School Improvement Grant Application - ode.state.or.us · • What CAPACITY does the LEA, working with the school, have as an educational community ... Intervention Review Report

School Improvement Grant

Application

Section 1003(g) of the

Elementary and Secondary Education Act

2010‐13 Local Education Agency (LEA)

Section I: Grant Information .......................................................................................................... 2 Section II: Local Education Agency Application Template ............................................................ 6 Section III: School Application Template .................................................................................... 19

School Improvement Grant Application

Primary Application for LEA Due to ODE no later than May 7, 2010

Submission Information and Technical Assistance

Submitting Completed Applications

Please submit your application by 5:00 PM, May 7, 2010. Applications must be submitted to Stacie Ankrum in both hard copy (with original signatures) and electronically through Secure File Transfer to:

• Hard Copy mailed to:

Stacie Ankrum Oregon Department of Education 255 Capitol Street NE Salem, OR 97310

• Secure File Transfer (located on the ODE District Webpage) at:

https://district.ode.state.or.us/apps/xfers/

FAX and E‐mail forms will not be accepted! For Technical Assistance, please contact any member of the Oregon Department of Education School Improvement Team Brad Capener, School Improvement Team Leader, 503‐947‐5860

E‐mail: [email protected] Russ Sweet, School Improvement Specialist, 503‐947‐5638,

E‐mail: [email protected]

Background

Section I: Grant Information

This School Improvement Grant Packet contains the information LEA/district and school staffs need to apply for School Improvement Grant (SIG) funds from the Oregon Department of Education (ODE), including the Local Education Agency Grant Application Template (Section II), and the School Application Template (Section III). Please follow all of the directions and requirements to insure a complete application. LEAs will not be able to receive the School Year 2010‐11 Improvement Grant Funds until the LEA/school application has been reviewed and accepted by ODE. See the attached TIMELINE, page 5 for important benchmark dates and requirements.

Staff will need to consider school assessments, past School Improvement Plans, personnel and community surveys, and achievement progress as they make a selection of the intervention model you will implement in the 2010‐11 school year. Here are the possible Interventions:

Planning and People

Bring together a School Improvement Grant Leadership Team (SIG‐LT—See Section III, School Application) of district/school personnel who are closest to the workings of the identified school. That group of representative adults will be responsible for developing, writing, and monitoring the school intervention. That leadership team will also be responsible for the ongoing work of updating the Intervention Plan, and ensuring that the intervention efforts are sustained over time, beyond the period of fund availability.

Intervention Models

Section 1003(g) of the Elementary and Secondary Education Act provides for the U.S. Secretary of Education to allocate funds to SEAs for the purpose of school improvement. Within the regulations and guidelines established by the Secretary, each SEA administers grants to LEAs to “enable the lowest‐ achieving schools” to meet accountability requirements. Program guidelines require SEAs to fund LEAs with identified “persistently lowest‐achieving schools” to support rapid improvement through four intervention models:

• Turnaround model, which includes, among other actions, replacing the principal and rehiring no

more than 50 percent of the school’s staff, adopting a new governance structure, and implementing an instructional program that is research‐based and vertically aligned from one grade to the next as well as aligned with a State’s academic standards.

• Restart model, in which an LEA converts the school or closes and reopens it under the management of a charter school operator, a charter management organization (CMO), or an education management organization (EMO) that has been selected through a rigorous review process.

• School closure, in which an LEA closes the school and enrolls the students who attended the school in other, higher‐achieving schools in the LEA.

• Transformation model, The LEA replaces the principal (except in specified situations); implements a rigorous staff evaluation and development system; institutes comprehensive instructional reform; increases learning time and applies community‐oriented school strategies; and provides greater operational flexibility and support for the school.

Grant Process and Structure

As the responsible State Education Agency (SEA), the Oregon Department of Education will provide LEAs with sub grants, and the LEA will be responsible and accountable for school and student improvement with the intervention selected.

In awarding School Improvement Grants, an SEA (the Oregon Department of Education) must give priority to LEA’s (Local Education Agencies i.e., districts and schools) that demonstrate in their application to the SEA, (1) the greatest need for the funds and (2) the strongest commitment to ensure that the funds are used to provide adequate resources to enable the lowest‐achieving schools to raise substantially the achievement of their students.

As staff select from among these interventions, and write the School Improvement Plan for the coming year, there are two areas that need particular attention:

• What NEED does the school have for SIG funds to implement the intervention model chosen

(turnaround, restart, school closure, or transformation), and • What CAPACITY does the LEA, working with the school, have as an educational community, to use SIG

funds to provide adequate resources and related support to each Tier I and Tier II school identified in the application in order to implement, fully and effectively, the required activities of the school intervention model selected?

Steps to be taken:

1. Based upon an analysis of progress measurements (test scores, graduation rate, personnel and

community surveys, etc.) select the intervention appropriate to the school’s needs.

2. Develop a VISION for implementation over the three years of the grant.

3. Write an Improvement Plan for the first (2010‐11) of the three years, and include that as part of this application.

Be complete and thorough, and provide research‐based justifications for the indicated actions in support of the intervention model selected. Write measurable and observable goals and objectives, and include any personnel actions needed to implement the plan. Make certain all parts of the intervention plan are reflected in the Year 1 Budget.

Goals and intervention plans for Years 2 and 3 (2011‐12 and 2012‐13) will be developed as the Year 1 intervention is implemented, so goals for those years will be tentative. Budget projections for Years 2 and 3 must be included in the application, though will of necessity be briefer than the budget for Year 1.

Technical Assistance over the Grant Period

As part of the mutual ASSURANCES, ODE provides technical assistance and opportunities for professional development and mentoring through the Oregon Statewide System of Support (OSSS.) Staffs from LEAs and schools affected by the intervention will learn more about OSSS at the Planning Workshop in March.

NOTE: For LEAs with more than ONE funded school, a separate application and signed Cover Sheet must be completed, including all components of the template, for EACH school.

Timeline: 2010-2011 School Improvement Grant Process

#

Date/Event

2010 2011

F M A M J J A S O N D J F M A M J J

1 BY February 8: SIG LEAs Notified 2

March 18: Letter of Acknowledgement & Intent DUE from notified LEAs

3 MARCH: LEA Planning Begins & Continues

4

March: Required attendance at Planning Workshops for SI Grant Leadership Team(s) (Dates TBD)

5 May 7: LEA applications DUE to ODE

6 May: ODE Review of LEA Applications

7

May: POSSIBLE discussion with LEA re REVISION assistance of Application to meet ODE Requirements

8

May: Notification of LEA grant award & release of 2010‐11 SI Grant funds.

9 May through August: LEA Hires staff as needed

10

August: begin LEA OSSS SI Program Assistance; (AND continuing)

11 August: IMPLEMENTATION Begins!

12 October/November: DUE‐Annual School Improvement Plan

13

June 1, 2011: LEA Annual School Intervention Review Report DUE to ODE

14 June: ODE Review of LEA Annual SIG Report

15

July 2011: Release of 2011‐12 SIG funds to LEA (pending acceptance of LEA Annual Review Report)

16 September 1: Annual Budget Narrative DUE

17

QUARTERLY Reporting DUE: End of June, 2010 End of September, 2010 End of December, 2010 End of March, 2011 End of June, 2011

Section II: Local Education Agency Application Template

District Information

Only one copy of Section II is required to be submitted

# Template Component DONE

1 LEA Cover Sheet x 2 LEA Grant Abstract x 3 LEA/School Information and LEA Explanation of School Service Choice x 4 LEA Explanation of School Service Choice x 5 LEA Budget Summary x 6 Assurances from LEA x

1. LEA Application Cover Sheet for School Improvement Grants

NOTE: This cover sheet is required as part of your overall application. Additional coversheets are needed for each school application (see page 15).

District Name:

School District 1J, Portland School District

Mailing Address: 501 N. Dixon St.

Portland, Oregon 97227

LEA Superintendent Name: Carole Smith

School Board Chair Name: Trudy Sargent

Position and Office: Superintendent Position and Office: School Board Chair

Mailing Address: 501 N. Dixon St. Portland, OR 97227

Mailing Address: 501 N. Dixon St. Portland, OR 97227

Telephone: 503‐916‐3200 Telephone: 503‐916‐3741

Fax: 503‐916‐3110 Fax:503‐916‐2724

Email address:[email protected] Email address: [email protected]

LEA Superintendent (Printed Name): Carole Smith

Telephone: 503‐916‐3200

Signature of LEA Superintendent: Date:

School Board Chair (Printed Name): Trudy Sargent

Telephone: 503‐916‐3741

Signature of School Board Chair: Date:

The LEA, through its authorized representative, agrees to comply with all requirements applicable to this School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application.

ROOSEVELT CAMPUS

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2. LEA Grant Abstract

Describe the district’s overall VISION for improvement over the three‐year period of the grant. Address the LEA’s vision for improvement for each school as the school implements the selected intervention. Describe district level activities and modifications in support of school implementation.

Over the last two years, Portland Public Schools [PPS] has been engaged in a High School System Design process to address the inequities across the system. Gaining feedback from students, staff, and community members over the course of 15 community meetings, the District created the following desired outcomes for High School System Design:

1. Increasing graduation rates 2. Closing of achievement gaps 3. Inspiring and engaging all students 4. Ensuring all schools are in high demand, and 5. Ensuring all students are prepared for success at the next level.

It became clear in the meetings across the city that families wanted their students to have access to a greater menu of offerings in all the schools. As a result of this work, PPS has identified a core comprehensive program for each community high school campus that assures every enrolled student has access to:

1. A core academic program: which includes the required and elective course offerings‐ including

arts and music 2. Advanced Academic Options: highly rigorous college preparatory required and elective courses 3. Career Exploration Pathways: designed to explore personal interests in an extended series of

courses 4. Personalization and student supports for students who have special needs whether they are

special education or gifted and for students who are behind or fall behind.

Additionally, there will be student supports at every community comprehensive school campus including:

1. Supports for students with special needs 2. Academic support courses (i.e. AVID) 3. Online learning 4. Credit for proficiency 5. Community resources within and outside the traditional school day 6. Research‐based practices that promote personalization and social/emotional/physical well‐

being.

In order to meet this vision of a full menu of options and services for students and their families, the Roosevelt Campus cannot continue to operate as three separate schools. Portland Public School proposes using the life of the School Improvement Grant to transition the three schools into a single comprehensive community school that can meet the needs of students and raise academic

achievement. Currently the schools on the Roosevelt Campus share few services, run different bell times, and generally do not cross‐enroll students. For the fall of 2010, ACT, SEIS and POWER will implement the transformation model in each school and move toward aligning their programs so that by the fall of 2011, the Roosevelt High School Campus will be able to offer students the full core comprehensive program across the three schools; and by Fall of 2012, will become a single community high school with small academies. At this point, POWER is the small school with the highest student achievement. The attached application reflects keeping POWER open and closing SEIS and ACT, however that determination will be made based on student achievement at the time of the school closings. Please see the attached representation of the transition from small schools to a single comprehensive school.

The School Improvement Grants are a tremendous opportunity for the Roosevelt Campus. While there have been a number of successes on the campus in the current small school format, the graduation rate is still an unacceptable 37%. The Campus schools have engaged in an extremely collaborative process with staff, students, parents, and community members in choosing their model and developing the plans for implementation. Over the next two years, the schools will implement the transformation model as three separate schools working to align services for students, create a new centralized governance structure, provide opportunities for embedded personal development, and adopt a set of common agreements around the instructional model as they move toward becoming a single comprehensive high school. The School Improvement Grant will provide the schools the opportunity to implement this transition through a thoughtful, incremental process where student achievement and success is at the forefront. In the second year of the grant, the District will identify which two schools will be closed and by the third year all the students and staff will transition to a thriving single community high school while maintaining the strong student personalization from our small schools.

Currently, the Portland Public Schools has a very liberal transfer policy that allows students to apply to transfer from one neighborhood school to another. While there are over 1300 students in the Roosevelt Campus catchment area, only 46 % of those students attend a school on the Roosevelt Campus. As part of the High School System Design Process, the Superintendent has recommended that the Board revisit its policy to limit transfers to those that are statutorily required. Portland Public Schools estimates that between the changes to the policy and the reform from the School Improvement Grants and High School System Design, over 900 students will attend school on the Roosevelt Campus in 2013. In addition to the High School System Design process, the Superintendent has identified an Academic Priority Zone that includes the schools on the Roosevelt Campus and some of its elementary and middle feeder schools. The Academic Priority Zone is a deeper support model to substantially change the

achievement outcomes up through 8th grade, and to help students who arrive at high school behind to get back on track. The goals of the Academic Priority Zone are to:

¾ Provide a higher level of intervention and support to students and their families so that students

are ready to learn and able to catch up quickly when they fall behind,

¾ Build teacher capacity to provide excellent instruction and work effectively with students from a

wide range of backgrounds, and to

¾ Enable principals to focus on building a culture of high expectations and a set of practices and operating norms that drive continuous improvement, and to ensure that school teams consist of educators who have chosen to, and are well prepared to, work with high needs students.

Key Elements of the Academic Priority Zone support model include:

¾ Placement of experienced and successful school leadership at each school

¾ A wrap‐around support model for students and families to provide mentorship, case management, and intervention supports

¾ Extended learning opportunities integrated into the core school day, after school and during the

summer

¾ School based instructional resources to manage a process to build the capacity of the instructional staff at each school to collaborate and use data to improve student outcomes

¾ An assurance that schools will be able to hire 100 percent of their staff through an interview and

selection process resulting in mutual consent placements

¾ Resources to support in‐school professional development time for staff to engage in capacity building.

As these goals and supports mirror many of the requirements of the transformation model, the District is developing a process K‐12 to raise student achievement results, especially for students of color and those from low‐income families so that they can reach benchmarks and arrive at high school ready to succeed.

3. LEA/School Information

Provide the information below for each Tier I and Tier II School identified. The LEA must identify the intervention model for each Tier I and Tier II School for which it is seeking funding.

For each Tier I and Tier II School for which the LEA has decided not to fund, The LEA must submit a completed School Capacity Check List as well as complete the capacity question on the next page.

NOTE REGARDING AN LEA’S DECISION NOT TO SEEK FUNDING FOR A TIER I SCHOOL: ODE will review the completed School Capacity Check List to determine if the LEA lacks sufficient capacity to serve the Tier I school. In addition, the LEA will be required to complete the capacity question on the next page for each Tier I school the LEA has chosen not to serve.

Dist. ID

School ID.

School Name

NCES Code

Tier

Turnarou

nd

Restart

Closure

Tran

sformation

Lack Cap

acity

Biz Tech High School I X

Arts, Communication & Technology I X

Pursuit of Wellness Education at Roosevelt Spanish‐English International School

I

I

X

X

Information about each of the four models can be found at: http://www2.ed.gov/programs/sif/faq.html.

4. LEA Explanation of School Service Choice

For EACH school that will not be served under this grant, explain why the District has decided NOT to apply for School Improvement Funds for this school. Be specific and give reasons, supported by data references, for your choice. Use the School Capacity Check List as a guide to addressing the LEA decision.

Portland Public Schools will not be serving Biz Tech High School under the School Improvement Grant for the 2010‐11 school year.

Biz Tech is one of three small schools on the Marshall campus. As part of the High School System Design Process, the Superintendent has proposed that the Marshall campus will no longer serve a neighborhood community and instead will be a focus option school for students from around the district. Under this proposal, Biz Tech will be closing after the 2010‐11 school year. In planning for this High School System Design implementation, it is not prudent to apply for a School Improvement Grant for Biz Tech at this time. Rather, if the plan is approved by the Board of Education, Portland Public Schools will apply for a School Improvement Grant to implement the closure model for the fall of 2011.

5. Assurances from LEA General Assurances to the Oregon Department of Education

Required for ALL LEA’s applying for funding under the

School Improvement Grant Program

Due Signed upon making application

Read and initial each statement below regarding district/LEA responsibilities for assisting schools identified for School Intervention funds that have been identified as Tier I, II, or III schools.

1. The LEA will provide ongoing technical assistance to schools making application AND funded under this School Improvement program as they develop or revise their School Improvement Plan, and throughout the implementation of that plan.

2. The LEA will coordinate the technical assistance provided to school(s) under the provisions of this School Improvement Grant program. Assistance to schools may be provided by district staff, Oregon Statewide System of Support, external consultants such as ODE, ESD or university staff, or by private consultants with experience and expertise in helping schools improve academic achievement. Indicate name/position of individual who will coordinate this assistance:

Name_ Gregory Baker Position Deputy Superintendent

3. The LEA will help the school analyze results from the state assessment system and other relevant examples of student work to set measurable goals. Technical assistance will be provided to school staff to enable them to use data to identify and solve problems in instruction, to strengthen parental involvement and professional development, and to fulfill other responsibilities that are defined in the school intervention plan.

4. The LEA will ensure that the school intervention plan includes provisions for teacher mentoring as a part of its professional development plan. Mentor programs pair novice teachers with more experienced teachers to provide practical support and guidance.

5. The LEA will help the school choose and sustain effective instructional strategies and methods and ensure that the school staff receives high quality professional development relevant to the implementation of instructional strategies. The chosen strategies must be grounded in scientifically based research and address the specific instructional or other issues, such as attendance or graduation rate, that caused the school to be identified for school intervention.

6. The LEA will help the school analyze and revise its school budget to fund activities most likely to increase student achievement and remove it from school improvement status.

7. The LEA will ensure that at least 10% of the school’s grant allocation will be expended for high quality professional development for the school’s teachers, principal, and as appropriate, other instructional staff.

8. The Oregon Department of Education may, as it deems necessary, supervise, evaluate and provide guidance and direction to the local school system and local school in the conduct of the activities performed under this plan.

9. The school(s) and LEA shall adhere to Oregon Department of Education reporting and evaluation requirements. This includes project reports that address the progress toward

meeting the established, measurable goals, and any other reports requested by ODE to measure intervention effectiveness.

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

11. 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 intervention funds;

12. If it implements a restart model in a Tier I or Tier II school, include in its contract or agreement terms and provisions to hold the charter operator, charter management organization, or education management organization accountable for complying with the final requirements; and

13. Report to the SEA the school‐level data required under section III of the final requirements.

Superintendent

Name: Signature: Date:

SIG Leadership Team Coordinator

Name: Signature: Date

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Application







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Section III: School Application Template School Application Check List

The LEA must complete a separate Section III template for each Tier I and Tier II School identified.

# Template Component Completed 1 School Cover Sheet x 2 School Grant Abstract x 3 Planning Personnel Listed—SIG‐LT x 4 School Need Check List & Need Narrative Answer (4.1) x 5 School Capacity Check List & Capacity Narrative Answer (5.1) x 6 (6.1, 2, 3, 4, 5): LEA & School Support to Fully Implement the

Intervention Model x

7 School Improvement Goals x 8 Results Measurement Narrative x 9 School Annual Timeline of Intervention Activities x

10 Budget Information/Justification x NOTE: Also included for reference is the Scoring Guide/Rubric for School Improvement Grant Applications and a list of Additional Resources.

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1. School Application Cover Sheet for School Improvement Grant

NOTE: A separate application and signed Cover Sheet must be completed, including all components of the template, for EACH school.

Name of SCHOOL for which funds are sought: Arts, Communications, and Technology (ACT)

Mailing Address: 6941 N. Central Street Portland, Oregon 97203

Name of District Superintendent Carole Smith

Telephone: 503.916.3200

Name of School Principal Devon Baker

Telephone: 503.916.5261

Email address: [email protected]

District Superintendent (Printed Name): Carole Smith

Telephone: 503.916.3200

Signature of District Superintendent: Date:

School Principal (Printed Name): Devon Baker

Telephone: 503.916.5261

Signature of School Principal: Date:

The school, under authorization from the district, agrees to comply with all requirements applicable to this School Improvement Grant program, including the requirements and the conditions that apply to the selected intervention model.

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2. School Grant Abstract

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

The ultimate goal for the Roosevelt Campus is a single thriving community school with a strong comprehensive core program and student personalization. The School Improvement Grant provides the Roosevelt Campus with a tremendous opportunity to achieve this goal through careful, thoughtful, systemic planning and implementation. Our small schools have many strengths that PPS wants to capture across the District’s high schools. By implementing the transformation model in all three schools and phasing into a single community school over the course of the three years, Roosevelt is truly being given the chance to transform. While no one on the Campus was thrilled to discover that the three small schools had all be named as “Tier I” or the “lowest‐achieving” schools in the state; students, parents, staff, and community partners have come together around the table to brainstorm, develop, and propose a vision for the Campus.

Through this planning, there are four areas that have been identified as the keys to transforming the instructional practices, and ultimately, the schools:

1) College Readiness: through a strong core comprehensive program that meets the needs of all

students, students on the Roosevelt Campus receive the supports necessary to access any college campus or university across the country.

2) Technology: students learn to integrate technology into daily life to succeed in today’s economy.

3) Student Supports: students with high needs receive additional supports and wrap‐around

services to achieve their full potential.

4) Professional Learning Communities: collegial professional development and planning time within small learning communities.

Through the School Improvement Grants and the transformation model, the schools on the Roosevelt Campus will create the school and the team necessary to raise student achievement.

Below is a general outline of how the Roosevelt Campus will implement the requirements of the transformation model across the life of the School Improvement Grants.

1. Developing and increasing teacher and school leader effectiveness:

a. A strong governance structure is developed that meets the needs of the transitioning small schools.

b. Teachers are given embedded professional development and mentoring opportunities to create stronger teachers and instructional methods.

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c. Staff are provided with additional resources (i.e. technology, texts, materials) to increase student achievement.

d. Capacity is built into the Campus to adequately collect and analyze data to improve instruction through partnerships with research and evaluation specialists.

e. New rigorous, transparent teacher and administrator evaluation processes are implemented in the fall of 2010, and collect relevant data to develop an additional contract exception for 2011‐12 and 2012‐13 school years

2. Comprehensive instructional reform strategies: a. Instructional models are identified and adopted according to exemplary practices

outlined in current education research. b. Common agreements and expectations are built regarding student learning across the

campus. c. Formative assessment opportunities for students, teachers and administrators are

identified and adopted. d. Response to Intervention data collection strategy monitors student performance

through formative assessments in order to provide timely and intensive social interventions.

e. Expanded course offerings and supports allows students access to a robust core program.

3. Increasing learning time and creating community‐oriented schools: a. Enhanced relationships with afterschool partners (i.e. SUN and Step UP) blend the

school day with after school resources and activities. b. Parent and family involvement coordinators increase participation in school community

and provide necessary outreach to hard to reach populations. c. Capital Improvement dollars are used to begin improvements on the facility in order to

create a community‐oriented atmosphere. d. Additional, meaningful opportunities are available for community members. e. Summer school is available for students across the campus including incoming 9th

graders. f. Students can access night school and a fully‐staffed online learning lab for credit

recovery or advanced or special interest courses. 4. Providing operational flexibility and sustained support:

a. Leadership receives coaching and support throughout the implementation of the transformation model.

b. District provides ongoing technical assistance. 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, and how 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.

School Improvement Grant Leadership Team (SIG—LT):

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# Name Role Signature

1. Charlene Williams SIG Administrator

2. Sarah Epstein Teacher representative / PAT‐RHS‐ PPS Committee leader

3. Vanessa Crock Teacher representative / Curriculum and Instruction Committee leader

4. Alison Strom Teacher representative / Parent and Family Involvement Committee leader

5. Nora Lenhoff Social Services representative and committee leader

6. Rich Recker Sustainability and community partner committee leader

7. Vonnie Condon Retired Administrator and Oregon Department of Education Coach

Stakeholders

List any additional stakeholders that were consulted and worked with in the development of this School Application. Briefly describe their role in that planning process.

Please see attached List of Stakeholders.

4. School Need Check List

This set of questions pertains to the school’s NEED for School Improvement Grant Funds to implement the intervention selected. To help you formulate your answers to question 4.1, please consider and mark the following (include this when you return the application.)

Foundation for Change:

1) Assessment and Data Collection

Not at

Small exte

Moderate

Great exten

all nt extent t

24

x

x

x

x

x

x

a) The district/school has identified the sources of data/assessments that will be used to establish a need for implementation funds for the intervention selected.

b) The district has helped the identified school pinpoint the reasons for the persistently low‐achieving status.

c) The district shows clear support for the changes required at the identified school for the selected intervention.

2) Leadership and Decision‐making

a) Plans are under way for

modifying district structures and/or practices in the first year of implementation of the selected intervention.

b) District and school leaders have involved a diversity of other educators and people from the community when implementation plans for the selected intervention are discussed and adopted.

Not at all

Small exte nt

Moderate extent

Great exten t

3) Curriculum and Instruction

a) The district will help the identified school identify existing curriculum and instruction that will be modified to meet intervention goals.

Not at all

Small exte nt

Moderate extent

Great exten t

25

x

x

x

x

x

x

b) Scientifically based research strategies that strengthen the core academic program are being used as a basis for planned intervention efforts.

c) The district will help the school identify instructional practices that are not effective, with the intent of changing to match the requirements of the selected intervention.

d) The district is helping the school develop plans for administrator and teacher professional development to match the implementation actions of the selected intervention.

e) The district is helping the school develop plans to target the needs of low achieving students.

f) There is a general feeling among LEA/district and school planners that the new goals will contribute to the likelihood that the identified school will improve with the selected intervention.

g) If extended time and/or a change of school day or year are part of the implementation plan for the selected intervention, there are plans for how that will happen.

4) Human Capital (Personnel)

Not at

Small exte

Moderate Great exten

all nt extent t

26

x

x

x

x

x

x

x

a) District and school staff has

taken into consideration the need for parental involvement for implementation of the intervention selected?

b) District and school staff has identified the sources and types of outside technical assistance that will be needed to implement the selected intervention?

c) Is there an understanding at the LEA/district level that there may be staffing changes to support implementation of the selected intervention?

d) Will the district be able to provide curriculum and instructional resources for implementation of the intervention selected?

e) Is the selected intervention implementation supported in the district budget?

5) Student Support

a) District and school staff have

identified all changes that will affect students when the selected intervention is implemented.

b) District and school staff have paved the way with students and their parents for the implementation of the selected intervention actions.

Not at all

Small exte nt

Moderate extent

Great exten t

6) Budgeting

Not at

Small exte


all nt extent t

27

x

x

a) District and school fiscal planning has occurred (e.g., reallocation of funding, concentration of funds to particular intervention expenditures, etc.) to support the implementation of the intervention selected?

b) District and school staff have identified HOW these fiscal changes will have an impact on student achievement with the selected intervention?

4.1. Evidence of Need Using the data analyzed, including the previous needs inventory, explain why the school has a need for School Improvement Funds to implement the intervention selected. Incorporate multiple sources of data into the analysis of need of the Tier I or Tier II School identified in the LEA’s application. Establish a clear relationship between the specific needs of the Tier I and Tier II School identified in the LEA’s application and the selected intervention. Include the needs of both the LEA and the school in relation to the intervention model.

Assessment and Data collection: Portland Public Schools works regularly with school leaders and staff to carefully analyze student achievement, behavior, attendance, graduation rates and other data related to state and district milestones. Given the high needs and transient nature of students on the Roosevelt campus and the schools’ Tier I status, intensive data collection and the establishment of an early warning system is critical to the success of this model. SIG funds will allow us to identify staff and resources to provide sufficient campus‐based assessment and data collection along with the support of the Research and Evaluation Department at the District level. This will have an immediate impact on teacher and leader effectiveness as staff will be able to examine student growth and provide appropriate and timely interventions for students. Please see the attached documentation on “Using Data to Drive Improvement” for an example of how the District is assisting in data collection and assessment. Leadership and Decision Making: Over the past 20 years, there have been over 40 different administrators on the Roosevelt Campus. Each of the current small school administrators has been in his/her position for less than two years. The District recognizes the need to identify a strong leadership structure with numerous supports as well as a highly functional leader to provide the Roosevelt Campus the stability and guidance needed to raise student achievement. The district, based on input from staff and community, will identify a new leadership model with a lead administrator. Currently, each small school administrator is responsible for all administrative duties in their respective schools and is not able to provide the resources needed to staff and students to

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implement the turnaround model successfully without additional supports. The position for the lead Roosevelt administrator is currently posted and a process for identifying this leader is being developed. Input has been gathered from staff and community members on the characteristics they want the person in this new position to have. The goal is to have this position filled by the end of the school year as much of this important planning and implementation work will occur over the summer. Additionally, the Deputy Superintendent for the Roosevelt Campus is leaving the District at the end of the school year. Once this leadership is in place, the school and District will identify a school reform agency to develop and evaluate the team on the Campus. Community members have attended a number of meetings in the last few weeks and the District plans to provide monthly opportunities for input over the summer while developing a process to involve the diverse group of stakeholders in the Roosevelt community throughout and beyond the life of the grant. Curriculum and Instruction: Currently, there is a lack of coordinated instruction across the campus and even within the small schools themselves. Each of the small schools implements their own curricular and instructional models. The campus staff admits to an uneven use of such practices and has committed to working with the new leadership and district staff to identify and employ a model to ensure the consistent and pervasive use of high leverage strategies. Until the Deputy Superintendent and lead administrator are identified, the District will not be making any definitive decisions on the particular instructional model. This process will be finalized over the summer with the new administration (both at the school and district level) and school staff supported by SIG funds. At this point, District level directors and Teachers on Special Assignment (TOSAs) have identified curricular areas that can be adapted to increase student reading, writing and mathematics achievement in addition to preparing students for advanced coursework. The Director of Curriculum and Instruction approved the use of programs and strategies that employed the prevailing exemplary practices as outlined, for example, in 90/90/90 literature. As outlined in the Superintendent’s proposal, all of the PPS community campuses will offer the full core comprehensive model. The need for a different model on the campus is clear. Only 49% of students living in the Roosevelt neighborhood attend a school on the Roosevelt Campus. Through the comprehensive core program, students will have a rich array of classes as well as supports. The District has included intensive academic supports including classes in literacy and math, the AVID program, a staffed learning lab with online learning options for credit retrieval and advanced/personalized coursework, and an improved student‐to‐teacher counselor ratio as part of its core program. For the 2007‐08 school year, ACT’s graduation rate was 58.62%. As part of its additional supports, PPS has already identified students with certain characteristics that research has shown may have particular difficulty in high school. These “Academic Priority” students are identified in the student information system (eSIS) and principals are sent reports on their progress by the District Research and Evaluation Department every four and half weeks. The transformation model will allow the schools on the Roosevelt Campus to provide these identified students with additional wrap‐around services including extended learning time to ensure an on‐time graduation.

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In 2008‐09, only 42% of ACT 9th graders were on track to graduate. By providing additional supports to incoming 9th graders this summer as well as night school for credit recovery, the transition model will assist students across the Roosevelt Campus in meeting the graduation requirements.

Human Capital: Implementing the transformation model and the new instructional strategies will require a drastic culture change on the Roosevelt Campus. It is clear to school and district staff that significant changes in the numbers and roles of staff will alter in order to achieve the desired outcomes. The district and school have committed to hiring key staff to provide the scaffolding needed to implement the model including extra administrative support, instructional and classroom management coaches, additional counseling, social service and support staff, and a parent and family involvement coordinator to increase the connection between the school and the family. The district is also committed to providing the requisite curriculum and training needed to equip staff with the tools to be successful. Teachers will be given the opportunity for leadership roles across the campus as well as the chance to develop and implement a new evaluation tool. School staff will work with the district initiatives with respect to Courageous Conversations about Race, and Safe and Civil Schools to enable educators to be responsive to student needs inside and outside of the classroom. Student Support: District and school staff are discussing the transformation model’s impact with the students on the Campus. By choosing the model that allows the District to retain the current staff, the impact will be far less disruptive to students than the other three options. District staff has already met with students a number of times over the last few weeks to discuss concerns and desires for the Campus, as well as soliciting input from a survey. There have been two family and community meetings as well as two mailings. Additionally, a student redesign team and a parent, family and community involvement team have been created as part of the SIG development process to strategically involve these key partners moving forward. The school has enlisted the assistance of the District’s Community Involvement and Public Affairs Department as well as the Manager of Family and Community Support to help with these efforts. The schools on the Roosevelt Campus have many high needs students. For the 2008‐09 school year, 70.4% of ACT students received Free or Reduced Meal status, 23.0% of the students received Special Education services, and 15.6% were English Language Learners. In implementing the transformation model, SIG funds will be used to create additional supports for students across the campus. The school has identified additional social service and counseling support in the grant that will assist with the fundamental educational needs in addition to any angst that may surface as a result. Budgeting:

SIG funding is essential for implementing the radical changes needed to improve the instructional program, school climate and facility upgrades. These and other district resources will have a drastic impact on student achievement in the years to come. Currently, the Roosevelt Campus has experienced a significant reduction in staffing due to declining enrollment and changes in special population staffing formulas (e.g. Special Education and ELL). In order to transform the schools, an influx of staffing is needed to establish a strong, cohesive instructional model and the necessary wrap around services for the Roosevelt Campus students.

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x

x

x

x

x

SIG dollars will be leveraged with other resources to establish and maintain the needed changes for this campus. The Roosevelt Campus building is almost 100 years old and in desperate need of renovations. These dollars will allow for the district to accelerate renovation plans Roosevelt which will assist in carrying out a number of the requirements of the transformation model including supporting curricular development with improved technology as well as student supports with creating a community‐oriented school.

5. School Capacity Check List Please rate the extent to which the following capacity elements are observable in your school. Use your answers for the narrative required in Question 5.1 and following. The next questions pertain to the school’s capacity to support implementation of the intervention selected. For the purposes of this application, CAPACITY is defined as “the ability of the organization to fulfill the functions needed to implement and sustain the intervention successfully.” 1) HUMAN CAPACITY: Refers to the

knowledge, understanding, and commitment of individuals in the LEA/district. a) Is district staff knowledgeable

about the requirements for implementing the intervention selected?

b) Is the Tier I school staff receptive to the selected intervention?

c) Is the Tier II school staff receptive to the selected intervention?

d) Do local school board members understand the requirement of the selected intervention?

e) Is there a written Vision for the district’s intervention implementation?

f) Is district leadership committed to complete and full implementation of the intervention selected?

Not at all

Small exte nt

Moderate extent

Great exten t

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x

X

x

x

x

x

x

2) ORGANIZATIONAL CAPACITY:

Refers to relationships among individuals both within the LEA/district and with individuals outside the district to support intervention implementation (i.e., collaboration, networking, partnerships, and culture). a) Will teachers receive

professional development to build their capacity for implementation of the selected intervention?

b) Do teachers have the opportunity to network with others to learn about and share intervention practices?

c) Has the district partnered with external organizations for support with implementation of the selected intervention?

d) Has the district created a shared understanding of the selected intervention implementation across the district?

Not at all

Small exte nt

Moderate extent

Great exten t

3) STRUCTURAL CAPACITY: Refers to

the functional elements of the system such as LEA/district policies, procedures, and practices to support implementation. a) Has the district adopted local

policies or requirements for selected intervention implementation?

b) Are the selected intervention implementation actions coordinated with other district standards‐based school improvement efforts?

c) Will the district have the capacity to monitor intervention implementation practices in schools?

Not at all

Small exte nt

Moderate extent

Great exten t

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x

x

x

x

x

x

d) Is there recognition of student involvement in the actions called for with the selected intervention?

4) MATERIAL CAPACITY: Refers to

the fiscal and material resources available to support implementation in the district. a) Are resources allocated to

provide time for teachers to work together on the implementation of the intervention selected?

b) Is current district staffing sufficient to support implementation of the selected intervention?




Not at all

Small exte nt

Moderate extent

Great exten t

5.1. Evidence of Capacity Describe the school’s capacity to carry out the selected intervention model. Indicate the process you will use to determine that the school has the capacity to fully and effectively implement the required activities of the intervention model selected. Please refer to the School Capacity Checklist and address all areas listed.

The three schools on the Roosevelt Campus have the capacity to carry out the transformation model with the additional supports that the School Improvement Grants will bring. District leadership has heard from teachers, staff, Portland Association of Teachers leadership, students, parents, Board members, alumni, partners, and community members about how they want to raise student achievement across the Roosevelt Campus by implementing the transformation model to bring a robust comprehensive core curriculum and new instructional strategies to the campus.

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Human Capacity: District staff have held numerous meetings at all levels throughout the central office from the Superintendent’s Executive Committee to the IT department about the requirements for implementing the model.

The District selected a small school administrator and a teacher from each of the three schools to attend

the ODE workshop on March 30th. This School Improvement Leadership Team has presented their recommendation to implement the transformation model to school staff numerous times, District leadership, PAT leadership, students, parents, community members and partners.

School staff completed a survey where 82% of respondents indicated that they wished to implement the transformation model. The school staff have been involved in every step of the planning through a number of teams, described below.

District staff has presented the School Improvement Grant information to the Student Achievement Committee of the Board as well as to the full Board during a work session. The Superintendent’s Recommendations on High School System Design describe the requirements of the core comprehensive model that will be implemented across the campus. Teachers from the school along with the PAT and District leadership have identified and drafted contract exceptions to meet additional requirements of the model. Teachers and PAT leadership have also identified a number of incentives for teachers from tuition support for additional certifications to leadership opportunities across the campus.

District leadership is fully committed to supporting the Roosevelt Campus schools in implementing the transformation model.

Organizational Capacity: Roosevelt Campus teachers will receive job‐embedded professional development to implement the transformation model and will be given the opportunity to collaborate around intervention practices in their small schools and across the Campus in professional learning communities. The District has partnered with a number of organizations including AVID, SUN and Step‐ Up to provide student supports on the Campus (see below for greater detail). The District will partner with additional organizations once the school leadership and Deputy Superintendent have been identified and have decided on specific instructional practices.

Structural Capacity: As part of the High School System Design proposal, the Superintendent has asked the School Board to restrict transfers out of the Roosevelt Campus to those required under federal guidelines in order to grow enrollment on the Campus. Additionally, the Roosevelt Campus schools have been named to the Superintendent’s Academic Priority Zone. The schools within the Zone will be able to hire 100 percent of their staff through an interview and selection process resulting in mutual consent placements. This means that every staff member on the Roosevelt Campus will be there because s/he fully believes in implementing the transformation model.

The High School System Design process will be implemented across the District in fall of 2011. The schools on the Roosevelt Campus will be transitioning to providing the comprehensive core curriculum

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and then to a single community school over the course of the three years. In order to provide additional support to this effort, an administrator will be hired for the life of the grant to provide School Improvement Grant implementation coaching and monitoring on the campus.

Students have been involved in the High School System Design process through a student committee and will continue to be involved in the Roosevelt Campus School Improvement Grant process.

Material Capacity: The teachers on the Roosevelt Campus have already begun work on designing and planning the implementation of the transformation model not just in their individual small schools, but also campus‐wide. This will continue to be a priority throughout the implementation of the transformation. Through the grant, teachers will work within professional learning communities to receive collegial professional development and planning time within their small learning communities.

Through the grant, additional staffing will be identified on the campus to meet the requirements of the model and to implement the core comprehensive program. The TOSAs and the Curriculum Department are already working with the Roosevelt Campus Staff to provide curriculum and instructional resources. Additionally, there will be a coach identified to provide support to the schools on the Roosevelt Campus as they transition to providing implementing the transformation model.

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6.1 School Support to Fully Implement the Intervention model Describe actions the school has taken, or will take, to:

1. Design and implement interventions consistent with the final requirements. Consider the following in the response:

Leadership and Decision Making:

• The school has plans to regularly engage the school community to inform them of progress toward the design and implementation of the interventions and to give them an opportunity to provide input.

• The school has successfully completed a continuous improvement planning process that will guide the design of interventions.

• The school has implemented a comprehensive needs assessment that will inform the design and implementation of intervention strategies.

Engaging and Informing the School Community: The District has identified an administrator at the school site and a project manager from District office to facilitate the process for engaging the school community in the design and implementation of the transformation model at the schools on the Roosevelt Campus. Through several campus‐wide meetings, staff and community partners formed teams and generated a series of surveys and input sessions for the Roosevelt community. The SIG administrator and SIG team members met with community members and partners in public forums and individual meetings to solicit input. Regular written updates were provided to keep all stakeholders informed of opportunities to contribute ideas in addition to progress made to date. The campus has formed a set of teams to address specific areas. Teams were created via nominations from staff or volunteers through surveys. The teams are as follows:

SIG LeadershipTeam – staff members from each school on the Roosevelt Campus assembled to learn about and contribute to the overall SIG writing process. This includes but is not limited to attending input sessions, soliciting formal and informal input from peers, participating in planning retreats, and subcommittees. Committee members serve as liaisons for small schools and perform other voluntary tasks. This team will transition into campus redesign and implementation work as needed. This is the primary vehicle through which recommendations will be made from the campus to the District regarding the final SIG application and steps for implementation.

Curriculum and Instruction team – Teaching and learning are at the heart of any successful transformation. This team is charged with assisting in the selection of a model to ensure best teaching practices are used consistently and pervasively. This team is looking at: alignment of curriculum, instruction, and assessment with standards; a curriculum’s requisite description, scope, focus, articulation and organization; the role of formative and periodic assessments of student learning; and instructional delivery that will reflect the context and culture of our diverse student population. The aim is to closely monitor the impact of teaching strategies on student learning and provide a mechanism to assess and make mid‐course corrections as needed in order to close the achievement gap.

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Parent, Family and Community Involvement – This team is continuously developing ways to provide meaningful participation for parents and community members. The team designed the content of the parent and community input sessions and explored ways to engage more participation from hard‐to‐reach communities (tier 2 and tier 3 families). The District used the auto‐dialer system to call all families regarding the meetings and enlisted partner organizations to make calls to specific families. The team also crafted surveys and mailings in addition to protocols for home visits to families who traditionally do not participate in the school’s activities.

Student Involvement Team – Leadership students from across the campus have met with School and District staff to discuss the School Improvement Grant implementation. Additionally, students were given a survey to gain feedback on the model, as well as the types of classes that students would want to see in the schools.

Social Services Team – Some students and families in the Roosevelt community face challenging circumstances that require support beyond the classroom. The campus social services coordinator and other concerned staff and community partners meet to devise solutions to many of the expressed nonacademic needs including food, clothes and referrals to service providers. Additionally, staff from the Systems Planning and Performance Department met with school staff to present data on student demographics for consideration in the development of the plan.

School leadership and Systems Management Team ‐ The redesign of the campus calls for a new leadership structure that would include a campus principal and a uniquely assembled team of school leaders to address the needs of the Roosevelt community. This team is to identify and participate in the process for identifying the new principal and governance structure, as well work with the District to identify additional areas where the Roosevelt Campus will need increased flexibility to meet the needs of the students.

PAT/RHS/PPSTeam – The SIG requirements for the transformation model require exceptions to the current teacher contract. This team of teachers and PAT leadership has developed exceptions around an evaluation tool, and a method for transfer to be used for the 2010‐11 school year. During the course of the 2010‐11 school year, this committee will evaluate these exceptions and prepare exceptions for the 2011‐12 and 2012‐13 school years. Additionally, this team has identified a number of incentives around leadership positions and certification tuition for teachers that do not violate the contract.

Technology Team – The campus is plagued with faulty and dated technology that hampers instruction and the administration of state assessments. This team formed to identify and estimate our needs/desires for technology resources for the campus.

Extended Learning Time Team – A large percentage of students enter grade levels behind in reading, writing and mathematics and additional instructional time is needed to bridge gaps and

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accelerate learning. This team formed to identify ways to increase learning time and create a community‐oriented school over the next three years.

Classified Team ‐ This team was assembled to ensure all classified team members are intentionally represented in each area. Team members serve as liaisons between district, union and campus staff.

These teams will serve as communication vehicles throughout the life of the grant.

The RHS leadership team will participate in a comprehensive needs assessment with the school reform agency to carefully examine all aspects of the school that impact achievement including but not limited to academic, cultural, technology, and facilities needs. The assessment results will be used to inform the work of the various teams as well as daily instructional and leadership practices. Common agreements around high expectations for students and staff will be used as principles to guide the work.

Curriculum and Instruction:

• The school provides direction to the school in the description, scope, focus,

articulation and alignment of curriculum, instruction and assessments with state standards.

The Central Service Team (CST) of teacher specialists provides support to teachers and administrators. The staff are expert teachers in their content area or grade level. They facilitate groups of teachers who review standards, recommend instructional materials, and develop support materials for all teachers to use. ESL, Special Education, and TAG specialists are also part of the CST providing instructional assistance for all learners. The team provides district‐wide professional development, and supports to other staff in regional or school‐based professional development. Standards

• Portland Public Schools has at the center of all classroom practice an agreed upon set of

standards that serve as a road map for instruction. • There are clear grade level/course expectations. • Literacy standards are taught in all areas.

Instructional Strategies

• Portland Public Schools recognizes the critical role of the classroom practitioner in raising learner achievement. Effective classroom instruction draws upon a set of high‐leverage strategies and techniques that maximize learner engagement through strategic and differentiated teaching.

• All teachers use high‐leverage strategies and participate in ongoing professional development based on those strategies.

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Materials and Resources

• Portland Public Schools provides all teachers with materials and resources that offer

opportunities for varying levels of instructional supports. • All teachers have appropriate materials needed to address the needs of our diverse

populations through interventions and enhancements. • Teachers supplement these core resources and materials with their own creativity and

innovation. • Teachers combine common instructional strategies with materials in effective planning.

Assessment and Common Assignments

• Portland Public Schools utilizes a common set of performance‐based assessments and assignments at every grade level to monitor student achievement.

• Data is used to inform instruction and school improvement plans. • Students and staff are provided work sample opportunities. • Instruction is based on assessment benchmarks.

Transitioning to the Comprehensive Core Program: The entire school staff has met with members of the High School System Design team and as the Roosevelt Campus implements the comprehensive core program, the District will identify additional supports around instruction and implementation for the administration and teachers to meet the graduation requirements.

Human Capital (Personnel): • The school has staff in place with the expertise and experience to research and

design the selected intervention as intended while still meeting local needs.

Yes deep knowledge, good methods, and materials in education matter a great deal; however, it appears that so much of educational reform is the search for a “one – trick pony,” a “silver bullet,” or anything that does not require us to consider the complexities of a nurturing environment. “Programs” cannot substitute for the humanity of teachers that is the key element to student success. We cannot minimize the place of love, “fire in the belly,” vision, values determination, commitment, hard work, consistency, and strong, bonded relationships on the part of teachers. –Asa Hilliard

The current highly qualified administration, teachers, and staff have been researching and identifying key areas of the transformation model. Staff members elected to serve or lead various committees (described above) to perform the research necessary to design and implement the model. The Deputy Superintendent has supplied the school with an additional administrator to facilitate the development and implementation of the model at the site level. A project manager was also identified in the District office. Members of the school improvement team have met with a cadre of district experts including a Regional Support team with ESL, SPED, subject specific TOSAs, and members of the Curriculum and Instruction, IT and Research and Evaluation departments who have provided assistance in the development of the implementation model. As mentioned above, the District is currently in the process of identifying a new leadership team for the Roosevelt Campus including a new Deputy Superintendent. The new lead administrator will be an

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experienced instructional leader who is culturally competent and has demonstrated an ability to improve student outcomes and reduce the achievement gap. A successful candidate will bring a passion for ensuring that all students have access to the opportunities that will allow them to graduate from high school fully prepared for college, work and citizenship.

Student Support: • The school will engage parents in supporting students in increased student

achievement • The school will describe how it will address the needs of specific student

populations including, but not limited to, students of poverty, English Language Learners, and students with disabilities.

The Roosevelt Campus will become more community‐oriented by providing parents and community members services and opportunities to engage on the Campus. We will develop and expand upon our current services and partnerships with outside organizations to provide additional social‐emotional and community‐oriented services and supports to bring parents into the schools and invested in student achievement. We will emphasize relationships with families and include a strengthened component of outreach and home visits, and incentivizing students and parents for family participation. Parents will be actively engaged in identifying and addressing the obstacles that they and their students face. Through a series of meetings and other opportunities such as classes, committee participation, and extended library and computer hours, the Roosevelt Campus will become welcoming and accessible to traditionally under‐represented populations. Looking at best practices for family engagement, the Roosevelt Campus meetings about the School Improvement Grant took place both on campus as well as in a neighborhood‐based restaurant. Powerpoints, surveys and information were distributed in multiple languages. Roosevelt was the recipient of a grant from the PGE Foundation to develop a cross‐campus, social services program to help address the non‐academic barriers getting in the way of students’ educational success. The program, now in its third year, has been led by a program manager with 25 years experience in social services. The program’s incorporates an approach to service delivery systems that draws on the wrap‐around and case management models that are successfully employed in most social service and child welfare agencies. The program will utilize a one‐stop approach. Services will be on‐site and will be accessible to both students and parents. This would include (but not be limited to) the RHS Clothes Closet, referrals to partner agencies, family mental health counseling when appropriate, assistance with food and family transportation.

Unfortunately, race, gender and socio‐economic status are still predictors of lower performance for students in core academic subjects. Higher discipline referrals and lower attendance plague these subgroups as well. To that end, Roosevelt Campus staff will strive to reduce this predictability with a sincere focus on isolating and eliminating practices that perpetuate the gap while replicating strategies known nationally for bringing it to a close.

It is imperative that data input and analysis are at a premium in order to provide swift and immediate intervention for staff and students. The entire staff will review a demographic breakdown of data on a

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quarterly basis to examine the performance of each subgroup down to the teacher level in core academic subjects. Based on feedback from these sessions, the administration team will work with staff and consultants to examine ways the majority white staff can make connections to and improvements within each of the various subgroups, ensuring that each group is truly receiving exemplary practice instruction from each teacher. Core academic performance cannot improve if students are not in class due to attendance or disciplinary issues. Each subgroup will be closely monitored by the leadership team in bi‐weekly meetings where tier 1 – 3 data in attendance, academics and behavior are subdivided and discussed based on the various subgroups. In addition to the District‐ initiated supports, the Roosevelt Campus has a number of school‐based partners that provide additional supports to Roosevelt Campus students during the school day and after school. For example:

• T h e r e is an active SUN Community School, which is a collaborative effort of Multnomah County’s

Department of County Human Services, PPS, and a local nonprofit, Neighborhood House.

• GEAR UP – an acronym for Gaining Early Awareness and Readiness for Undergraduate Programs – is also designed to increase the number of low‐income students who are prepared to enter and succeed in college.

• A d m i n i s t e r e d by the Oregon Student Assistance Commission, ASPIRE (Access to

Student assistance Programs In Reach of Everyone) is Oregon’s official mentoring program to help students access education and training beyond high school.

• A V I D ‐ Advancement Via Individual Determination: The purpose of the AVID program is to

restructure the teaching methods of an entire school and to open access to the curricula that will ensure four‐year college eligibility to almost all students. The schools on the Roosevelt Campus will utilize SIG funds to enhance its AVID program as part of the school’s comprehensive approach to creating a culture of college access and readiness for all students.

• S t e p Up‐ an intensive academic tutoring program that works with academic priority students

by providing tutorial support during and after school.

Budgeting: • The school has set aside time and resources sufficient to facilitate the design and

ongoing implementation of interventions. • The school has demonstrated adequate fiscal capacity to implement the selected

intervention models. The school has built in additional staff professional development time to engage the staff around the School Improvement implementation models. For the past month, staff have participated in a minimum of two meetings per week around developing the intervention models for the schools on the Roosevelt Campus. This summer, staff will be given the opportunity to continue to engage around the development of the transformation model and the instructional practices for the schools.

The schools on the Roosevelt Campus have all received School Improvement Grants in the past. The

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schools have an onsite bookkeeper and will hire a business manager to ensure that fiscal resources are meticulously managed and the principal can serve as an instructional leader. The schools will also engage District services to ensure that reporting and fiscal responsibility are consistent with grant requirements.

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2. Recruit, screen, and select external providers, if applicable, to ensure their quality. Consider the following in the response:

Reasonable and timely steps it will take to recruit and screen providers to be in place by the beginning of the 2010‐2011 school year that may include, but are not limited to:

• Analyzing the school’s operational needs. • Researching and prioritizing the external providers available to serve the school.

o Consider and analyze the external provider market. o Contact other schools currently or formerly engaged with the external

provider regarding their experience. • Engaging parents and community members to assist in the selection process.

• Delineating clearly the respective responsibilities and expectations to be assumed by

the external provider and the school. Detailed and relevant criteria for selecting external providers that take into account the specific needs of the Tier I and/or Tier II schools to be served by external providers. These criteria may include, but are not limited to:

• A proven track record of success working with a particular population or type of school. For example, success in working with high schools or English Language Learners.

• Alignment between external provider services and existing school services. • Willingness to be held accountable to high performance standards. • Capacity to serve the identified school and its selected intervention model.

Once school leadership has been identified, the District and schools will work in concert with an identified school reform agency to perform a thorough needs assessment prior to the start of the 2010 – 2011 school year. This assessment will be used to develop a comprehensive plan to address various components of the intervention model and to serve as a pre‐assessment tool. Campus leadership will continue to develop rich academic partnerships to enhance student learning and access to college as well as incentives for teachers to earn certifications, award college credit etc.

The Roosevelt Campus has a rich history of partnerships with outside organizations to provide social‐ emotional and community‐oriented services and supports. During the past three years, a needs assessment identified areas in which students’ school performance was impacted by external social, emotional, and economic factors. The Roosevelt Social Service Program and its partnering agencies have a proven track record of success in working with specific populations within the school community, and all employ evidence‐based practices in their respective disciplines. Prior to the beginning of the 2010‐2011 school year, a new Memorandum of Understanding will be developed with the help of staff, Parents and community members for each provider that will clearly delineate the responsibilities and expectations of agency staff in implementing the intervention model.

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External organizations that have provided services during the past year include:

• Albina Early Family Head Start (on‐site daycare for student parents) • Asian Family Services (culturally specific gang intervention and outreach) • Bradley Angle House (DV support and referrals, transitional and shelter housing) • Catholic Charities (immigration counseling and legal services) • El Programa Hispano (Latino gang intervention and outreach) • Friendly House, (rent assistance, housing referral, utility assistance, etc.) • Girls, Inc. (gender‐specific programs and mentoring for female students) • House of Umoja (services for African American youth and families) • Insights Teen Parent, Inc. (parenting training, DV and sex trade intervention and support) • IRCO, (culturally specific refugee and immigrant services) • Janus Youth Services (case management, transitional housing for homeless youth) • Lewis & Clark University (group and individual counseling) • Lifeworks Northwest (mental health, counseling, A&D treatment) • Morrison Child and Family Services (case management, family support) • Multnomah County Mental Health Services (counseling, crisis intervention) • Native American Youth Association, (gang outreach and intervention) • Neighborhood House (SUN community school, rent and utility assistance, housing referrals,) • Open Meadow (mentoring, tutoring, support for academic priority students) • Peninsula Children’s Center (child care, student/parent internships) • Planned Parenthood (teen sexuality, AIDS prevention groups) • Portland Parks and Recreation (after‐school classes and groups) • Portland State University (TESOL instructors, mentoring for Latino youth) • Southlake Community Church (clothes closet, soliciting donations, volunteer coordination) • University of Portland (tutoring) • Urban Opportunities (student job readiness classes)

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6.3 LEA & School Support to Fully Implement the Intervention model Describe actions the school has taken, or will take, to:

3. Align other resources with the intervention. Consider the following in the response:

An LEA can build capacity for a school to implement one of the intervention models through the alignment of resources with school improvement activities. In general, funding sources for LEAs come from two sources; the state general fund and federal funds. It is critical that areas for alignment of resources are identified in the LEA application. The Oregon Department of Education will carefully assess the LEA’s commitment to align ALL school resources with the SIG funds by determining the extent to which it demonstrates the ability and willingness to effectively integrate various activities funded at the federal and state level with SIG‐funded activities. Funding sources that may be considered when assessing the LEA’s commitment to align other resources to the SIG interventions include, but are not limited to: Title I, Part A, Title II, Part A; Title II, Part D; Title III, Part A; and state and local revenues.

Budgeting:

•The LEA completes a thorough examination of all resources provided to school to ensure systemic efforts in fully implementing the selected intervention model.

•The LEA has set aside time and resources sufficient to facilitate the design and ongoing implementation of interventions.

•The LEA has demonstrated adequate fiscal capacity to implement the selected intervention model.

•The LEA includes provisions for sustaining support for the school when funding ends under the program.

The schools on the Roosevelt Campus have suffered in the past from a lack of coordinated interventions and funding alignment. This summer, the new administration on the Campus will do an assessment of all resources to ensure alignment with School Improvement goals. Some current examples of how the District and the schools are aligning the funds:

1) Portland is aligning funding from Title I‐A, Title I‐A ARRA, Title II, Striving Readers, other grants and the general fund to support the Superintendent's Academic Priority Zone (APZ). For Roosevelt this will create an infrastructure of support and high expectations in the feeder pattern, an area of the city that averages over 80% of students qualifying for federal meal subsidies. Key elements budgeted for in the development of this infrastructure are social and wrap around services, extended learning opportunities, site‐based coaches in reading and math, and priority access to intervention and enrichment materials.

2) Contracting with a “Master Scheduler” to align the schedules of all three schools for seamless cross‐enrollment, professional development opportunities, and professional learning communities.

3) Capital Improvement dollars will be aligned with School Improvement Goals as renovations occur on the Roosevelt Campus over the next three years.

The District has provided two FTE to support the development of the application and implementation of the transformation model. A current school administrator has been freed from her day to day duties on

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the campus so that she can coordinate all school and community level involvement in the development of the model. The District also identified a project manager to provide technical support and serve as a liaison between the District office and the Roosevelt Campus. Additionally, the Deputy Superintendent and Regional Administrator have provided extended support to the development and implementation planning for the Roosevelt Campus. This summer, the District will also identify an administrator who reports to the Deputy Superintendent and will be responsible for implementation of the model on the Roosevelt Campus.

Portland Public Schools believes that there are adequate staff and financial controls in place to maintain fiscal compliance. The Title I Director, Title I Fiscal Analyst and the Grant Accountant with Title I responsibilities have been stable in their positions since the 2006‐07 school year. Programs are monitored for fiscal compliance a minimum of three times annually through budget and document review or onsite visit and adequate separation of responsibilities and review by a minimum of two departments are maintained throughout every financial and staffing transaction.

Under the High School System Design Process, the student enrollment on the Roosevelt Campus is expected to grow to 940 students by 2014. The District has built a staffing model to provide the supports and rich academic program required based on that many students. Additionally, the administration will pursue grants to support the wealth of student and community services that will be developed through the transformation model implementation.

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6.4 LEA & School Support to Fully Implement the Intervention model Describe actions the LEA & school has taken, or will take, to:

4. Modify its practices or policies, if necessary, to enable it to implement the interventions fully and effectively. Consider the following in the response:

Leadership:

• How will the LEA/school develop or modify policies that will support full implementation of the intervention model?

As part of the High School System Design model, the Superintendent has proposed that each community campus will implement a comprehensive core program. The schools on the Roosevelt Campus will allow students to cross enroll so that each student is able to take advantage of the robust offerings. This core program will also bring additional resources to the campus such as advanced coursework, student supports, core classes and electives. In addition, the Superintendent has asked the Board to modify its transfer policy to limit the number of neighborhood to neighborhood transfers. This will bring an infusion of students to the Roosevelt Campus which currently only retains 49% of its neighborhood population. Human Capital (Personnel)

• How will the LEA/school utilize performance incentives for personnel? • How will the LEA/school make changes in policies and procedures (hiring, placing,

evaluating, promoting, retaining and replacing) to ensure full implementation of the intervention model?

• How will the LEA/school work with local collective bargaining agreements and labor unions in order to fully implement the selected intervention model?

• How will the LEA/school adopt and utilize professional development processes and procedures that align with full implementation of the selected intervention model?

The school has already identified a team of teachers that are working closely with District and Portland Association of Teachers leadership in drafting the exceptions necessary to the contract for the transformation model. The teachers have proposed a new evaluation system, a process to transfer teachers, and a list of incentives. Throughout the course of the next two school years, this team will continue to evaluate and develop the necessary exceptions to meet the requirements of the transformation model. Additionally, the Superintendent has identified the Roosevelt Campus and a number of its feeder schools as part of her Academic Priority Zone. The schools within the Zone will be able to hire 100 percent of their staff through an interview and selection process resulting in mutual consent placements. This means that every staff member on the Roosevelt Campus will be there because s/he fully believes in implementing the transformation model. The teachers have proposed a number of incentives to recognize and reward significant gains in student achievement. These incentives include: additional certification opportunities, teacher‐leader positions, and extended responsibility.

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Professional development will happen on multiple levels for the staff on the Roosevelt Campus. School Leaders will be coached and trained to utilize reform strategies that foster a culture of high expectations and collaboration amongst all staff members. They will receive training on how to be culturally responsive to staff, student and community needs. Additionally, training will include how to implement the new evaluation model in order to coach teachers to use high leverage instructional strategies that provide the greatest increase in student achievement and school engagement. Management training in the effective use of data, technology and finance will become an increasing priority for school leaders as well. Training for classroom instruction will consist of ways to implement a common selection of high leverage teaching strategies to drastically increase student performance. Activities will consist of aligning all curricula to state standards, prioritizing curricula and making curricula culturally relevant to existing students. Instructional and non‐instructional staff will be trained in strategies that impact school culture to develop common language, consistent and culturally appropriate responses to student needs. Such trainings will ensure that all work is done to promote equity and social justice by closing the achievement and opportunity gap for students while creating and maintaining a respectful learning community.

Student Support

• How will the LEA/school develop programs and services for English language learners?

The school s on the Roosevelt Campus will work with the district ELL department to ensure that sheltered instruction courses deliver grade level subject matter content (Language Arts, Math, Science, Social Studies, Health, PE, and Art) in a manner that is accessible to all learners. In sheltered instruction classes, delivered by a core teacher, students receive comprehensible core content instruction throughout the day. The content is from grade level curricula taught using instructional strategies that scaffold the content learning by building background knowledge and through the use of visuals, gestures, manipulatives, paraphrasing, etc. Lessons have clear grade level, content and language objectives. The school will establish a multicultural center and enlist cultural liaisons to serve our ELL populations. The center will create time and space for students and families to participate in culturally specific activities and/or services. School leaders will establish agreements with agencies that provide culturally specific services in order to foster a welcoming environment for all families. Resources will be set aside for staff members who want to learn student languages.

• How will the LEA/school institute extended learning time (supplemental educational services, after‐school programs, summer school,) for example:

o Additional instructional time during the school day and during the summer

Summer School for incoming Freshman‐ Incoming 9th graders to the Roosevelt Campus who have been identified through the District’s early warning system will be eligible for summer school this summer. Step Up students ‐ Step Up will work closely with Sun School and the Roosevelt Campus to provide a personalized six week summer school for students accessing Step Up services who end their school

48

year credit deficient. Step Up will continue to provide the ongoing wrap around services and parent partnership throughout the summer school, to ensure that both students and families maintain access to the pivotal supports and relationships that supported student and family engagement throughout the school year. Summer SUN Opportunities for current and incoming Roosevelt Campus students ‐ Roosevelt SUN Summer School will be an intricate part of student achievement. During Summer School, students will be able to retrieve credit, receive work and career training through Urban Opportunities and get ahead in classes and enrichment areas. Roosevelt SUN Summer School will be open for all current RHS students, those who may need additional credits in order to graduate after their twelfth grade year and also for incoming 9th graders. Students will receive breakfast, lunch and a late day snack through the program and Nutrition Services. Additionally, the Campus will restart its once thriving night school in order to provide credit recovery opportunities for students who are behind in their credits. Please also see the description of the tutoring services listed below.

o Special education programs and procedures

Roosevelt staff members along with District support offer a continuum of services for students with special needs on the campus. The program includes students, parents, classroom teachers, learning

specialists, speech pathologists, school psychologists, occupational and physical therapists, school

principal, counselors, nurses, instructional assistants, Student Support Services staff. Students in the Special Education program needing reading intervention (typically tier 3) services will be participating in the Language! Program. This program is wholly developed around the RTI model to

serve 4th through 12th grade students. Students who have not met benchmark will be given an assessment to place them in one of the three levels of the program. The District is committed to support this intervention with training, resources, and support for the students and staff in the program.

Schools that feed into the Roosevelt Campus will also use the Language! Program, overtime reducing the need for the lower levels of the program on the high school campus. Roosevelt special education staff will work closely with district Special Education TOSAs to insure proper implementation and keeping students on track to graduate.

Additionally, on‐site professional development will be arranged for content area teachers seeking a Reading Endorsement to enhance instruction in the core curriculum for struggling readers.

o Student support services (tutoring, counseling, placement, for example? The Roosevelt Campus will develop and expand upon our social services program to meet student needs. The school will enhance its social services staff to include an additional counselor, additional direct service staff, and a program assistant. Additionally, the Campus will have a college and career coordinator to support the Campus vision of college access for all students.

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The Campus already has a very robust tutoring program. The school, in partnership with the current Neighborhood House SUN Community School program and Step Up will provide tutoring opportunities for students until 7:00 pm, Monday through Thursday; offering academic tutoring, mentoring, clubs and enrichment or academic classes. These afterschool activities will meet the needs of all academic priority students, those who are credit deficit, behind in course work, in need of personal mentorship and/or activities that will re‐engage them into the school. Neighborhood House’s SUN School tutoring services will include individualized attention and case management from skilled onsite tutors for our most academically at‐risk students as well as tutoring services for students who are working to get ahead. SUN School’s academic tutoring services include year‐round credit recovery through AVENTA and PLATO. SUN Community School extended‐day classes assist in re‐engaging students to the school, their academics, and career exploration by offering an array of enrichment activities, such as cooking, music, dance and art. These classes will be connected to academic achievement and credit‐based. Moreover, the school and SUN Community School program, in partnership with athletics, will offer recreational clubs for students. Additionally the SUN Community School will be open during non school days for students to drop‐in when needed—creating a true Community School. Our nationally recognized partnership with The Step Up program will work with our academic priority, tier 3, incoming ninth grade population as well as our academic priority 10th grade students. Step Up programming provides intensive academic tutoring students in a 1‐5 ratio. Tutoring takes place daily and an onsite coordinator ensures that all work is aligned with classroom content, and mirrors the school day instructional practices. Additionally the Step Up coordinator works closely with school day instructors to ensure that classroom issues (related to content or behaviors) are consistently addressed in the tutoring sessions. Through its Advocate model, Step Up also provides each student with year long mentoring and school advocacy, which supports each student in working through the many environmental, economic, and familial risk factors that confront these students on a daily basis. For students who need more intensive support due to the severity of risk factors, Step Up will provide ongoing social‐emotional support and behavior interventions. Step Up’s outreach efforts include weekly phone communication with families, home visits, school site meetings, and quarterly “family nights”. All outreach is focused on bridging the gap that can exist at times between families and schools as well as developing a strong partnership with families that is focused on supporting their child find academic success. In order to assist in the seamless transition from the school day to the tutoring programs, the schools are requesting a tutoring coordinator to develop and coordinate the volunteer and program tutors so that students can receive the necessary supports and appropriate instructional support in the tutoring programs to meet their classroom and academic needs.

o Parental involvement, communication, and options The school will utilize a strengths – based approach to family involvement. Parents will be welcomed and encouraged to lead and facilitate groups and activities, provide feedback to the school on a regular basis and be viewed as a partner in their child’s education and co‐creators of the community oriented school.

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Parents will be actively engaged in identifying the obstacles that they and the student face. The case manager will help parents develop a plan for addressing those barriers, both for the family and the student. In order to ensure non‐duplication of services, staff will work with community partners to identify and provide resources which will support the student’s education.

There will be two community agents identified on the Campus to provide communication and home/school/community connections for families whose home language is not English. Additionally, there will be a robust menu of communication options for reaching out to the community.

Over the summer, the District will hold monthly meetings for families to update them on the transformation implementation including, but not limited to, the hiring of the administration.

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6.5 LEA Support to Fully Implement the Intervention model Describe actions the LEA/school has taken, or will take, to:

5. Sustain the reforms after the funding period ends.

Consider the following in the response:

Sustainability of practices beyond the funding period begins with careful planning of the initial implementation of the selected intervention model. LEAs/schools will need to develop initial implementation plans for the selected model that demonstrate how School Improvement funds will be used. However, the plan LEAs/schools submit will also need to demonstrate careful planning of how the reform efforts will continue after the SIG funds have ended. The SEA will not approve LEA and/or school applications that do not include this long‐term sustainability plan. The long‐term plan is described below:

The LEA/school must describe how it will sustain implementation of the intervention model when funding ends that addresses and includes the following:

• Shared leadership between the school and the broader community in planning and

implementation of the intervention model during and after the funding period; • Plans for addressing staffing and funding changes including transitions in leadership; • Long‐term planning processes that will support implementation of reforms with

progress monitoring levels of implementation and progress toward outcomes; • A comprehensive system of formative and summative data collection that is in place

to monitor progress and drive decision‐making; • The ability to continue offering additional instructional time and extended school

year; • Institutionalizing the measuring fidelity of implementation of research‐based

instructional practices; • Protecting staff time for collaboration and professional development in order to

sustain the initiatives; • Professional development for new staff and leadership to continue implementation of

the reforms; • Job‐embedded professional development to ensure high fidelity of implementation of

reforms in the classroom. As mentioned above, there have been numerous opportunities for partners and the broader community to engage in the implementation plan for the transformation models on the Roosevelt Campus. This will continue throughout the course of the grant with monthly meetings and consistent updates from school and District leadership.

To date, the Roosevelt Campus has engaged in numerous community partnerships developed and designed with an interest in cost‐effective, sustainable programming. Current initiatives have brought tangible, significant value for students and/or subsidized operational costs. Examples include facilities

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cleaning and maintenance as well as the renovation of the bleachers. The schools on the Roosevelt Campus have proposed a number of budget items to assist in the transformation of the schools as well as the transition to a single comprehensive community high school. The schools plan to enlist the expertise of a number of contractors to provide professional development around instruction and discipline. As this professional development will change the culture on the campus and be integrated into the staff’s daily work, the costs of these contractors and a number of the staff members associated with providing this work will be eliminated after the first two years. The budgets for the schools request a number of technology upgrades and professional development around integrating this technology into instructional practices. All of these costs are expected to sunset with the grant.

Additionally, there are a number of staff members included in the budget. Under the High School System Design Process, the student enrollment on the Roosevelt Campus is expected to grow to 940 students by 2014, a 30% increase over current enrollment. The transition staff identified in the budget will eventually be covered through the District staffing model with the increase in enrollment. While there are three small schools on the Roosevelt Campus, the School Improvement Grants will provide additional staffing to support the transition to the core comprehensive program. In the third year of the grant, when there is only one school on the campus, the staffing will more closely align with the general District staffing formula and will be able to transition more easily to the regular staffing formula at the end of the grant

The administration will also pursue grants to support the wealth of student and community services that will be developed through the transformation model implementation.

The Site Councils will function as the oversight committees for the long‐term planning and implementation and monitoring of the transformation model on the Roosevelt Campus. Additionally, as the District implements the High School System Design process across the high schools, there will be District‐level oversight of the effectiveness of the interventions.

The partnering school reform agency will assist the Campus in creating effective mechanisms to monitor and assess progress towards expected outcomes.

Over the course of the grant, the schools will train staff and strategically implement the RTI model in order to use formative and summative data to raise student achievement and drive campus decisions.

The Campus will continue its partnerships with its effective afterschool providers and will create a fee‐ based night school for credit retrieval to ensure that students maintain extended learning opportunities.

The staff on the Roosevelt Campus will adopt a master schedule that will incorporate teacher collaboration time and opportunities for planning and professional development.

As part of the Academic Priority Zone, the Roosevelt Campus will only hire teachers based on mutual consent. Through the interview and selection process, all staff will be here because they want to implement the transformation model. Staff will receive embedded professional development through

53

the opportunities afforded by a master schedule to maintain the Campus agreements and expectations for student learning.

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7. School Improvement Goals: ACT What improvement will be made with the funded school? List specific SMART GOALS for improvement for this school? Reading Goal: AYP Target – Reading: The percentage of tenth graders meeting or exceeding the benchmark will increase from 56.34% (Actual 2007‐2008 percentage) to 63.01% or higher on the Reading Oregon Assessment of Knowledge and Skills by spring 2011. All students met AYP Target in 2008‐2009 with the Adjusted Status Target. Subgroups are a concern with low scores but not enough cells to be included. Math Goal: AYP Target – Mathematics: The percentage of tenth graders meeting or exceeding the benchmark will increase from 50% (Actual 2008‐2009 percentage) to 56.67% on the Mathematics Oregon Assessment of Knowledge and Skills by spring 2011. AYP Subgroup Target – Mathematics: All students met AYP Target in 2008‐2009 with the Adjusted Status Target. Specific subgroups are a concern with low scores but not enough cells to be included. Writing Goal: PPS Vital Sign Target – Writing: 10th grade students will increase the percentage of meeting/exceeding the standard from 61% in 2008‐ 2009 to 65% by spring 2011 on the State Writing Assessment. Graduation Goal: AYP Target – Graduation All students will increase graduation target from 58.6% in 2007‐2008 to 68.1% by spring 2011. Targets for Subgroups: All subgroups with enough cells to be included did not make AYP in 2008‐2009. The following will increase the graduation target:

Black will increase from 61.5% to 68.1% Hispanic will increase from 28.6% to 40% Economically Disadvantaged will increase from 60.4% to 68.1% Students with Disabilities will increase from 0% to 20% Limited English Proficient will increase from 30% to 50% White will increase from 65.1% to 68.1% Asian will increase from 71.4% to 80% (American Indian 0% did not have enough cells to be included.)

Attendance Goal: PPS Vital Sign Target – Attendance: Total Student Population will increase the percentage of attendance from 82.5% in 2008‐2009 to 90% by spring 2011 as measured by ADM.

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Are there any possible barriers to achieving the new goals for the intervention selected? What strategies will the LEA use to address these barriers? Students entering Roosevelt significantly below grade level in reading and math will require additional supports as described previously. This barrier can exist for a multitude of reasons including lack of academic and social supports in previous grades. PPS has currently identified a number of the Roosevelt feeder schools as part of the Academic Priority Zone. These schools will be receiving additional supports to augment instructional and support services. Another potential barrier is that enrollment does not increase and staffing requirements cannot be met. The Superintendent has currently proposed that the Board change the transfer policy to limit neighborhood to neighborhood transfers. Additionally, the staffing formula under the High School System Design provides additional FTE to supplement schools based on their size.

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8. Results Measurement How will you measure progress toward the stated improvement goals? Pay particular attention to mathematics and reading/language arts progress measurements. Be specific, and relate these measures to the intervention selected.

Academic Strategy Fully implement the RTI model

• Screen for students in need of Reading, Writing and Mathematics Interventions using OAKS, school – wide prompts, GRADE, and/or MAPS

• Diagnose specific learning deficits in core and academic support classes

• Prescribe interventions including academic support classes, tutoring and ELD classes

• Progress monitor using formative assessments and grades, contract review

• Measure Outcomes using OAKS, grades, credits earned

Why it works:

The RTI model is a researched system of interventions resulting in success that has been replicated in schools across the country including PPS schools now that are out of improvement status.

Evidence of Implementation

• School‐wide prompts/formative assessments collected from each instructor

• Schedule changes for tier 2 and 3 students not making progress at semester • Referrals to mandatory tutoring, and other support services

• Staff referrals for tier 2 and tier 3 interventions

• Intervention process and schedule communicated in multiple forms and clearly articulated by all (dates, times, outcomes, next steps)

Staff Development:

• Student Support Team participation and attendance

Evidence of Impact • 10% Reduction in number of students in tier2 and tier 3 each quarter • 10% Increase in number of students mastering specific reading, writing and mathematics standards • 10% Increase in number of students passing OAKS in Reading, Mathematics, and the Writing Assessment

TIMELINE Sept 2010 – June 2011

Biweekly progress monitoring

Weekly intervention meetings with families

Progress report analysis every 4 to 5 weeks

Monthly Professional Development

PERSON RESPONSIBLE Interventions Instruction Teachers/Tutors Referral/Screening Senior Data Clerk Data Coordinator Teachers Diagnosing Testing Coordinator Teachers Counselor/Social Worker Prescribing Student Support Team Counselor/Social Worker Progress Monitoring Senior Data Clerk Data Coordinator Principal Student Support Team Counselor/Social Worker Measuring Outcomes Senior Data Clerk Data Coordinator Principal Student Support Team

• Clearly articulated • 10% Reduction in TIMELINE

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Implement the Instructional model to promote the consistent and pervasive use of high leverage strategies in reading, writing and mathematics instruction across the curriculum. Emphasis placed on the following cross curricular strategies:

Extending Thinking Skills (45% Achievement gain) Summarizing (34% Achievement gain) Vocabulary in context (33% Achievement gain) Advance Organizers (28% Achievement gain) Non‐Verbal Representations (25% Achievement gain)

Marzano and ASCD, 2001 & US Department of Education 2002.

Each of the aforementioned strategies will be implemented via AVID, SIOP, Striving Readers and Understanding by Design research

standards and curriculum framework

• Common prompts and protocols executed in classes

• Unit plans reflecting use of strategies

• Walk through documents reflecting observation of strategies

• Calibration for assessing student work

• Collaborative scoring, rubric usage and development

Staff Development:

• Sharing of exemplary practices in PD sessions

• Walkthrough protocols, unit plan submissions, work samples, etc.

• Subject specific Data team attendance and participation

number of students in tier2 and tier 3 each quarter • 10% Increase in number of students mastering specific reading, writing and mathematics standards • 10% Increase in number of students passing OAKS in Reading, Mathematics, and the Writing Assessment

Oct 2009 – June 2011 Monthly PD sessions

Biweekly work sessions with coaches and/or consultants

PERSON RESPONSIBLE

Implementing strategies Teachers Coaches Rose Palmer, Achievement Coordinator Instructional Facilitator Dean Achievement Consultant , Achievement Consultant Senior Data Clerk Principal

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School Annual Timeline of Intervention Activities

Year 1 (2010‐11) TIMELINE: Please show a YEAR 1 timeline for the intervention model selected for the school that directly relates to the proposed actions.

Month/Year Event Description of Activity Approximate

Cost Funding Source

June 2010- June 2011

Replace the administrative staff and develop teacher and school leader effectiveness

Identify administrative responsibilities for the Roosevelt High School Campus. Transitioning to a lead administrator and two support administrators by 2013

$150,000 $150,000

PPS SIG


Developing and increasing teacher and school leader effectiveness

Select school reform agency

Identify and engage a school reform agency and consultant through a collaborative process with district and school administration and staff. The agency will assist teachers and leaders with the transformation process through coaching sessions, observation and ongoing, high – quality, job- embedded professional development.

$25,000 SIG



Hire staff to complete core instructional program

Increase administration, counseling, instruction and support FTE to establish transformation culture, move toward the comprehensive core program, align the three schools, and build capacity amongst staff (some positions will be temporary and phased out by design)

$223,000 SIG



Purchase materials and supplies

Provide all staff with additional resources to increase student achievement (i.e. technology, texts, materials)

$500,000

May 2010- June 2011


Retreats, meetings, site visits, curriculum development to incorporate student voice in

Staff retreats for building common agreements for teaching, learning and student leadership. Create and provide forum for student voices and leadership development through student council. Site visits for students and staff to

$25,000 SIG

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implementation process explore ways to incorporate student voice.

May 2010- June 2011


Monthly work sessions

Committee work to devise and implement evaluation, incentive and transfer requirements for teachers and administrators

$32,000 SIG

July 2010 – June 2011


Provide incentive opportunities

Extended pay and responsibility for high performing teachers; pay for National Board Certification, additional certifications and endorsements

$200,000 SIG

June 2010 Comprehensive instructional reform

Select instructional reform model

Committee work with teachers and administrators to select and implement instructional model.

$5,000 SIG

June 2010 – August 2010

Comprehensive instructional reform

Summer training in instructional model

Provide initial training to learn new model and additional time to plan and practice strategies

$40,000 SIG

September 2010 – June 2011


Ongoing professional development activities including purchase of related materials

Regularly scheduled professional development in model and subject specific trainings, planning and evaluation.

$217,000 SIG

Title I


Increasing learning time and creating community oriented schools

Planning sessions

Committee work to devise and implement strategies for extended learning times including summer, evening and weekend opportunities

$5,000 SIG



Expanding Social Services

Establish a cohesive service delivery model for social service needs of students and their families. Purchase materials and resources

$70,000 SIG Multnomah Co. PPS



Off campus learning experiences

Extend classroom instruction into the community: field trips, intern-ships, service learning; Mock Trial, DECCA, Arts and Lectures, Science and Industry…

$30,000 SIG

May 2010 – June 2011


Establish partnerships with local business, colleges, universities, etc to provide extended learning opportunities

$257,000 SIG Title I Step UP SUN

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Meetings and work sessions, classes

and contribute to the school’s community oriented vision.

May 2010 – June 2011

Operational Flexibility

Planning sessions

Meetings to establish parameters for school to operate “outside of the box” with staff, District leaders, and comprehensive school reform agency

$2,000 SIG



Cost Funding Source



Maintain administrative responsibilities for the Roosevelt High School Campus. Transitioning to a lead administrator and two support administrators by 2013

$190,000 $75,000

PPS SIG

May 2011- June 2012

Developing and increasing teacher, student and school leader effectiveness

Retreats, meetings, site visits, curriculum development to incorporate student voice in implementation process

Staff retreats for revisiting common agreements for teaching, learning and student leadership. Assess overall effectiveness of implementation and make mid-course corrections. Create and provide forum for student voices and leadership development through student council. Site visits for students and staff to explore ways to incorporate student voice.

$25,000 SIG

May 2011- June 2012




$32,000 SIG

July 2011 – June 2012




$200,000 SIG




Increase administration, counseling, instruction and support FTE to establish transformation culture, move toward the comprehensive core program, align the three

$123,000 $100,000

SIG PPS

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schools, and build capacity amongst staff (some positions will be temporary and phased out by design)





$40,000 SIG





$150,000 SIG

Title I



Planning sessions

Committee work to review effectiveness strategies for extended learning times including summer, evening and weekend opportunities

$5000 SIG










$30,000 SIG

May 2011 – June 2012


Meetings and work sessions, college and community courses

Establish partnerships with local business, colleges, universities, etc to provide extended learning opportunities and contribute to the school’s community oriented vision.


May 2010 – June 2012


Planning sessions


$2,000 SIG Title I


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Month/Year Event Description of Activity Approximate Cost

Funding Source

February 2012-August 2013

Close two small schools Communicate with community regarding closure. Market Roosevelt High School to feeder schools including translating documents and hold community forums to communicate the model to the public.

$50,000 SIG




$190,000 $35,000

PPS SIG

May 2012- June 2013




$25,000 SIG

May 2012- June 2013




$32,000 SIG

July 2012 – June 2013




$200,000 SIG





$50,000 Balance

SIG PPS



Summer training in


$40,000 SIG

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instructional model





$150,000 SIG

Title I

June 2012– August 2013


Planning sessions


$5000 SIG










$30,000 SIG

May 2012 – June 2013





May 2012 – June 2013


Planning sessions


$2,000 SIG Title I

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Application







65






10 Budget Information/Justification x NOTE: Also included for reference is the Scoring Guide/Rubric for School Improvement Grant Applications, and a list of Additional Resources.

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Name of SCHOOL for which funds are sought: Spanish & English International School (SEIS)



Telephone: 503.916.3200

Name of School Principal Leo Colegio

Telephone: 503.916.5263



Telephone: 503.916.3200


School Principal (Printed Name): Leo Colegio

Telephone: 503.916.5263



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6) Technology: students learn to integrate technology into daily life to succeed in today’s economy.

7) Student Supports: students with high needs receive additional supports and wrap‐around

services to achieve their full potential.

8) Professional Learning Communities: collegial professional development and planning time within small learning communities.






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c. Staff are provided with additional resources (i.e. technology, texts, materials) to increase student achievement.


e. New rigorous, transparent teacher and administrator evaluation processes are implemented in the fall of 2010, and collect relevant data to develop additional contract exceptions for 2011‐12 and 2012‐13 school years

















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Stakeholders


Please see attached List of Stakeholders who attended at least one community meeting and provided input through survey.





Not at

Small exte

Moderate

Great exten

all nt extent t

70

x

x

x

x

x

x








Not at all

Small exte nt

Moderate extent

Great exten t


a) The district will help the identified school identify existing curriculum and instruction that will be modified to meet intervention goals.

Not at all

Small exte nt

Moderate extent

Great exten t

71

x

x

x

x

x

x








Not at

Small exte


all nt extent t

72

x

x

x

x

x

x

x

a) District and school staff has

taken into consideration the need for parental involvement for implementation of the intervention selected?





11) Student Support

a) District and school staff have

identified all changes that will affect students when the selected intervention is implemented.


Not at all

Small exte nt

Moderate extent

Great exten t

12) Budgeting

Not at

Small exte


all nt extent t

73

x

x





74

implement the turnaround model successfully without additional supports. The position for the lead Roosevelt administrator is currently posted and a process for identifying this leader is being developed. Input has been gathered from staff and community members on the characteristics they want the person in this new position to have. The goal is to have this position filled by the end of the school year as much of this important planning and implementation work will occur over the summer. Additionally, the Deputy Superintendent for the Roosevelt Campus is leaving the District at the end of the school year. Once this leadership is in place, the school and District will identify a school reform agency to develop and evaluate the team on the Campus. Community members have attended a number of meetings in the last few weeks and the District plans to provide monthly opportunities for input over the summer while developing a process to involve the diverse group of stakeholders in the Roosevelt community throughout and beyond the life of the grant. Curriculum and Instruction: Currently, there is a lack of coordinated instruction across the campus and even within the small schools themselves. Each of the small schools implements their own curricular and instructional models. The campus staff admits to an uneven use of such practices and has committed to working with the new leadership and district staff to identify and employ a model to ensure the consistent and pervasive use of high leverage strategies. Until the Deputy Superintendent and lead administrator are identified, the District will not be making any definitive decisions on the particular instructional model. This process will be finalized over the summer with the new administration (both at the school and district level) and school staff supported by SIG funds. At this point, District level directors and Teachers on Special Assignment (TOSAs) have identified curricular areas that can be adapted to increase student reading, writing and mathematics achievement in addition to preparing students for advanced coursework. The Director of Curriculum and Instruction approved the use of programs and strategies that employed the prevailing exemplary practices as outlined, for example, in 90/90/90 literature. As outlined in the Superintendent’s proposal, all of the PPS community campuses will offer the full core comprehensive model. The need for a different model on the campus is clear. Only 49% of students living in the Roosevelt neighborhood attend a school on the Roosevelt Campus. Through the comprehensive core program, students will have a rich array of classes as well as supports. The District has included intensive academic supports including classes in literacy and math, the AVID program, a staffed learning lab with online learning options for credit retrieval and advanced/personalized coursework, and an improved student‐to‐teacher counselor ratio as part of its core program. For the 2007‐08 school year, SEIS’s graduation rate was 71.11%. As part of its additional supports, PPS has already identified students with certain characteristics that research has shown may have particular difficulty in high school. These “Academic Priority” students are identified in the student information system (eSIS) and principals are sent reports on their progress by the District Research and Evaluation Department every four and half weeks. The transformation model will allow the schools on the Roosevelt Campus to provide these identified students with additional wrap‐around services including extended learning time to ensure an on‐time graduation.

75

In 2008‐09, only 35% of SEIS 9th graders were on track to graduate. By providing additional supports to incoming 9th graders this summer as well as night school for credit recovery, the transition model will assist students across the Roosevelt Campus in meeting the graduation requirements.

Human Capital: Implementing the transformation model and the new instructional strategies will require a drastic culture change on the Roosevelt Campus. It is clear to school and district staff that significant changes in the numbers and roles of staff will alter in order to achieve the desired outcomes. The district and school have committed to hiring key staff to provide the scaffolding needed to implement the model including extra administrative support, instructional and classroom management coaches, additional counseling, social service and support staff, and a parent and family involvement coordinator to increase the connection between the school and the family. The district is also committed to providing the requisite curriculum and training needed to equip staff with the tools to be successful. Teachers will be given the opportunity for leadership roles across the campus as well as the chance to develop and implement a new evaluation tool. School staff will work with the district initiatives with respect to Courageous Conversations about Race, and Safe and Civil Schools to enable educators to be responsive to student needs inside and outside of the classroom. Student Support: District and school staff are discussing the transformation model’s impact with the students on the Campus. By choosing the model that allows the District to retain the current staff, the impact will be far less disruptive to students than the other three options. District staff has already met with students a number of times over the last few weeks to discuss concerns and desires for the Campus, as well as soliciting input from a survey. There have been two family and community meetings as well as two mailings. Additionally, a student redesign team and a parent, family and community involvement team have been created as part of the SIG development process to strategically involve these key partners moving forward. The school has enlisted the assistance of the District’s Community Involvement and Public Affairs Department as well as the Manager of Family and Community Support to help with these efforts. The schools on the Roosevelt Campus has many high needs students. For the 2008‐09 school year, 80.0% of SEIS students received Free or Reduced Meal status, 15.1% of the students received Special Education services, and 28.9% were English Language Learners. In implementing the transformation model, SIG funds will be used to create additional supports for students across the campus. The school has identified additional social service and counseling support in the grant that will assist with the fundamental educational needs in addition to any angst that may surface as a result. Budgeting:


76


77

x

x

x

x

x









Not at all

Small exte nt

Moderate extent

Great exten t


Refers to relationships among individuals both within the LEA/district and with individuals outside the district to support intervention implementation (i.e., collaboration, networking,

Not at all

Small exte nt

Moderate extent

Great exten t

partnerships, and culture).

78

x

X

x

x

x

x

x

x

a) Will teachers receive

professional development to build their capacity for implementation of the selected intervention?










Not at all

Small exte nt

Moderate extent

Great exten t


the fiscal and material resources available to support implementation in the district.

Not at all

Small exte nt

Moderate extent

Great exten t

79

x

x

x

x

x

a) Are resources allocated to provide time for teachers to work together on the implementation of the intervention selected?










80






The High School System Design process will be implemented across the District in fall of 2011. The schools on the Roosevelt Campus will be transitioning to providing the comprehensive core curriculum and then to a single community school over the course of the three years. In order to provide additional support to this effort, an administrator will be hired for the life of the grant to provide School Improvement Grant implementation coaching and monitoring on the campus.


Material Capacity: The teachers on the Roosevelt Campus have already begun work on designing and planning the implementation of the transformation model not just in their individual small schools, but

81

also campus‐wide. This will continue to be a priority throughout the implementation of the transformation. Through the grant, teachers will work within professional learning communities to receive collegial professional development and planning time within their small learning communities.


82










83








84






• The school provides direction to the school in the description, scope, focus,

articulation and alignment of curriculum, instruction and assessments with state standards.







85














86








87


• There is an active SUN Community School, which is a collaborative effort of Multnomah County’s



• Administered by the Oregon Student Assistance Commission, ASPIRE (Access to Student

assistance Programs In Reach of Everyone) is Oregon’s official mentoring program to help students access education and training beyond high school.

• AVID ‐ Advancement Via Individual Determination: The purpose of the AVID program is to


• Step Up‐ an intensive academic tutoring program that works with academic priority students by

providing tutorial support during and after school.





88


89












The Roosevelt Campus has a rich history of partnerships with outside organizations to provide social‐ emotional and community‐oriented services and supports. During the past three years, a needs assessment identified areas in which students’ school performance was impacted by external social, emotional, and economic factors. The Roosevelt Social Service Program and its partnering agencies have a proven track record of success in working with specific populations within the school community, and all employ evidence‐based practices in their respective disciplines. Prior to the beginning of the 2010‐2011 school year, a new Memorandum of Understanding will be developed with the help of staff, parents and community members for each provider that will clearly delineate the responsibilities and expectations of agency staff in implementing the intervention model.

90

External organizations that have provided services during the past year include:

• Albina Early Family Head Start (on‐site daycare for student parents) • Asian Family Services (culturally specific gang intervention and outreach) • Bradley Angle House (DV support and referrals, transitional and shelter housing) • Catholic Charities (immigration counseling and legal services) • El Programa Hispano (Latino gang intervention and outreach) • Friendly House, (rent assistance, housing referral, utility assistance, etc.) • Girls, Inc. (gender‐specific programs and mentoring for female students) • House of Umoja (services for African American youth and families) • Insights Teen Parent, Inc. (parenting training, DV and sex trade intervention and support) • IRCO, (culturally specific refugee and immigrant services) • Janus Youth Services (case management, transitional housing for homeless youth) • Lewis & Clark University (group and individual counseling) • Lifeworks Northwest (mental health, counseling, A&D treatment) • Morrison Child and Family Services (case management, family support) • Multnomah County Mental Health Services (counseling, crisis intervention) • Native American Youth Association, (gang outreach and intervention) • Neighborhood House (SUN community school, rent and utility assistance, housing referrals,) • Open Meadow (mentoring, tutoring, and support for academic priority students) • Peninsula Children’s Center (child care, student/parent internships) • Planned Parenthood (teen sexuality, AIDS prevention groups) • Portland Parks and Recreation (after‐school classes and groups) • Portland State University (TESOL instructors, mentoring for Latino youth) • Southlake Community Church (clothes closet, soliciting donations, volunteer coordination) • University of Portland (tutoring) • Urban Opportunities (student job readiness classes)

91




Budgeting:










92




93



Leadership:








94


Student Support






95










96

The Campus already has a very robust tutoring program. The school, in partnership with the current Neighborhood House SUN Community School program and Step Up will provide tutoring opportunities for students until 7:00 pm, Monday through Thursday; offering academic tutoring, mentoring, clubs and enrichment or academic classes. These afterschool activities will meet the needs of all academic priority students, those who are credit deficit, behind in course work, in need of personal mentorship and/or activities that will re‐engage them into the school. Neighborhood House’s SUN School tutoring services will include individualized attention and case management from skilled onsite tutors for our most academically at‐risk students as well as tutoring services for students who are working to get ahead. SUN School’s academic tutoring services include year‐round credit recovery through AVENTA and PLATO. SUN Community School extended‐day classes assist in re‐engaging students to the school, their academics, and career exploration by offering an array of enrichment activities, such as cooking, music, dance and art. These classes will be connected to academic achievement and credit‐based. Moreover, the school and SUN Community School program, in partnership with athletics, will offer recreational clubs for students. Additionally the SUN Community School will be open during non school days for students to drop‐in when needed—creating a true Community School. Our nationally recognized partnership with The Step Up program will work with our academic priority, tier 3, incoming ninth grade population as well as our academic priority 10th grade students. Step Up programming provides intensive academic tutoring students in a 1‐5 ratio. Tutoring takes place daily and an onsite coordinator ensures that all work is aligned with classroom content, and mirrors the school day instructional practices. Additionally the Step Up coordinator works closely with school day instructors to ensure that classroom issues (related to content or behaviors) are consistently addressed in the tutoring sessions. Through its Advocate model, Step Up also provides each student with year long mentoring and school advocacy, which supports each student in working through the many environmental, economic, and familial risk factors that confront these students on a daily basis. For students who need more intensive support due to the severity of risk factors, Step Up will provide ongoing social‐emotional support and behavior interventions. Step Up’s outreach efforts include weekly phone communication with families, home visits, school site meetings, and quarterly “family nights”. All outreach is focused on bridging the gap that can exist at times between families and schools as well as developing a strong partnership with families that is focused on supporting their child find academic success. In order to assist in the seamless transition from the school day to the tutoring programs, the schools are requesting a tutoring coordinator to develop and coordinate the volunteer and program tutors so that students can receive the necessary supports and appropriate instructional support in the tutoring programs to meet their classroom and academic needs.


97




98
















99










100


101

7. School Improvement Goals: SEIS What improvement will be made with the funded school? List specific SMART GOALS for improvement for this school? Reading Goals:

AYP Target – Reading: The percentage of 10th grade students will increase from 37.04% to 43.3% by spring 2011 on the Reading Oregon Assessment of Knowledge and Skills assessment. AYP Target – Subgroups Reading: Economically Disadvantaged will increase from 32.61% to 39.3%

Hispanic will increase from 27.59% to 34.8%

Limited English Proficient will increase from 11.11 to 45%

Black will increase from 30% to 45%

Writing Goals: PPS Vital Sign Target – Writing: Students meeting or exceeding the state standards in writing will increase from 36.9% to 45% by 2011. Math Goals:

AYP Target –Mathematics: The percentage of 10th grade students will increase from 38.89% to 45% by spring 2011 on the Mathematics Oregon Assessment of Knowledge and Skills assessment. AYP Target – Subgroups Mathematics: Economically Disadvantaged will increase from 36.96% to 43.3%

Limited English Proficient will increase from 11.11% to 40%

Hispanic will increase from 41.38% to 55%

Black will increase from 30% to 45% Attendance Goals: PPS Vital Sign Target – Attendance: Student attendance will be at least 95% by spring 2011. Graduation Goals:

102

AYP Target – Graduation: All students will increase from 59.5% in 2008‐2009 to 68.1% by spring 2011 as measured by AYP Graduation Target. AYP Subgroups – Graduation: Economically Disadvantaged will increase from 64.6% to 71.1%

Limited English Proficient will increase from 36.3% to 65%

Hispanic will increase from 53.1% to 68.1%

other subgroups’ cells were too small but will be monitored. Are there any possible barriers to achieving the new goals for the intervention selected? What strategies will the LEA use to address these barriers? Students entering Roosevelt significantly below grade level in reading and math will require additional supports as described previously. This barrier can exist for a multitude of reasons including lack of academic and social supports in previous grades. PPS has currently identified a number of the Roosevelt feeder schools as part of the Academic Priority Zone. These schools will be receiving additional supports to augment instructional and support services. Another potential barrier is that enrollment does not increase and staffing requirements cannot be met. The Superintendent has currently proposed that the Board change the transfer policy to limit neighborhood to neighborhood transfers. Additionally, the staffing formula under the High School System Design provides additional FTE to supplement schools based on their size.

103








Why it works:

The RTI model is a researched system of interventions resulting in success that has been replicated in schools across the country including PPS schools that are out of improvement status.






Staff Development:









104





• Clearly articulated standards and curriculum framework






Staff Development:




• 10% Reduction in number of students in tier2 and tier 3 each quarter • 10% Increase in number of students mastering specific reading, writing and mathematics standards • 10% Increase in number of students passing OAKS in Reading, Mathematics, and the Writing Assessment

TIMELINE Oct 2009 – June 2011

Monthly PD sessions


PERSON RESPONSIBLE


105




Cost Funding Source




$150,000 $150,000

PPS SIG





$25,000 SIG





$223,000 SIG





May 2010- June 2011




$25,000 SIG

106


May 2010- June 2011




$32,000 SIG

July 2010 – June 2011




$200,000 SIG




$5,000 SIG





$40,000 SIG





$217,000 SIG

Title I



Planning sessions


$5,000 SIG










$30,000 SIG

May 2010 – June 2011




107



May 2010 – June 2011


Planning sessions


$2,000 SIG



Cost Funding Source




$190,000 $75,000

PPS SIG

May 2011- June 2012




$25,000 SIG

May 2011- June 2012




$32,000 SIG

July 2011 – June 2012




$200,000 SIG





$123,000 $100,000

SIG PPS

108






$40,000 SIG





$150,000 SIG

Title I



Planning sessions


$5000 SIG










$30,000 SIG

May 2011 – June 2012





May 2010 – June 2012


Planning sessions


$2,000 SIG Title I


109


Funding Source



$50,000 SIG




$190,000 $35,000

PPS SIG

May 2012- June 2013




$25,000 SIG

May 2012- June 2013




$32,000 SIG

July 2012 – June 2013




$200,000 SIG





$50,000 Balance

SIG PPS



Summer training in


$40,000 SIG

110

instructional model





$150,000 SIG

Title I



Planning sessions


$5000 SIG










$30,000 SIG

May 2012 – June 2013





May 2012 – June 2013


Planning sessions


$2,000 SIG Title I

111








112






10 Budget Information/Justification x NOTE: Also included for reference is the Scoring Guide/Rubric for School Improvement Grant Applications and a list of Additional Resources.

113



Name of SCHOOL for which funds are sought: Pursuit of Wellness Education (POWER)



Telephone: 503.916.3200

Name of School Principal Charlene Williams

Telephone: 503.916.5262



Telephone: 503.916.3200


School Principal (Printed Name): Charlene Williams

Telephone: 503.916.5262



114







10) Technology: students learn to integrate technology into daily life to succeed in today’s

economy.

11) Student Supports: students with high needs receive additional supports and wrap‐around services to achieve their full potential.

12) Professional Learning Communities: collegial professional development and planning time

within small learning communities.






c. Staff are provided with additional resources (i.e. technology, texts, and materials) to increase student achievement.

115


e. New rigorous, transparent teacher and administrator evaluation processes are implemented in the fall of 2010, and collect relevant data to develop an additional contract exception for 2011‐12 and 2012‐13 school years



















116







Stakeholders


Please see attached List of Stakeholders.





Not at all

Small exte nt

Moderate extent

Great exten t

117

x

x

x

x

x

x








Not at all

Small exte nt

Moderate extent

Great exten t


a) The district will help the

identified school identify existing curriculum and instruction that will be modified to meet intervention goals.

Not at all

Small exte nt

Moderate extent

Great exten t

118

x

x

x

x

x

x








Not at all

Small exte nt

Moderate extent

Great exten t

119

x

x

x

x

x

x

x

a) District and school staff has taken into consideration the need for parental involvement for implementation of the intervention selected?





17) Student Support

a) District and school staff have identified all changes that will affect students when the selected intervention is implemented.


Not at all

Small exte nt

Moderate extent

Great exten t

18) Budgeting

Not at all

Small exte nt

Moderate extent

Great exten t

120

x

x





121

implement the turnaround model successfully without additional supports. The position for the lead Roosevelt administrator is currently posted and a process for identifying this leader is being developed. Input has been gathered from staff and community members on the characteristics they want the person in this new position to have. The goal is to have this position filled by the end of the school year as much of this important planning and implementation work will occur over the summer. Additionally, the Deputy Superintendent for the Roosevelt Campus is leaving the District at the end of the school year. Once this leadership is in place, the school and District will identify a school reform agency to develop and evaluate the team on the Campus. Community members have attended a number of meetings in the last few weeks and the District plans to provide monthly opportunities for input over the summer while developing a process to involve the diverse group of stakeholders in the Roosevelt community throughout and beyond the life of the grant. Curriculum and Instruction: Currently, there is a lack of coordinated instruction across the campus and even within the small schools themselves. Each of the small schools implements their own curricular and instructional models. The campus staff admits to an uneven use of such practices and has committed to working with the new leadership and district staff to identify and employ a model to ensure the consistent and pervasive use of high leverage strategies. Until the Deputy Superintendent and lead administrator are identified, the District will not be making any definitive decisions on the particular instructional model. This process will be finalized over the summer with the new administration (both at the school and district level) and school staff supported by SIG funds. At this point, District level directors and Teachers on Special Assignment (TOSAs) have identified curricular areas that can be adapted to increase student reading, writing and mathematics achievement in addition to preparing students for advanced coursework. The Director of Curriculum and Instruction approved the use of programs and strategies that employed the prevailing exemplary practices as outlined, for example, in 90/90/90 literature. As outlined in the Superintendent’s proposal, all of the PPS community campuses will offer the full core comprehensive model. The need for a different model on the campus is clear. Only 49% of students living in the Roosevelt neighborhood attend a school on the Roosevelt Campus. Through the comprehensive core program, students will have a rich array of classes as well as supports. The District has included intensive academic supports including classes in literacy and math, the AVID program, a staffed learning lab with online learning options for credit retrieval and advanced/personalized coursework, and an improved student‐to‐teacher counselor ratio as part of its core program. For the 2007‐08 school year, POWER’s graduation rate was 80.65%. As part of its additional supports, PPS has already identified students with certain characteristics that research has shown may have particular difficulty in high school. These “Academic Priority” students are identified in the student information system (eSIS) and principals are sent reports on their progress by the District Research and Evaluation Department every four and half weeks. The transformation model will allow the schools on the Roosevelt Campus to provide these identified students with additional wrap‐around services including extended learning time to ensure an on‐time graduation.

122

In 2008‐09, only 36% of POWER 9th graders were on track to graduate. By providing additional supports to incoming 9th graders this summer as well as night school for credit recovery, the transition model will assist students across the Roosevelt Campus in meeting the graduation requirements.

Human Capital: Implementing the transformation model and the new instructional strategies will require a drastic culture change on the Roosevelt Campus. It is clear to school and district staff that significant changes in the numbers and roles of staff will alter in order to achieve the desired outcomes. The district and school have committed to hiring key staff to provide the scaffolding needed to implement the model including extra administrative support, instructional and classroom management coaches, additional counseling, social service and support staff, and a parent and family involvement coordinator to increase the connection between the school and the family. The district is also committed to providing the requisite curriculum and training needed to equip staff with the tools to be successful. Teachers will be given the opportunity for leadership roles across the campus as well as the chance to develop and implement a new evaluation tool. School staff will work with the district initiatives with respect to Courageous Conversations about Race, and Safe and Civil Schools to enable educators to be responsive to student needs inside and outside of the classroom. Student Support: District and school staff are discussing the transformation model’s impact with the students on the Campus. By choosing the model that allows the District to retain the current staff, the impact will be far less disruptive to students than the other three options. District staff has already met with students a number of times over the last few weeks to discuss concerns and desires for the Campus, as well as soliciting input from a survey. There have been two family and community meetings as well as two mailings. Additionally, a student redesign team and a parent, family and community involvement team have been created as part of the SIG development process to strategically involve these key partners moving forward. The school has enlisted the assistance of the District’s Community Involvement and Public Affairs Department as well as the Manager of Family and Community Support to help with these efforts. The schools on the Roosevelt Campus have many high needs students. For the 2008‐09 school year, 75.1% of POWER students received Free or Reduced Meal status, 15.4% of the students received Special Education services and 13.1% were English Language Learners. In implementing the transformation model, SIG funds will be used to create additional supports for students across the campus. The school has identified additional social service and counseling support in the grant that will assist with the fundamental educational needs in addition to any angst that may surface as a result. Budgeting:


123


124

x

x

x

x

x









Not at all

Small exte nt

Moderate extent

Great exten t


Refers to relationships among individuals both within the LEA/district and with individuals outside the district to support intervention implementation (i.e., collaboration, networking,

Not at all

Small exte nt

Moderate extent

Great exten t

partnerships and culture).

125

x

X

x

x

x

x

x

x

a) Will teachers receive professional development to build their capacity for implementation of the selected intervention?










Not at all

Small exte nt

Moderate extent

Great exten t


the fiscal and material resources available to support implementation in the district.

Not at all

Small exte nt

Moderate extent

Great exten t

126

x

x

x

x

x

a) Are resources allocated to provide time for teachers to work together on the implementation of the intervention selected?










127






The High School System Design process will be implemented across the District in fall of 2011. The schools on the Roosevelt Campus will be transitioning to providing the comprehensive core curriculum and then to a single community school over the course of the three years. In order to provide additional support to this effort, an administrator will be hired for the life of the grant to provide School Improvement Grant implementation coaching and monitoring on the campus.


Material Capacity: The teachers on the Roosevelt Campus have already begun work on designing and planning the implementation of the transformation model not just in their individual small schools, but

128

also campus‐wide. This will continue to be a priority throughout the implementation of the transformation. Through the grant, teachers will work within professional learning communities to receive collegial professional development and planning time within their small learning communities.


129










130








131






• The school provides direction to the school in the description, scope, focus, articulation and alignment of curriculum, instruction and assessments with state standards.







132














133








134


• There is an active SUN Community School, which is a collaborative effort of Multnomah County’s



• Administered by the Oregon Student Assistance Commission, ASPIRE (Access to Student

assistance Programs In Reach of Everyone) is Oregon’s official mentoring program to help students access education and training beyond high school.

• AVID ‐ Advancement Via Individual Determination: The purpose of the AVID program is to


• Step Up‐ an intensive academic tutoring program that works with academic priority students by

providing tutorial support during and after school.





135


136












The Roosevelt Campus has a rich history of partnerships with outside organizations to provide social‐ emotional and community‐oriented services and supports. During the past three years, a needs assessment identified areas in which students’ school performance was impacted by external social, emotional, and economic factors. The Roosevelt Social Service Program and its partnering agencies have a proven track record of success in working with specific populations within the school community, and all employ evidence‐based practices in their respective disciplines. Prior to the beginning of the 2010‐2011 school year, a new Memorandum of Understanding will be developed with the help of staff, parents, and community members for each provider that will clearly delineate the responsibilities and expectations of agency staff in implementing the intervention model.

137

External organizations that have provided services during the past year include: • Albina Early Family Head Start (on‐site daycare for student parents) • Asian Family Services (culturally specific gang intervention and outreach) • Bradley Angle House (DV support and referrals, transitional and shelter housing) • Catholic Charities (immigration counseling and legal services) • El Programa Hispano (Latino gang intervention and outreach) • Friendly House, (rent assistance, housing referral, utility assistance, etc.) • Girls, Inc. (gender‐specific programs and mentoring for female students) • House of Umoja (services for African American youth and families) • Insights Teen Parent, Inc. (parenting training, DV and sex trade intervention and support) • IRCO, (culturally specific refugee and immigrant services) • Janus Youth Services (case management, transitional housing for homeless youth) • Lewis & Clark University (group and individual counseling) • Lifeworks Northwest (mental health, counseling, A&D treatment,.) • Morrison Child and Family Services (case management, family support) • Multnomah County Mental Health Services (counseling, crisis intervention) • Native American Youth Association, (gang outreach and intervention) • Neighborhood House (SUN community school, rent and utility assistance, housing referrals,) • Open Meadow (mentoring, tutoring, support for academic priority students) • Peninsula Children’s Center (child care, student/parent internships) • Planned Parenthood (teen sexuality, AIDS prevention groups) • Portland Parks and Recreation (after‐school classes and groups) • Portland State University (TESOL instructors, mentoring for Latino youth) • Southlake Community Church (clothes closet, soliciting donations, volunteer coordination) • University of Portland (tutoring) • Urban Opportunities (student job readiness classes)

138




Budgeting:










139




140



Leadership:








141


Student Support






142










143

The Campus already has a very robust tutoring program. The school, in partnership with the current Neighborhood House SUN Community School program and Step Up will provide tutoring opportunities for students until 7:00 pm, Monday through Thursday; offering academic tutoring, mentoring, clubs and enrichment or academic classes. These afterschool activities will meet the needs of all academic priority students, those who are credit deficit, behind in course work, in need of personal mentorship and/or activities that will re‐engage them into the school. Neighborhood House’s SUN School tutoring services will include individualized attention and case management from skilled onsite tutors for our most academically at‐risk students as well as tutoring services for students who are working to get ahead. SUN School’s academic tutoring services include year‐round credit recovery through AVENTA and PLATO. SUN Community School extended‐day classes assist in re‐engaging students to the school, their academics, and career exploration by offering an array of enrichment activities, such as cooking, music, dance and art. These classes will be connected to academic achievement and credit‐based. Moreover, the school and SUN Community School program, in partnership with athletics, will offer recreational clubs for students. Additionally the SUN Community School will be open during non school days for students to drop‐in when needed—creating a true Community School. Our nationally recognized partnership with The Step Up program will work with our academic priority, tier 3, incoming ninth grade population as well as our academic priority 10th grade students. Step Up programming provides intensive academic tutoring students in a 1‐5 ratio. Tutoring takes place daily and an onsite coordinator ensures that all work is aligned with classroom content, and mirrors the school day instructional practices. Additionally the Step Up coordinator works closely with school day instructors to ensure that classroom issues (related to content or behaviors) are consistently addressed in the tutoring sessions. Through its Advocate model, Step Up also provides each student with year‐long mentoring and school advocacy, which supports each student in working through the many environmental, economic, and familial risk factors that confront these students on a daily basis. For students who need more intensive support due to the severity of risk factors, Step Up will provide ongoing social‐emotional support and behavior interventions. Step Up’s outreach efforts include weekly phone communication with families, home visits, school site meetings, and quarterly “family nights”. All outreach is focused on bridging the gap that can exist at times between families and schools as well as developing a strong partnership with families that is focused on supporting their child find academic success. In order to assist in the seamless transition from the school day to the tutoring programs, the schools are requesting a tutoring coordinator to develop and coordinate the volunteer and program tutors so that students can receive the necessary supports and appropriate instructional support in the tutoring programs to meet their classroom and academic needs.


144




145
















146










147


148

7. School Improvement Goals: POWER What improvement will be made with the funded school? List specific SMART GOALS for improvement for this school? Reading Goal: AYP Target – Reading: Percentage of 10th grade students will increase from 49% to 60% by spring 2011 on the Oregon Reading Assessment of Knowledge and Skills. AYP Subgroup Targets: Percentage of Economically Disadvantaged students meeting standard will increase from 43% to 60% by spring 2011 on the Oregon Reading Assessment of Knowledge and Skills. Other subgroups with small cells are a concern:

Limited English Proficient will increase from 20% to 35% Hispanic will increase from 33% to 60% Black will increase from 44% to 60% White will increase from 70% to 80%

Math Goal: AYP Target – Mathematics: Percentage of 10th grade students will increase from 47% to 61.5% by spring 2011 on the Oregon Mathematics Assessment of Knowledge and Skills. AYP Subgroup Targets: Percentage of Economically Disadvantaged students will increase from 40% to 59% by spring 2011 on the OAKS; White students will increase from 80% to 90%. Small cells are a concern:

Limited English Proficient will increase from 20% to 35% Black will increase from 33% to 55% Hispanic will increase from 27% to 53%

Writing Goal: PPS Vital Sign Target – Writing: All 10th grade students will increase the percentage of meet/exceeds from 74% in 2009‐2010 to 80% in 2010‐2011 on the State Writing Assessment. Attendance Goal: PPS Vital Sign Target: Student attendance will increase from 81% to 85.3% on the 2011 ADM report. Graduation Goal: AYP Target – Graduation: Graduation rate will increase from 80% to 85% to meet AYP Target by spring 2011. AYP Subgroup Targets:

Economically Disadvantaged will increase from 64.4% to 68.1% Students with Disabilities will increase from 28.4% to 68.1%

Are there any possible barriers to achieving the new goals for the intervention selected? What strategies will the LEA use to address these barriers? Students entering Roosevelt significantly below grade level in reading and math will require additional supports as described previously. This barrier can exist for a multitude of reasons including lack of academic and social supports in previous grades. PPS has currently identified a number of the Roosevelt

149

feeder schools as part of the Academic Priority Zone. These schools will be receiving additional supports to augment instructional and support services. Another potential barrier is that enrollment does not increase and staffing requirements cannot be met. The Superintendent has currently proposed that the Board change the transfer policy to limit neighborhood to neighborhood transfers. Additionally, the staffing formula under the High School System Design provides additional FTE to supplement schools based on their size.

150








Why it works:

The RTI model is a researched system of interventions resulting in success that has been replicated in schools across the country including PPS schools that are out of improvement status.






Staff Development:









• Clearly articulated • 10% Reduction in TIMELINE

151





standards and curriculum framework






Staff Development:




number of students in tier2 and tier 3 each quarter • 10% Increase in number of students mastering specific reading, writing and mathematics standards • 10% Increase in number of students passing OAKS in Reading, Mathematics, and the Writing Assessment

Oct 2009 – June 2011 Monthly PD sessions


PERSON RESPONSIBLE


152




Cost Funding Source




$150,000 $150,000

PPS SIG





$25,000 SIG





$223,000 SIG





May 2010- June 2011




$25,000 SIG

153


May 2010- June 2011




$32,000 SIG

July 2010 – June 2011




$200,000 SIG




$5,000 SIG





$40,000 SIG





$217,000 SIG

Title I



Planning sessions


$5,000 SIG










$30,000 SIG

May 2010 – June 2011




154



May 2010 – June 2011


Planning sessions


$2,000 SIG



Cost Funding Source




$190,000 $75,000

PPS SIG

May 2011- June 2012




$25,000 SIG

May 2011- June 2012




$32,000 SIG

July 2011 – June 2012




$200,000 SIG





$123,000 $100,000

SIG PPS

155






$40,000 SIG





$150,000 SIG

Title I



Planning sessions


$5000 SIG










$30,000 SIG

May 2011 – June 2012





May 2010 – June 2012


Planning sessions


$2,000 SIG Title I


156


Funding Source



$50,000 SIG




$190,000 $35,000

PPS SIG

May 2012- June 2013




$25,000 SIG

May 2012- June 2013




$32,000 SIG

July 2012 – June 2013




$200,000 SIG





$50,000 Balance

SIG PPS



Summer training in


$40,000 SIG

157

instructional model September 2012 – June 2013




$150,000 SIG

Title I



Planning sessions


$5000 SIG










$30,000 SIG

May 2012 – June 2013





May 2012 – June 2013


Planning sessions


$2,000 SIG Title I

158

ACT School Budget Plan: Transformation Intervention Model Required 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 of the 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 aligns with 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. Implement new instructional leadership model

Hire additional leadership staff to support implementation of transformation model

2. Consultant with Comprehensive School Reform Agency

Utilize consultants to collaboratively develop rigorous, transparent and equitable evaluation system for school leadership

FTE

Please indicate number of person nel below

Object Code 111 Licensed Salaries 112 Classified Salaries 12x Substitute Salaries 130 Additional Salaries 2xx Benefits 310 Instructional, Professional, & Tech. services 350 Communication 4xx Instructional Supplies and Materials 640 Dues and Fees

Please provide object code below

Will this activity be sustainable after the grant expires?

(Please indicate Yes or No below, and identify other funding sources that may be used to sustain this activity after the SIG funds expire)

$ Amount Requested from SIG Grant Funds

(When planning, please consider how many students are enrolled in the school and how much money is necessary to transform the school.)

Federal funds are supplemental and should not supplant general fund activities

310 BayCES – Comprehensive School Reform Agency

No See #11

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



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. Extend learning time for students Increase the school day to provide additional opportunities for students to receive academic support and credit recovery

2. Hire additional core program staff Increase core program staff that will be transferred to district funding as enrollment increases and the

159

new funding formula for high school redesign is implemented

3. Hire transition staff Hire temporary staff that will be utilized to build capacity amongst staff and who will eventually be phased out over the life of the grant

FTE Please indicate number of personnel below



(Please indicate Yes or No, and identify other funding sources that may be used to sustain this activity after the SIG funds expire)


(When planning, please consider how many students are enrolled in the school and how much money it will take to transform the school.)


.33 year 1and 2 1.0 year 3 111 Principal on Special

Assignment No: Transition staff member designed to build capacity and phase out of SIG grant

$88,000

.33 year 1and 2

.5 year 3 130 Business Manager Yes: Position will be gradually transferred to district budget

$76,000

.33 year 1and 2 1.0 year 3 111 Counselor No: Transition staff member

designed to build capacity and phase out of SIG grant

$66,000

.33 year 1 and 2 1.0 year 3 112 Counseling Support No: Transition staff member


$23,000

.1 112 Bookkeeper Yes: Position will be gradually transferred to district budget

0

.5 130 Social Services Program Manager

No: Transition staff member designed to build capacity and phase out of SIG grant

$52,500

See # 7 for add’l staff

3. Rigorous, transparent and equitable teacher and leader evaluation systems using

student growth in significant part AND other measures AND designed with teacher/leader input



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. Hire Assessment Teacher on Special Assignment

Assess and monitor student performance on state assessments and courses throughout the

160

curriculum; provide PD on effectively administering formative and summative assessments



FTE








.33 111 Assessment TOSA Yes $37,500


No See #11

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

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


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. Recognize school‐wide and departmental achievements in improved student learning


2. Recognize individual staff for increasing student achievement

Provide staff incentives for increasing student achievement (National Board Certification, College Tuition Reimbursement, Extended Responsibility pay, etc)

3. Flexible work schedule Increase FTE to allow flexibility in teacher schedules. Students will be able to recover credits, receive additional academic support and work to support themselves and/or families

4. Union and district collaboration to remove ineffective personnel

Work with HR and union representatives to remove staff who are not a good fit for the school

FTE Please indicate

Object Code 111 Licensed Salaries 112 Classified Salaries 12x Substitute Salaries



161

number of person nel below

130 Additional Salaries 2xx Benefits 310 Instructional, Professional, & Tech. services 350 Communication 4xx Instructional Supplies and Materials 640 Dues and Fees




See #6

5. High‐quality, job‐embedded, instructionally aligned professional development



Example: Professional Learning Communities

Use student‐learning data to inform instruction and teacher planning in a Professional Learning Communities structure.

1. Establish grade‐level teams Create a schedule that supports teacher collaboration and planning time to examine student data to inform instruction.

2. Implement High Leverage Instructional strategies.

Use ‘Marzano 9’ to transform instructional practice through use of consultants experienced in helping schools close the achievement gap

FTE Please indicate number of person nel below







310 PD with Paragon Yes $90,000

6. Financial incentives, career opportunities and flexible work conditions



Example: Flexible work schedule Implement extended hours of operation which will allow teachers to work days or evenings. This will

162

allow our students to work jobs and attend school at…




FTE








1.0 111 Reading//Math teacher Yes $80,000

640 National Board, Tuition, etc

No $20,000

130 Extended Responsibility Yes $50,000 4xx Equipment, materials for

National Board cert, Bonus materials for room, celebration activities

OMITTED OMITTED

7. Instructional reform Proposed Activity



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 Provide teachers with a literacy coach, reading intervention teachers and tutors and access to a library staffed with a licensed media specialist

2. Mathematics Support Hire additional math intervention teachers and tutors to increase student access to math support

163

3. Instructional Coaching Create flex time in schedule with additional fte to provide release time for teachers to collaborate and receive coaching from consultants and peers.

4. Technology Reform Provide technology resources and coaching to transform instruction

5. Increase Rigorous Course offerings Provide additional opportunities for students to access AP courses, test prep courses and college courses








.5 111 Reading Teacher Yes $90,000

.5 111 Math Teacher Yes $90,000

.33 111 Media Specialist Yes $42,0001.0 111 Instructional TOSA No $125,000 $100,000 130 Tutoring Assistance,

additional hours No $75,000

$80,000 111 Student Support Manager No $50,000 4xx Professional

Development Texts, Resources, Supplemental classroom materials required for implementing high leverage strategies, Food

No

111 Technology Coach No 130 Tech Support No $70,000 4xx Technology purchases No $165,000 640 Tuition, books, etc No $50,000 130 College and Career

Coordinator Yes $66,000

112 RTI Case Manager No $30,000

8. Student data reform



Example: Use multiple student level Use multiple data sources to identify evidence of

164

data to assess student learning improvements

student growth (might include classroom assessments, classroom learning products)….

1. Use multiple data points to assess and address student needs

Hire a data coordinator to help build a data‐driven culture in every aspect of work with students in the school.

2. Provide professional development on Assessing for Learning

Use consultants to train staff on how to utilized data to improve instruction.

3. Enhance technology resources Improve technology access and usage for students and teachers to capture data for program reform








.33 111 Data Coordinator No $30,000 310 Assessment for Learning

Consultants No $25,000

See #7

9. Increased learning time



Example: Saturday Academy Implement a supplemental Saturday Academy focused on English Language Learners….

1. Saturday Academy Implement a Saturday Academy with an emphasis on students not making AYP in mathematics and reading

2. Extended School Implement an extended school day with an emphasis on students needing credit recovery

FTE







Federal funds are supplemental and should not supplant general

165

fund activities

130 Extended hours/temp No $50,000

Summer School Staff No $25,000

10. Ongoing family and community engagement



Example: Improve parent involvement Conduct parent education series via parent enrichment nights on topics such as ‘how to create a learning culture at home….’

1. Increase parent involvement Hire parent and family coordinator to facilitate workshops and create meaningful connections between the school and home. Work with community agents to ensure families receive communication and support in native language.

2. Increase community partnerships Develop relationships with key partners to provide additional academic and social supports for students

FTE








.33 year 1 and 2 1.0 year 3

111 Parent and Family Involvement coordinator

No $50,000

.75 112 Parent and Community Agents

Yes $50,000

4xx, 640 Social Support Services, Tuition, multicultural center materials and resources, enrichment activities

No $100,000

310 Mental Health Contract No $9,500

166

11. Ongoing intensive technical assistance from LEA, SEA or external partner Proposed Activity



1. Participation in the State System of

Support School Coach and District Coach (REQUIRED expenditure

2. Technical Assistance Meetings (REQUIRED expenditure each year.)

3. Reporting Requirements (REQUIRED expenditure each year.)

4. Complete School Review (REQUIRED expenditure each year.)

5. Coaching Training (REQUIRED expenditure each year.)

Number Object Code

111 Licensed Salaries 112 Classified Salaries 12x Substitute Salaries 130 Additional Salaries 2xx Benefits 310 Instructional, Professional, & Tech. services 350 Communication 4xx Instructional Supplies and Materials 640 Dues and Fees






1 310 16,666.67

2 310 4,0003 310 1,333.334 310 5,0005 310 5,666.67


No 100,000

Principal on Special Assignment

No See above

Paragon No See above Total Amount Requested for Required Activities

$2,088,166.67

J:\Support to Districts Team\ESEA\Title IA (Improving Basic Programs)\School Improvement NCLB 1116\USED's SIG Grant and RTTT\SIG Application\LEA\SIG App. Review\Blank workshts & forms\Final Bdgt Req Activities 5‐24‐10.docx

167

SEIS School Budget Plan: Transformation Intervention Model Required Activities










FTE










No See #11







2. Hire additional core program staff Increase core program staff that will be transferred

168

to district funding as enrollment increases and the new funding formula for high school redesign is implemented











$88,000

.33 year 1and 2


$76,000



$66,000



$23,000


0



$52,500








1. Hire Assessment Teacher on Special Assess and monitor student performance on state

169

Assignment assessments and courses throughout the curriculum; provide PD on effectively administering formative and summative assessments












No See #11













FTE Please indicate number

Object Code 111 Licensed Salaries 112 Classified Salaries 12x Substitute Salaries 130 Additional Salaries 2xx Benefits


(Please indicate Yes or No, and


(When planning, please consider

170

of person nel below

310 Instructional, Professional, & Tech. services 350 Communication 4xx Instructional Supplies and Materials 640 Dues and Fees

identify other funding sources that may be used to sustain this activity after the SIG funds expire)

how many students are enrolled in the school and how much money it will take to transform the school.)


See #6




















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

171

at…1. Recognize individual staff for increasing student achievement



FTE








1.0 111 Reading//Math teacher Yes $80,000


No $20,000

130 Extended Responsibility Yes $50,000

18. Instructional reform







172












.33 111 Media Specialist Yes $42,0001.0 111 Instructional TOSA No $125,000

130 Tutoring Assistance, additional hours

No $75,000

.33 111 Student Support Manager No $50,000 4xx Professional


No $100,000

111 Technology Coach No $80,000 130 Tech Support No $70,000 4xx Technology purchases No $165,000 640 Tuition, books, etc No $50,000 130 College and Career






Example: Use multiple student level data to assess student learning improvements

Use multiple data sources to identify evidence of student growth (might include classroom assessments, classroom learning products)….

1. Use multiple data points to assess Hire a data coordinator to help build a data‐driven

173

and address student needs culture in every aspect of work with students in the school.













See #7







FTE









174


21. Ongoing family and community engagement






FTE










No $50,000


Yes $50,000


No $100,000


22. Ongoing intensive technical assistance from LEA, SEA or external partner Proposed Activity Please describe briefly how each applicable

activity aligns with a comprehensive vision for the

175


TransformationModel

6. Participation in the State System of

Support School Coach and District Coach (REQUIRED expenditure





Number Object Code







1 310 16,666.67

2 310 4,0003 310 1,333.334 310 5,0005 310 5,666.67


No 100,000


No See above


$2,088,166.67


176

POWER School Budget Plan: Transformation Intervention Model Required Activities










FTE










No See #11







2. Hire additional core program staff Increase core program staff that will be transferred

177

to district funding as enrollment increases and the new funding formula for high school redesign is implemented











$154,000

.33 year 1and 2


$190,000



$165,000



$23,000


$20,000



$70,000








1. Hire Assessment Teacher on Special Assess and monitor student performance on state

178

Assignment assessments and courses throughout the curriculum; provide PD on effectively administering formative and summative assessments












No See #11













FTE Please indicate number

Object Code 111 Licensed Salaries 112 Classified Salaries 12x Substitute Salaries 130 Additional Salaries 2xx Benefits


(Please indicate Yes or No, and


(When planning, please consider

179

of person nel below

310 Instructional, Professional, & Tech. services 350 Communication 4xx Instructional Supplies and Materials 640 Dues and Fees

identify other funding sources that may be used to sustain this activity after the SIG funds expire)

how many students are enrolled in the school and how much money it will take to transform the school.)


See #6




















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. Recognize individual staff for Provide staff incentives for increasing student

180

increasing student achievement achievement (National Board Certification, College Tuition Reimbursement, Extended Responsibility pay, etc)


FTE








1.0 111 Reading/Math teacher Yes $125,000


No $20,000

130 Extended Responsibility Yes $50,000

29. Instructional reform








181











.33 111 Media Specialist Yes $42,0001.0 111 Instructional TOSA No $125,000

130 Tutoring Assistance, additional hours

No $175,000

.33 111 Student Support Manager No $50,000 4xx Professional


No $100,000

111 Technology Coach No $116,000 130 Tech Support No $140,000 4xx Technology purchases No $696,000 640 Tuition, books, etc No $50,000 130 College and Career






Example: Use multiple student level data to assess student learning improvements

Use multiple data sources to identify evidence of student growth (might include classroom assessments, classroom learning products)….

1. Use multiple data points to assess and address student needs

Hire a data coordinator to help build a data‐driven culture in every aspect of work with students in the school.

182













See #7







FTE










183

32. Ongoing family and community engagementProposed Activity






FTE










No $125,000


Yes $50,000


No $100,000


33. Ongoing intensive technical assistance from LEA, SEA or external partner Proposed Activity

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


184

the categories listed.

11. Participation in the State System of Support

School Coach and District Coach (REQUIRED expenditure





Number Object Code







1 310 16,666.67

2 310 4,0003 310 1,333.334 310 5,0005 310 5,666.67


No 100,000


No See above


$3,523,667.00


Documents

School Improvement Grant Application - ode.state.or.us · • What CAPACITY does the LEA, working with the school, have as an educational community ... Intervention Review Report