funds will be sought during the fall of 2011 to identify possible grant RFPs (Request for Proposals) to continue services in all high risk areas of the Tuscaloosa City Schools ( Promising Neighborhoods, 21st Century, US department of Justice)



F-P. PRE-IMPLEMENTATION TIMELINE, FY 2011:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to plan and implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.

Please describe the monthly actions steps the LEA will take to plan and ensure full and effective implementation of the selected model, interventions, and/or School Improvement activities.

May Parent open house to transition students who have been moved because of district realignment. Purchase reading materials for summer reading assignment for teachers.

JuneTeacher retreat to provide professional development for teachers as they transition to new teaching assignments. Discussion of reading material assigned in May at retreat. Purchase professional supplies for new grade assignments (reading, writing, and math instructional supplies). Purchase technology support for SPE and regular classrooms.

July Summer Bridge program for identified students to get additional learning time before the opening of school. Targeted professional development for staff. Identify agency to implement parent activities and HIPPY program.

August Provide professional development for teachers to use new technology in the classrooms.

September School walk through to review implementation of reading, math and writing program. Evaluate the use of positive language use by faculty and staff.

All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.

If the LEA/school included pre-implementation activities in section C-1, complete section F-P, Pre-implementation Timeline for FY 2011.


F-1. YEAR ONE FULL IMPLEMENTATION TIMELINE, FY 2012:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.


October Contract with agency to implement parental involvement activities and expand HIPPY services. Purchase additional technology to support SPE and regular classrooms. Implement leadership strategies with students (The Leader in Me)

November Implementation of expanded learning time for students by extending the learning day.

December Assess parental perceptions related to contract service. Receive data from contracted service and review data. Initiate targeted study group to revisit areas that require additional support as identified from student data.

January Review mid-year data to determine the impact of leadership strategies used with students.

February Walk through to monitor implementation of reading, writing and math program. Evaluate student and teacher use of technology.

March Review data from contracted agency. Examine student data to determine success of parent involvement plan.

April

May Review student data to determine student and teacher needs. Identify students who need to participate in summer Bridge program.

June Professional development for teachers to review and revisit strengths and weaknesses of professional program.

July Assess student needs. Summer Bridge program for at-risk students.

August Use end-of-year data to identify families who need support services

September

All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


F-2. YEAR TWO FULL IMPLEMENTATION TIMELINE, FY 2013:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.


October Continue walk- throughs to monitor implementation of reading, writing and math program.

November

December Use mid-year data from agencies to determine parent perceptions related to services provided by contract agency.

January

February Use walk throughs and student data to determine what professional development is required for teachers to improve in build leadership among themselves and student leadership. Assess student progress from skills taught from book study- The Leader in Me

March

April Review data from contract agency to make adjustment in parent plan to address needs of parents.

MayReview end of the year student data to determine needed professional development for teachers. Look at end of the year parent perception data to determine planning process for student and parent needs.

June Provide professional development for teachers as data specifies

July Use end of the year data to plan instruction and balance classroom roles. Contract with agency working with parents on getting students ready for the upcoming school year.

August

September Use walk throughs to monitor the progress of reading, writing and math implementation.


F-3. YEAR THREE FULL IMPLEMENTATION TIMELINE, FY 2014:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each and Tier III school identified in Part A of the application.


October Use beginning of the year data to determine parental needs and determine families who will need continued support. Continue hourly pay for teachers to provided extended learning for all students.

November Use walk throughs to monitor reading, math, and writing implementation throughout school.

December Use mid-year data from agencies to determine parent perceptions related to services provided by contract agency.

January

February Use walk throughs and student data to determine what professional development is required for teachers to improve in build leadership among themselves and student leadership. Assess student progress from skills taught from book study- The Leader in Me

March Identify source to sustain contract with agency for parent coaching, extended student learning and professional development for staff

April

May Review end of the year student data to determine needed professional development for teachers. Look at end of the year parent perception data to determine planning process for student and parent

June Professional development for teachers in area determined by student data.

July Used end of the year data to plan instruction and balance classroom roles. Contract agency working with parents on getting students ready for the upcoming school year.

August Use previous year end of the year data to determine which families to provide extended services.

September Use walk throughs to monitor the progress of reading, writing and math implementation.


G. LEA ANNUAL GOALS BY SCHOOL:The school, with assistance from the LEA, must describe the annual goals for student achievement on the state’s assessments for each Tier III school that receives School Improvement funds. Tier III annual goals are subject to approval by the SEA.

Tier III schools are required to list an annual goal. Goals do not have to follow the same criteria above unless the Tier III school is applying for SIG funds through one of the four intervention models. Goals must be provided for each of the three years of the School Improvement Grant. LEAs should prepare goals with each individual school.

If the Tier III school is using one of the four intervention models, the school must list at least one reading/language arts goal and at least one mathematics goal. Tier III schools serving students in Grade 12 using one of the four intervention models also must include a goal related to graduation. Goals must be provided for each of the three years of the School Improvement Grant. LEAs should prepare goals with each individual school.

FY 2010-11Baseline Data

Annual Goals

FY 2011-12 FY 2012-13 FY 2013-14

64% of all students scored proficient on the state’s reading assessment (ARMT)

Increase the percentage of all students scoring proficient to 68% on the state’s reading assessment

Increase the percentage of all students proficient to 73% on the state’s reading assessment

Increase the percentage of all students proficient to 78% on the state’s reading assessment

64% of all students scored proficient on the ARMT mathematics assessment

Decrease the percentage of students scoring non-proficient by 10% on the ARMT mathematics assessment



68 out of school suspensions during FY10 school year

Out of school suspensions will decrease by 10%




H. BUDGET FOR SCHOOLS:The school, with assistance from the LEA, must provide a budget and a summary of expenditures for each year that indicates the amount of School Improvement Grant funds the LEA will use each year, including the pre-implementation period to:

Implement the selected model intervention, and/or School Improvement activities in each Tier III school it commits to serve Conduct LEA-level activities designed to support implementation of the selected school intervention model(s) in the LEA’s Tier III schools

The SDE will further review all LEA/School budgets to assure that they have sufficient funds to implement the selected intervention fully and effectively by requiring the LEA to:

(a) Submit a budget of $50,000 - $2,000,000 per year for each school, not to exceed $6,000,000 over three years, including expenditures for the LEA.(b) Submit a budget that is appropriately aligned with the sizes of the schools and the necessary needs of the schools to support full implementation of the

selected intervention models and interventions/activities.(c) Provide a clear description in the summary areas of the application of each of the expenditures listed in the budget including all necessary information.(d) Clearly match activities and interventions, including needed personnel, services, travel, and materials/supplies, with budget expenditures in the budget

summary areas.(e) Clearly demonstrate a plan regarding high-level transparency of accounting procedures and processes (i.e., timesheets, appropriate labeling of hardware).(f) Clearly align federal, state, and local resources to ensure short-term and long-term support of the selected interventions or School Improvement

activities. (Sustainability)(g) Clearly demonstrate a commitment to providing a high level of transparency from the LEA regarding accounting procedures and processes through the

use of Alabama’s Electronic Grant Application Process (eGAP) which includes both budget planning and funding information.

Failure to demonstrate a process or plan, provide recent examples of success, and/or provide required information for the LEA/School Application criteria, may result in a score of “inadequate”.

For each Tier I and Tier II school, please provide a short, thorough description of how the LEA/School will provide transparency regarding accounting procedures and processes outside of eGAP (Item E above).

The Federal Programs Director will work with the school to ensure that district accounting procedures and practices are followed. All purchases (Kineos and staff development supplies), timesheets and invoices must be approved by the Principal, Federal Programs Director, Assistant Superintendent for Curriculum & Instruction and/or Superintendent and Chief Academic Officer. Upon approval, the Federal Programs Bookkeeper will order the necessary resources. The Accounts Payable Bookkeeper will process invoices and the Payroll Bookkeeper will process timesheets for payment upon written acknowledgement from the school that the resources are in place and that the contracted service has occurred. School staff members properly label new resources using labels provided through the Federal Programs Cayen Inventory Tracking System. On site visits are conducted annually to ensure that resources are labeled, visible, and in proper working condition.


H-P. PRE-IMPLEMENTATION, FY 2011 SIG BUDGET FOR SCHOOLS:




The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000.

192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare 250 Unemployment Compensation 312 Purchased Services-Staff Ed. Services 319 Purchased Services-Other Prof. Ed. Services 319 Purchased Services-Parenting Specialist 382 In-State Travel 383 Out-of-State Travel 411 Student Classroom Supplies 491 Instructional Equipment 494 Audio/Video

1100120

0 495 Computer Hardware (Kineos) 26,000.00

496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 523.00

TOTAL EXPENDITURES 26,523.00All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-P. PRE-IMPLEMENTATION, FY 2011 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for the Pre-implementation Period that will be paid using SIG funds. The total amount of funds being spent in the SIG Pre-implementation Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Pre-Implementation Summary of Expenditures for Schools.


52 Kineos and/RM Slate Computer Hardware Technology resources such as ( Kineo, RM slates, etc.) will be purchased and used in regular and

resource classrooms to expand student engagement ($26,000.00).

Indirect Costs Indirect Costs Cost associated with grant management ($523.00)



H-1. YEAR ONE FULL IMPLEMENTATION, FY 2012 SIG BUDGET FOR SCHOOLS:


010 Regular Teacher Salary Original Application: YES NO011 Resource Teacher Salary Amended Application: YES NO083 Consulting Teacher Salary Amendment Number:122 Social Worker Effective date:180 Substitutes Please describe:191 Supplements Please submit a budget amount of $50,000 -


The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000.

9130120

0 199 Extended Day Stipends 56,100.00

9130120

0 210 Health Insurance

9130120

0 220 Retirement 7,018.00

9130120

0 230 Social Security 3478.00

9130120

0 240 Medicare 813.00

9130120

0 250 Unemployment Compensation 286.00

2215120

0 312 Staff Development –Materials & Supplies 1,500.00 319 Purchased Services-Other Prof. Ed. Services

2190120

0 319 Purchased Services-Parenting Specialist 40,000.00382 In-State Travel 383 Out-of-State Travel 411 Student Classroom Supplies 491 Instructional Equipment 494 Audio/Video 495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 2,194.00


TOTAL EXPENDITURES 111,389.00All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-1. YEAR ONE, FY 2012 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year One that will be paid using SIG funds. The total amount of funds being spent in the SIG Year One Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year One Summary of Expenditures for Schools.


Extended Day Extended Day Stipends SIG funds will be used to cover the cost of hourly wages for teachers to extend the regular school day for every child ($67,695.00).

Professional Development Materials

Staff Development Materials & Supplies

The Leader In Me and the Power of Positive Words books will be purchased for teacher participation in a book study ($15,000.00)

Parent Specialist Purchased Services-Parent Specialist Contract with a Parent Specialist to work in homes with parents ($40,000.00).

Indirect Costs Indirect Costs Cost associated with grant management ($2,194.00)



H-2. YEAR TWO FULL IMPLEMENTATION, FY 2013 SIG BUDGET FOR SCHOOLS:




9140120


9130120


9130120


9130120

0 230 Social Security 3,478.00

9130120

0 240 Medicare 813.00

9130120

0 250 Unemployment Compensation 286.00 312 Purchased Services-Staff Ed. Services319 Purchased Services-Other Prof. Ed. Services

2190120

0 319 Purchased Services-Parenting Specialist 35,000.00 382 In-State Travel 383 Out-of-State Travel 411 Student Classroom Supplies 491 Instructional Equipment 494 Audio/Video 495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 2,063.00


TOTAL EXPENDITURES 104,758.00

H-2. YEAR TWO, FY 2013 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year Two that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Two Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year Two Summary of Expenditures for Schools.





(Copy and paste page as needed)S I G L E A / S c h o o l A p p l i c a ti o n | 47

H-3. YEAR THREE FULL IMPLEMENTATION, FY 2014 SIG BUDGET FOR SCHOOLS:




9140120


9140120


9140120


9140120

0 230 Social Security 3,478.00

9140120

0 240 Medicare 813.00

9140120

0 250 Unemployment Compensation 286.00 312 Purchased Services-Staff Ed. Services 319 Purchased Services-Other Prof. Ed. Services

2190120

0 319 Purchased Services-Parenting Specialist 25,000.00382 In-State Travel 383 Out-of-State Travel 411 Student Classroom Supplies 491 Instructional Equipment 494 Audio/Video 495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 1,862.00


TOTAL EXPENDITURES 94,557.00


H-3. YEAR THREE, FY 2014 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year Three that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Three Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year Three Summary of Expenditures for Schools.





