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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
interventionselected?
Greatextent.
Yes,districtstaffmembersunderstandand
supporttheplannedinterventionmodel
thatwillguidethetransformationofRHS.
b) IstheTierIschoolstaffreceptivetothe
selectedintervention?
N/A
c) IstheTierIIschoolstaffreceptivetothe
selectedintervention?
Greatextent.
Schoolstaff,includingteachers,classified
staff,andadministratorsarereceptiveto
theplannedinterventionsatRHSbecause
theybelievetheplanwillbeagoodonefor
students.
d) Dolocalschoolboardmembers
understandtherequirementofthe
selectedintervention?
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
interventionselected?
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
implementationoftheselected
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
implementationoftheselected
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
implementationoftheselected
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
Describeactionstheschoolhastaken,orwilltake,to:
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
Describeactionstheschoolhastaken,orwilltake,to:
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.
2. ByJune,2012;wewillincreasethepercentageofstudentscompletingtheOAKStestby10percent
overthe2010rateto67percentparticipation.
3. ByJune,2013;wewillincreasethepercentageofstudentscompletingtheOAKStestby15percent
overthe2010rateto72percentparticipation.
ReadingScore
Improvement
1. ByJune,2011;wewillincreasethepercentageofstudentsmeetingstandardforreadingontheOAKS
testby2percentoverthe2010rateto50percentmeets.
2. ByJune,2012;wewillincreasethepercentageofstudentsmeetingstandardforreadingontheOAKS
testby5percentoverthe2010rateto53percentmeets.
3. ByJune,2013;wewillincreasethepercentageofstudentsmeetingstandardforreadingontheOAKS
testby10percentoverthe2010rateto58percentmeets.
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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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
Will this activity besustainable after the grantexpires?
(Please indicate Yes or No, andidentify other funding sources thatmay be used to sustain thisactivity after the SIG funds
expire)
$AmountRequestedfromSIGGrant
Funds
(When planning, please consider how manystudents are enrolled in the school and howmuch money it will take to transform theschool.)
Federal funds are supplemental and should notsupplant general fund activities
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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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
Will this activity besustainable after the grantexpires?
(Please indicate Yes or No, andidentify other funding sources thatmay 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 it will take to transform theschool.)
Federal funds are supplemental and should notsupplant general fund activities
.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
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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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
Will this activity besustainable after the grantexpires?
(Please indicate Yes or No, andidentify other funding sources thatmay 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 it will take to transform theschool.)
Federal funds are supplemental and should notsupplant general fund activities
0 4XX Yes, through generalfunds.
$7,500 Y1$7,500 Y2$7,500 Y3
5. High-quality, job-embedded, instructionally aligned professional developmentProposed 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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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
Pleaseindicatenumberofpersonnelbelow
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?
(Please indicate Yes or No, andidentify other funding sources thatmay be used to sustain thisactivity after the SIG fundsexpire)
$ Amount Requested from SIG Grant
Funds
(When planning, please consider how manystudents are enrolled in the school and howmuch money it will take to transform theschool.)
Federal funds are supplemental and should notsupplant general fund activities
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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
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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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
Pleaseindicatenumberofpersonnelbelow
Object Code111 Licensed Salaries112 Classified Salaries12x Substitute Salaries130 Additional Salaries2xx Benefits310 Instructional, Professional, & Tech.services350 Communication4xx Instructional Supplies and Materials
640 Dues and Fees
Will this activity besustainable after the grantexpires?
(Please indicate Yes or No, andidentify other funding sources thatmay be used to sustain thisactivity after the SIG fundsexpire)
$ Amount Requested from SIG GrantFunds
(When planning, please consider how manystudents are enrolled in the school and howmuch money it will take to transform theschool.)
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.
Please describe briefly how each applicable activity alignswith a comprehensive vision for the Transformation Model
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