Professional Documents
Culture Documents
Application
Section 1003(g) of the
Elementary and Secondary Education Act
ROBERTS HIGH SCHOOL
2010‐13
School Improvement Grant Application
Primary Application for LEA Due to ODE no later than May 7, 2010
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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 X
Intervention Model
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 are 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: Mailing Address:
Roberts High School 3620 State Street
Salem, OR 97301
Name of District Superintendent: Name of School Principal:
Sandy Husk Lorelei Gilmore
Telephone: 503‐399‐3001
Telephone: 503‐399‐5550
Email address: gilmore_lorelei@salkeiz.k12.or.us
District Superintendent (Printed Name): Telephone:
Sandy Husk 503‐399‐3001
Signature of District Superintendent: Date:
(previously submitted)
School Principal (Printed Name): Telephone:
Lorelei Gilmore 503‐399‐5550
Signature of School Principal: Date:
(previously submitted)
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 (continued)
Uniforms and a New Schedule at SLC
At the Structured Learning Center (SLC) 312 students learn in a crowded building during one of two
half‐day blocks from 9:00‐noon or 12:30‐3:30, an antiquated model left over from past leadership
teams that felt students who were expelled from their neighborhood schools or required special
behavioral interventions were best served in this manner.
The current transformation team will be instituting a new school day schedule and requiring school
uniforms, both intended to focus attention on learning. The new school day will include five periods
and a student advisory meeting between 9:15‐3:45 so that all student schedules include mathematics,
reading/writing, science, social studies and an elective (either PE or art). This schedule will also allow
double periods of mathematics or reading/writing for students who need it. This change will provide
more instruction time with a limited number of transitions, something known to be difficult for
students with special behavioral needs. Uniforms and the new schedule will be implemented in fall
2010.
Professional Development Plan for RHS
The licensed and classified staff across the 10 schools within RHS will participate in a 2‐day workshop
in August 2010 to focus on how to better educate the students who attend RHS and live in households
of poverty. Using skills taught by a national expert on the topic, staff hopes to learn how the
nutritional deficits, emotional deficits, stress and distress, poor health, lack of cognitive stimulation
and chronic experiences of feeling unsafe contribute to the academic struggles and lack of focus
among RHS students. During the academic year, staff will use this knowledge and materials provided
from the workshop in Professional Learning Communities (PLCs) as self‐directed study groups. The
groups will meet weekly focused twice a month on learning research‐based best practices (i.e. poverty
workshop materials, effective teaching strategies, behavioral models) and twice a month on
promoting literacy in mathematics, reading and writing, content alignment, collaboration and
syllabus development that includes alignment to state standards. RHS staff will also take advantage
of a planned district‐wide professional development opportunity to be trained in curricular alignment
and learning targets that are tied to state standards. The focus of the training will be on
reading/writing within the core content areas. Finally, the new principal of RHS is the former director
of the Willamette University Oregon Writing Project and plans to develop and deliver training in
support of the district’s writing plan.
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2. School Grant Abstract (continued)
Assessment and Transition at SLC and TPP
Assessment and transition planning will be enhanced at several of the RHS schools including the
Structured Learning Center and the Teen Parent Program. In both schools, students entering the
programs need more structured assessments and more transition time to help them adjust to their
new school environments. For SLC students most have just come from an expulsion hearing or a
behavioral referral meeting that sanctioned them with a SLC enrollment plan. For TPP students, many
have been out of school for a significant amount of time as they completed a pregnancy, delivered a
baby and cared for an infant at home. Students in both programs will spend time with RHS staff to
better assess their general learning needs, and their specific reading, writing, and math skill levels.
For students who need it, behavior management plans will be developed during this time as well, and
staff will use the weekly PLC meetings to ensure the plans are implemented with consistently and
fidelity. These assessments and transition times will occur in the new literacy center for SLC students
and in a separate space at the TPP location.
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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):
1. (Previously submitted)
2.
3.
4.
5.
6.
7.
8.
9.
10.
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.
All of Roberts High Schools' programs have been involved in the participation around forming the vision
and direction of the SIG application. (Please refer to meeting schedule) Several all staff meetings were
held, inclusive of the Salem‐Keizer Education Association, to gather ideas and build a common student
centered vision for the various ten programs beneath the large umbrella called Roberts. A school
team, inclusive of the Teen Parent Program, Structured Learning Center, and S‐K Online/Bridge formed
to meet on several occasions to build the direction of the grant and incorporate student input and
community feedback. Additionally, the principal meet with each lead teacher at all locations to gather
specific information about the individual programs. District level staff including the Assistant
Superintendent, Director of High Schools, Technology Director, Instructional Services and Curriculum
staff, and Facilities Planning Director were also actively involved in the planning. Additional
Community partners and key stakeholders will be further involved in the implementation of this vision.
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Foundation for Change:
1) Assessment and Data Collection
Great extent. Multiple data sources will
form a comprehensive assessment plan for
RHS. Data will include common formative
assessments, district interim assessments in
reading and mathematics, and high stakes
assessments (OAKS, PSAT, SAT, and ACT.)
Students using one of the three remedial
a) The district/school has identified the
sources of data/assessments that will be reading programs (Fast ForWord, System
used to establish a need for 44 and Read 180) will be assessed
implementation funds for the according to embedded assessments of the
intervention selected. programs. In addition, data on student
attendance, expulsions and disruptive
behavior will serve as measures of success
or indicate the need for modification of
instructional strategies.
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Great extent.
The district’s selection of the new principal
demonstrates its commitment to change at
RHS. The new principal was chosen because
of her proven and successful practices
employed elsewhere in the district. Both
the district and RHS’s new leadership know
b) The district has helped the identified that students in the 10 schools of RHS have
school pinpoint the reasons for the multiple behavioral and academic
persistently low‐achieving status. problems. Among the student body,
poverty rates are high, some students have
been incarcerated, some belong to gangs,
and others have such poor reading levels
they cannot succeed in high school level
courses.
Great extent. District leadership has been
involved with the development of all
c) The district shows clear support for the
strategies proposed here and fully supports
changes required at the identified school
for the selected intervention. these interventions and approaches for
Roberts High School.
2) Leadership and Decision‐making
Great extent. The district will be supporting
the new leadership team during the first
year and beyond to ensure this
a) Plans are under way for modifying
transformational model is successful. As
district structures and/or practices in the
first year of implementation of the just one example, the district plans to offer
selected intervention. district‐wide training in curricular
alignment to state standards of which RHS
staff will participate.
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Moderate extent.
One of the advantages of educating the
kind of students who attend the 10 schools
of RHS is that they often come with
community agency involvement.
Partnerships with social service agencies
like Women, Infant, Children nutritional
b) District and school leaders have involved program, Marion County Public Health,
a diversity of other educators and people Marion County Jail and the juvenile justice
from the community when system, and all of the placements
implementation plans for the selected associated with the Tech Prep Center have
intervention are discussed and adopted. been involved directly or indirectly in the
development of these proposed changes at
RHS. In addition a diversity of educators
from across the 10 schools and the district
have been involved in the planning and
proposal development via faculty meetings
and school‐wide planning sessions held in
March and April 2010 at RHS.
3) Curriculum and Instruction
Great extent.
The district employs curriculum specialists
who will work closely with the new
a) The district will help the identified school principal and the administrative team,
identify existing curriculum and
literacy coach and testing/data coordinator
instruction that will be modified to meet
at RHS to improve instruction. RHS will also
intervention goals.
partner with researchers at the University
of Oregon to build a culture of college
readiness.
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Great extent.
A school‐wide focus on literacy instruction
will improve teaching and learning in all
content areas. Teachers will receive
professional development on teaching
b) Scientifically based research strategies standards in reading and writing as part of
that strengthen the core academic the district‐wide implementation of a
program are being used as a basis for literacy model for delivering instruction. In
planned intervention efforts. addition, staff will use the Professional
Learning Center weekly meetings to
continue to learn research based best
practices in instructional strategies and
how poverty impacts student learning
throughout the academic year.
Moderate extent.
c) The district will help the school identify The new leadership team will work closely
instructional practices that are not with district leaders to create a plan for
effective, with the intent of changing to how to identify and collect evidence of
match the requirements of the selected student learning and instructional practice
intervention. which will inform professional development
and evaluation of programs and staff.
Great extent.
The district will help ensure that all staff,
administrators/teachers/and instructional
support staff members receive high quality
d) The district is helping the school develop training via a 2‐day professional
plans for administrator and teacher development training in August 2010 and
professional development to match the
ongoing professional development via
implementation actions of the selected
intervention. Professional Learning Communities and
research study groups of best practices in
order to ensure the successful
implementation of planned strategies and
actions.
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Great extent.
The plan proposed here has been
developed with district support and
includes multiple strategies for improving
academic success (i.e. incorporation of two
additional and lower level reading
programs for students who do not currently
read at the level of the existing reading
e) The district is helping the school develop instruction program, complete
plans to target the needs of low transformation of the school day schedule,
achieving students. a new literacy center and multiple
opportunities for professional development
in the summer 2010 and ongoing
throughout the school year). Finally RHS
staff will receive training in the
pedagogical practices developed at the
Willamette University Oregon Writing
Project to improve writing literacy for RHS
students.
Great extent.
All stakeholders are actively involved in
f) There is a general feeling among developing this plan that includes intensive
LEA/district and school planners that the and ongoing professional development
new goals will contribute to the within the workday for
likelihood that the identified school will administrators/teachers/ and support staff,
improve with the selected intervention. and implements a comprehensive student
support system to successfully affect
improvement efforts at RHS.
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Great extent.
At the Structured Learning Center students
and parents have already been notified of
the plan to change the school day schedule
and require school uniforms. Students who
are accustomed to attending the SLC for
g) If extended time and/or a change of three hours in either the morning or the
school day or year are part of the afternoon will now attend from 9:15‐3:45,
implementation plan for the selected thereby doubling the instructional time
intervention, there are plans for how they receive. Students enrolled in one of the
that will happen. two cyber schools, Bridge or Salem Keizer
Online will see changes as well. These
students accustomed to only online
instruction will now have opportunities for
classroom‐based supplemental instruction
for their online classes at the new literacy
center.
4) Human Capital (Personnel)
Moderate extent.
Using the new literacy center’s extended
hours; parents will now have the
opportunity to use the facilities themselves
to improve their own academic skills in
a) District and school staff has taken into reading, writing and math literacy. At the
consideration the need for parental
Teen Parent Program, parents will be
involvement for implementation of the
invited to monthly family evenings to
intervention selected?
promote 3‐generation family connections.
Incentives like school wear and pride items
will help ensure the success of these and
other parent involvement strategies
planned for the 10 schools of RHS.
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Great extent.
The district and school staff will access
training from external sources for technical
assistance for administrators and teachers
at the planned August professional
development conference, from Eric Jensen,
noted national authority on poverty and its
impact on education, from the educational
b) District and school staff has identified policy consultants at the University of
the sources and types of outside Oregon’s Center for Educational Policy
technical assistance that will be needed Research, and from staff and the former
to implement the selected intervention? director (RHS’s current principal) of
Willamette University’s Oregon Writing
Project.
These trainings, and the resulting
partnerships, are intended to enhance the
capacity for implementation of professional
learning communities throughout the
academic year.
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Great extent.
Staffing changes have already been
implemented. Two teachers at the SLC have
been transferred because their
certifications were in social studies
although they taught math and science.
These changes have created open positions
that will be filled with highly qualified
teachers, one in math and one in science. In
addition, the new transformation principal
has asked two science teachers to swap
schools that are under her leadership
because their skill sets were better matched
c) Is there an understanding at the to the type of students enrolled at the other
LEA/district level that there may be
school. One school needed an experienced
staffing changes to support
implementation of the selected teacher who would challenge the students.
intervention? The other school needed a younger,
innovative high‐energy teacher. Both
teachers will change school assignments
beginning in fall 2010.
The district and school community
understand that additional staffing
changes may occur in order to accomplish
the goals of the transformation for RHS.
District leadership and school staff
members are committed to building
capacity in all stakeholders and support the
reassignment and/or realignment of
resources, including staff.
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Great extent.
Yes, the district plans to provide curriculum
and instructional resources for
implementation of the school
d) Will the district be able to provide transformation plan at RHS. District
curriculum and instructional resources support will include support and training
for implementation of the intervention from curriculum specialists, instructional
selected? coaches, and support services to promote
the ongoing training within PLCs. PLCs will
meet weekly to collaborate within and
across content areas, and to learn research‐
based strategies and best practices.
Great extent.
e) Is the selected intervention
implementation supported in the district Yes, the transformational model is included
budget? in the district budget.
5) Student Support
Great extent.
District and school staff has identified all
changes that will affect students, including
changes in the school day at SLC, institution
a) District and school staff has identified all of school uniforms at SLC, a new literacy
changes that will affect students when
center for Bridge and SKO students, use of
the selected intervention is
the new literacy center for the parents of
implemented.
RHS students who want to improve their
own literacy skills, implementation of
literacy supports in math, reading, and
writing across all RHS schools.
Great extent.
Student and parents were polled separately
about the changes and how to improve
b) District and school staff has paved the RHS. Their feedback has been used to
way with students and their parents for develop this proposal. SLC parents and
the implementation of the selected students understand there will be changes
intervention actions. to the school day and school uniforms will
be required beginning in fall 2010.
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6) Budgeting
Great extent.
The district and school have reallocated
staffing in order to supplement the
implementation of the school‐wide strategy
a) District and school fiscal planning has of support for students who struggle in
occurred (e.g., reallocation of funding, math, reading, and writing literacy. The
concentration of funds to particular
commitment requires substantial support in
intervention expenditures, etc.) to
allocating staffing, supplies, curriculum,
support the implementation of the
intervention selected? and professional development for teachers
who teach these courses. It is expected
that the district will sustain the staffing
required for the Literacy Center after the 3rd
year.
Great extent.
Together the district and school staff has
identified the desired improvements in
student learning as a result of the
transformation plan. Some of these targets
b) District and school staff has identified include increased student success in
HOW these fiscal changes will have an completing courses for credit (impact on
impact on student achievement with the graduation rate), increased completion rate
selected intervention? of online courses in the Bridge and SKO
cyber schools, increased success on high
stakes assessments (OAKS, PSAT, SAT, and
ACT), and improved reading scores through
the implementation of the elementary level
reading programs.
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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.
The 10 Schools of Roberts High School
Roberts High School (RHS) is an alternative high school that serves students who have not been
successful in traditional high schools elsewhere. Nearly all are poor with 96 percent qualifying for free
and reduced lunches. Students are enrolled in these schools because of their poor academic skills
especially in reading, poor social and behavioral skills, violent behavior and poor attendance rates.
The schools that serve these students give an indication of the students’ extraordinary needs. Ten
schools make up Roberts High School and are described below.
1. Bridge Cyber School – is available to juniors and seniors who are over aged and credit deficient
to quickly recover credits to meet graduation. This program uses an online method of delivery
that can be accessed from a student’s own neighborhood school or from the Structured
Learning Center on the Roberts campus location and serves approximately 635 students. Only
50 percent of online courses started are eventually completed. Students must read at an 8th
grade level to qualify.
2. Salem Keizer Online Cyber School (SKO) – provides online graded courses taught to
approximately 200 students who are Talented and Gifted, want a fast track approach to high
school or are homebound for medical reasons. Students are allowed to work, learn and
advance through the curriculum at their own pace. Many do so at paces that are typically
faster than courses delivered in a traditional classroom setting. Only 50 percent of online
courses started are eventually completed. Students must read at an 8th grade level to qualify.
3. Downtown Learning Center (DTLC) ‐‐ GED Preparation Program – offers approximately 525
students the opportunity to prepare, test, and obtain a GED. Many of the students served are
either homeless or with limited physical ties to parental homes.
4. Structured Learning Center (SLC) – is designed to help approximately 320 students who have
either been expelled from Salem‐Keizer schools or are adjudicated to continue their education
while they develop positive behavioral skills. They attend classes on the RHS campus. This is
the largest school among the 10 that awards high school diplomas and uses a classroom‐
based setting for instruction.
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5. Marion County Jail – uses independent learning and some face‐to‐face instruction to serve
incarcerated student, most are 18+. These students generally are working toward GED’s, but
some opt for diploma work. Students are not eligible for online courses because Internet
access is prohibited.
6. Juvenile Justice Center – serves approximately 25 students working on completion of their high
school diplomas. This is the only program of its kind in Oregon that delivers credit‐bearing
courses to incarcerated students. Access to the Internet is highly limited but a special version
of the standard Career Information System for these students was developed so they could
access this information through the Justice Center servers as well as identified Bridge courses.
7. Teen Parent Program – is designed to offer a specialized curriculum and other services, to
meet the needs of young parents, including mothers who are pregnant and teens that are
parenting. The program serves approximately 160 students and maintains a waiting list of
approximately 75. Students work toward a high school diploma, use an onsite childcare
administered via the local YWCA, and receive many social and health services delivered by
community agencies.
8. Technical Preparatory Academy – prepares 20‐30 junior and senior GED candidates with work
experience, personal skills, and an employment portfolio to successfully enter professional
and/or technical careers. Students attend classes half day and work in internship placements
half day. It is in its first year of implementation. If the program is successful, the goal is to
move more of the DTLC (GED) students into this program in the future. Increasing the FTE by
two .50 positions will provide a way to establish an increased number of job/internship sites,
that once created will be sustainable and the additional FTE will no longer be required.
9. Winema Program‐ a high school completion program contracted through Chemeketa
Community College which serves 45 students at any given time who are at least 16 years old,
have a minimum of 10 credits toward the 24 required for an Oregon high school diploma, have
high reading scores, near perfect attendance. In the course of a year, they can earn at least 9
credits by completing 3 week intensive blocks.
10. In Program School (IPS) – serves approximately 30 students in a self‐contained classroom. The
students in this program have been identified as sex offenders and sexual predators. These
students typically have exceptionally low reading skills.
The Needs of Roberts High School Students
The data presented next are from the Structured Learning Center, the largest bricks and mortar school
awarding high school diplomas. The SLC demographic data are representative of students in the other
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9 schools of RHS as well.
Of the 320 students enrolled in the SLC on June 3, 2010, 80 have active IEPs or 504 plans, 150 are
involved with the correction system, 66 are gang affiliated, and 228 live in a single parent household,
another 40 live with someone other than a parent, 150 are bilingual, 14 have an incarcerated parent
and 4 are homeless. The most common reasons students were sent to the SLC by their neighborhood
schools follow. One hundred eighty‐two had confrontations with other students, 156 had significant
attendance problems, 143 were referred for drug and alcohol problems, 94 had confrontations with
school staff, and 54 were referred for possession of weapons.
Poor Attendance, Low Literacy Scores, Poor Graduation Rates
Attendance rates are low (70 percent) across the 10 schools of RHS and well below the Salem Keizer
School District average of 90 percent. Not surprisingly, only 57 percent took the state test (the Oregon
Assessment of Knowledge and Skills OAKS). They did best in reading but not even half (48 percent)
met Oregon’s standard. Only a third (33 percent) met standard in mathematics, 26 percent in science
and only one in five (22 percent) met standard in writing. RHS’s graduation rate was only 31 percent
in the 2008‐2009 academic year. More than two‐thirds leave RHS without a diploma but some may
leave in time to return to their neighborhood school and receive a diploma there.
Improvement Plans
Improving reading literacy is a primary goal for these students so this proposal details the many ways
RHS staff plans to address these low performance scores. The poverty rates of the students are severe
and warrant not only professional development training in poverty‐related issues, but ongoing study
by staff to improve ways to instruct RHS students. With only a 50 percent completion rate among the
hundreds of students enrolled in the two cyber schools, face‐to‐face supports in the new literacy
center are needed to improve these completion rates. Finally, by modifying the school day schedule to
double the instructional time at SLC and instituting school uniforms, literacy rates are expected to
improve.
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b) Is the Tier I school staff receptive to the N/A
selected intervention?
c) Is the Tier II school staff receptive to the Great extent.
selected intervention?
School staff, including teachers, classified
staff, and administrators are receptive to
the planned interventions at RHS because
they believe the plan will be a good one for
students.
d) Do local school board members Great extent.
understand the requirement of the
selected intervention? Yes, School Board members understand and
support the planned intervention model
that will guide the transformation of RHS.
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e) Is there a written Vision for the district’s Great extent.
intervention implementation?
Yes, the district’s strategic plan focuses
extensively on improving instruction to
support academic achievement. Strategic
plan goals such as the comprehensive K‐12
literacy model including the program model
for ELAs supports, differentiation for all
students, core standards and quality
curriculum, formative assessments and the
frequent and systematic use of data, all are
integral to the implementation of the
transformation model. In addition, the
district is working with Chalkboard on the
CLASS project to review and revise the
evaluation model for Salem‐Keizer schools
including licensed and classified staff. This
also supports the tenets of the
transformation model.
f) Is district leadership committed to Great extent.
complete and full implementation of the
intervention selected? District leadership is committed to the
completion of every ingredient of the
transformation plan at RHS and fully
prepared to provide any method of support
in order to ensure the success of the plan.
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).
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a) Will teachers receive professional Great extent.
development to build their capacity for
implementation of the selected Teachers will receive extensive, high‐quality
intervention? professional development in order to ensure
success of the planned interventions. First,
they will receive district‐wide training in the
new literacy model that will be instituted in
fall 2010. Second, professional development
will include attendance for all licensed and
classified staff and administrators to
participate in a two‐day August workshop
led by a national expert on the topic and
devoted to training all staff on poverty’s
impact on students’ education. Finally,
teachers and classroom instructional staff
will participate in weekly professional
development activities in order to build
school wide capacity to ensure
implementation of effective instructional
practice in every classroom.
b) Do teachers have the opportunity to Great extent.
network with others to learn about and
share intervention practices? All teachers will meet weekly to collaborate
with colleagues in PLCs in order to ensure
the implementation of effective instruction,
monitor student learning, and use student
data to guide curriculum, instruction, and
assessment. In addition, they will learn
about research based best practices in self‐
directed study groups.
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c) Has the district partnered with external Great extent.
organizations for support with
implementation of the selected The district has partnered with the
intervention? University of Oregon’s Center for
Educational Policy Research in order to take
full advantage of educational consultants to
support pathways for college readiness. In
addition, Willamette University in two
ways. First strategies developed in the
Oregon Writing Project will be used to train
RHS teachers in proven writing instructional
practices. Second, Willamette students will
work with the Tech Prep students training
them in research based best practice
instructional strategies before the Tech Prep
students take these skills into Salem‐Keizer
elementary schools. Finally, the many
schools that make up RHS have extensive
and well‐developed partnerships with more
than 30 community organizations. Some
provide internship placements for students
enrolled in the Tech Prep Academy (i.e.
Marion/Polk Food Share, Normandy
Guitars, Salem Nissan, Portland Art
Institute). Others provide social services to
students enrolled in the Teen Parent
Program (i.e. YWCA child care, Women,
Infant Children – WIC program and Marion
County Public Health).
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d) Has the district created a shared Moderate extent.
understanding of the selected
intervention implementation across the Staff members at the district and school
district? have communicated details of the planned
interventions with school leaders at other
high school locations. Several presentations
have been made to key stakeholders
including Leadership (district wide), IL
Content meetings (Principals and APs),
school staff at all levels, School Board,
Budget Committee, community groups, and
key school‐community leaders. Local media
(newspapers) provided extensive coverage
on the SIGs and the transformation model
while working with district leadership and
staff. Inside 24J—a district publication
provided an article on SIGs and the
transformation model and its benefits to us
as a district. The superintendent and other
district leaders also covered this on school
visits.
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 Great extent.
requirements for selected intervention
implementation? The School Board is very supportive of the
district’s vision and commitment for this
model. There is no need to develop policy
for implementation since the Salem‐Keizer
Board governance model delegates
authority to the superintendent to
implement appropriate strategies and
instructional models that support the
district’s goals and strategic plan.
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b) Are the selected intervention Great extent.
implementation actions coordinated
with other district standards‐based Yes, the planned interventions are
school improvement efforts? coordinated with other district standards‐
based school improvement efforts.
Specifically, the district is committed to
helping teachers come to agreement on
identification of core standards, aligning
curriculum to the standards, securing time
agreements for aligned curriculum, and
ensuring that instruction and assessment
are supported by effective practice in every
classroom.
c) Will the district have the capacity to Great extent.
monitor intervention implementation
practices in schools? Yes, the district plans to utilize level
directors, departmental leaders, curriculum
specialists, and the office of data and
assessment to monitor school progress
toward the identified goals. In addition,
school leaders will be evaluated on the
achievement of the transformation goals
using identified data points of progress.
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d) Is there recognition of student Moderate extent.
involvement in the actions called for
with the selected intervention? Student feedback has been used as a key
component in the development of this
proposed plan via responses on school wide
surveys administered before the grant
proposal planning began. Students will be
impacted by new policies and practices
including 1) the literacy center supports for
the students enrolled in the two cyber
schools, 2) the new school day schedule and
uniforms at the Structured Learning Center
and Tech‐Prep Academy and 3) the plan to
transition students currently enrolled in the
Downtown Learning Center over to the Tech
Prep Academy to ensure they receive career
training and experience as they work
toward completion of their GED. Student
incentives purchased from local businesses
will be used for improved academic and
behavioral outcomes such as improved
attendance, improved OAKS participation
rates, and improved OAKS scores.
4) MATERIAL CAPACITY: Refers to the fiscal
and material resources available to support
implementation in the district.
a) Are resources allocated to provide time Moderate extent.
for teachers to work together on the
implementation of the intervention RHS teachers will collaborate weekly in PLC
selected? teams to engage in ongoing monitoring of
instructional practice, student learning, and
the professional development schedule.
They will be compensated to attend the 2‐
day training in August to ensure their
participation in this mandatory training.
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b) Is current district staffing sufficient to Great extent.
support implementation of the selected
intervention? The goal is to build capacity among
administrators, teachers and staff to better
align curriculum, instruction and
assessment, and staff the highly needed
supports for students to improve literacy
and math skills in the literacy center. By
developing capacity among teachers,
classified staff and administrators during
this three‐year period, staff will be
sufficiently trained to sustain these
improvements beyond the grant period.
c) Is there an understanding at the Great extent.
LEA/district level that there may be
staffing changes to support The district and school community
implementation of the selected understand that staffing changes may occur
intervention? in order to accomplish the goals of the
transformation for RHS. District leadership
and school staff are committed to building
capacity in all stakeholders and support the
reassignment and/or realignment of
resources, including staff. Some of this has
already been completed. Two science
teachers have swapped positions to more
closely match their experiences and skills
with the needs of students at the two
schools. Two social studies teachers have
been moved to new schools to make room
for new hires of highly qualified teachers,
one in math and one in science, both
needed for changes in school day schedule
at the SLC.
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d) Will the district be able to provide Great extent.
curriculum and instructional resources
for implementation of the intervention Yes, the district plans to provide curriculum
selected? and instructional resources for
implementation of the school
transformation plan at RHS. District
support will include support and training
from curriculum specialists, instructional
coaches, and support services. The district
also supports the implementation of teams
of teachers, in weekly collaboration sessions
using the PLC format. At the school level,
this plan requires new staff hires for
additional FTE in the following positions: 1)
2 half‐time Career Specialist‐ which will
increase the current half‐time specialist to
full time and add an additional half‐time
position, 2) a shared literacy coach (with
ECHS), 3) a shared Assistant Principal (with
ECH), 4) a school office specialist 5) a shared
technology data coordinator, and 6) a small
amount of additional FTE support to create
a transition classroom at the Teen Parent
Program to assist those students with
reentry problems, and add another small
amount of FTE for an ESOL classroom for
students 18+ years These are required to
ensure the success of this ambitious
transformation reform.
e) Is the selected intervention Great extent.
implementation supported in the district
budget? Yes, the transformational model is included
in the district budget.
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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.
HUMAN CAPACITY: Refers to the knowledge, understanding, and commitment of individuals in the
LEA/district.
RHS administrators and teachers have been dissatisfied in the past with the performance measures
that many of their students demonstrate on course completion rates, attendance rates, number of
office referrals and state test scores. Along with district administrators, both groups are eager for
change if it is based on evidence of best practices and implemented under strong leadership. The new
transformation principal is committed to ensuring that staff modify their existing practices or be
transferred as evidenced by her staffing swaps and transfers to open up positions for new highly
qualified teachers in this her first year. However, given the extraordinary needs of the students in all
10 of the schools that make up the RHS, even a modest improvement will be worthy of note. RHS are
committed to improving OAKS participation rates in the first year and OAKS test scores in years two
and three after opening the new literacy center. They also will hold themselves accountable for
improved completion rates for the more than 800 students enrolled in the two cyber schools.
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).
RHS teachers will receive several opportunities for professional development during both the August
workshop and the professional learning community “study groups” during the academic year. Both
teachers and administrators will work closely with the University of Oregon’s research team from the
Center for Educational Policy Research as they develop curriculum aligned to standards and vertical
alignment between courses presented in articulated course syllabi. These tools and services are
developed in support of Dr. Dave Conley’s four‐dimension model of college and career readiness after
working with hundreds of schools, national and state organizations. This comprehensive network of
summer trainings and school year ones, consultations with university researchers and course
alignment tools and training will ensure that the organization builds capacity that is sustainable to
improve instruction at RHS.
STRUCTURAL CAPACITY: Refers to the functional elements of the system such as LEA/district policies,
procedures, and practices to support implementation.
Aligning curriculum across grade levels, aligning curriculum with state standards, aligning curriculum
with the national Common Core State Standards now that they have been released, and working with
district leaders, school leaders, teachers and students is a comprehensive and ambitious plan.
According to research done at the Center for Educational Policy Research, structural alignment are key
to ensuring that all students have the skills to succeed during and after high school. In addition to
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structural alignment, there will be changes to the structural organization when the single middle
school classroom of students at the Structural Learning Center is moved to another location. This is
required by the school and supported by the district to ensure that the SLC has available every possible
classroom when they double instruction time from two half‐day school days to a full‐day school
schedule for all students. (It is also a good move for the middle school students in that room who can
only receive 1.5 hours of instruction daily and do so in a school were all other students in the building
are older.) Finally, the district is prepared to support school‐based efforts by helping to monitor
progress, analyze school‐based data and assist with the development of instructional strategies to
ensure student success at RHS.
MATERIAL CAPACITY: Refers to the fiscal and material resources available to support implementation
in the district.
The district is fully committed to these strategies and partnerships and recognizes the need for change
at RHS. RHS leaders and staff will have full access to all district resources to ensure the success of the
plan. Additional services provided by the additional staff FTE (i.e. Career Specialist, a shared literacy
coach (with ECHS), an additional Assistant Principal, a community outreach staff person shared with
ECHS to build parental support and involvement, a shared technology data coordinator, and a small
amount of additional FTE support to create a transition classroom at the Teen Parent Program) along
with the new literacy center will ensure that sufficient numbers and skill levels of staff are in place to
accomplish these proposed improved outcomes for RHS students. Finally the professional development
planned for both teachers and administrators demonstrate the commitment of the district and school
planning team in this educational plan to change RHS policies, practices and culture.
Describe actions the school has taken, or will take, to:
1. Design and implement interventions consistent with the final requirements:
RHS will bring both the internal and external school community in an ongoing process of
implementing the transformation model designed to improve student success at each designated
school site. Communication sessions with parents, students, staff, and community members will take
place on an ongoing basis and will provide a process for stakeholder input and evaluation of the
interventions. The processes used for identifying the specific components included in this
transformation plan have enlisted the various professionals from the school, the district and
community stakeholders.
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Both the school and district have been engaged in curriculum alignment to core standards and the
development of learning targets in the classrooms. Our work will extend learning through the
expansion of a literacy center, the redesign of the Structured Learning Center, and bring a face‐to‐face
component to the two cyber schools. The work of developing common assessments to guide
instruction will begin in fall 2010 with the plan to assess all students as they enter each of the 10
schools of RHS. We have site leaders who are working with their site‐based colleagues and with RHS
administrators and district personnel to plan for on‐going formative assessment and proficiency‐based
exams. Our plan is designed to build capacity in school leaders around these components, as well as
develop the knowledge and skills among instructional staff to implement highly effective practice in
every classroom.
School and district staff has devoted many hours to identifying research‐based strategies that meet
the improvement needs RHS. Staffing included in the grant proposal will add to the ongoing systemic
support to ensure the success of the intervention strategies and staff development needed to build
strong foundations and sustainability.
While the intervention strategies that are proposed will have a school wide effect on all students, the
populations most in need are the students who often live in poverty, have been adjudicated, or are
expelled from their neighborhood high school. By analyzing data on student attendance, academic
performance, and behavior, students with the highest needs for support will be identified and
supported by school staff and the strategic interventions they employ to meet the unique needs of
these individual students.
Roberts High School has strategically designed a plan to align general fund dollars and SIG support in
order to ensure maximum focus on the goals of the transformation plan. The alignment of resources
in the school and district to support this plan for improvement is strong and supported by school,
district and school board leadership.
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6.2 School Support to Fully Implement the Intervention model
Describe actions the school has taken, or will take, to:
2. Recruit, screen, and select external providers, if applicable, to ensure their quality.
For the first time staff at RHS will have the opportunity to work with a literacy coach trained and
supported by district personnel. The coach along with partners from the Oregon Writer’s Project at
Willamette University will work with teachers and administrators to implement the writing
component of the literacy model in all content areas. These practices will support the systematic PLC
work within the school. Supporting this work will be the interface with the testing/data coordinator
who will identify students for assessment and help make sense of the data.
A multitude of community‐based agencies support the various programs for internships, social
services, work experiences, college readiness and career preparation.
Additionally existing partnerships and newly developed ones with community and state‐level
businesses and organizations will be used to create strong comprehensive rewards and incentives for
teachers, staff and students to recognize improved student performance in academics, attendance and
behavior.
Partnerships with University of Oregon consultants at the Center for the Educational Policy Research
will support the staff in their goal to develop a college vision for all students as they work on vertical
alignment.
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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:
1. Align other resources with the intervention.
The school and district staff has identified alignment of budget items in order to focus resources on the
successful implementation of the model. The interventions described in the SIG proposal here will only
partially support the improvement developed for RHS. The grant supported resources will be aligned
with the general school budget and general district budget in order to implement the transformation
at full capacity. The alignment is best described in the extension of much needed space for the literacy
center on existing school property. The first year is viewed as Phase I and continues into year two for
complete realization. In addition to the literacy center, SIG funds will be used to cover the cost of
salaries for staff to attend a two‐day August workshop that will focus on poverty awareness. The
general budget will be utilized to purchase the book study entitled, Teaching with Poverty in Mind:
What Being Poor Does to Kids’ Brains and What Schools Can Do About it, along with the companion
training CD. The transformation principal is a former Ruby Payne trainer‐‐ trained in workshop tools
for educators to use when dealing with children from poverty—
(http://www.lecturemanagement.com/speakers/ruby‐payne.htm) and is qualified to support staff in
this year‐long work.
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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:
1. Modify its practices or policies, if necessary, to enable it to implement the interventions fully
and effectively.
Each program within RHS will be affected in order to ensure these proposed gains in student
achievement are attained. The emphasis on reading and writing within the literacy center‐‐ with a
close eye on transitions into appropriate placement once a student is on grade level‐‐ will be new to all
the programs. Changes to school day schedules, styles of model delivery, school uniforms, an
emphasis on writing across content areas, and focused attention on literacy will modify the instruction
in each of the RHS programs. One of the greatest changes will be to place students at the Structured
Learning Center in classes with highly qualified teachers in content areas, a movement from a
behavior model of self‐contained to an academic model that requires a five‐period day.
Staff will also work within a new schedule that gives students greater contact time, but it also builds
collaboration and PLC time for professional development. This will have a significant impact on the
ability to identify students earlier who require specialized interventions, and allow staff to work with
the new data analyst to interpret and utilize student data for improved instruction. Finally there will
be a school wide focus among all staff to embed literacy into all content areas.
RHS staff will be rewarded for their hard work. We will develop a reward and incentive program, i.e.:
spirit wear to recognize individual staff members that have had a significant impact on improved
student outcomes and progress toward meeting school wide goals described in the SIG. To ensure
that students are also recognized, staff will work collaboratively with then to identify criteria for
recognizing individual students and groups of students for rewards and incentives. A comprehensive
assessment plan will be used to capture students to ensure increased participation rates on the OAKS
and other assessments.
6.5 LEA Support to Fully Implement the Intervention model. Describe actions the
LEA/school has taken, or will take, to:
2. Sustain the reforms after the funding period ends.
By restructuring the various programs under the Roberts umbrella, students will have greater
opportunity to access a program that more directly fits their needs. The extension of the literacy
center will provide in‐depth assessments and offer intensive instruction in three research based
reading programs to bring students to a level where they can access a credit bearing program.
Changing the school day will allow for increased staff time to engage in professional development and
collaboration in PLC teams, as well as extends the learning time for students. The staff development
planned for the August workshop will allow for the front‐loading of school wide strategies for
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implementation. All of these procedural time changes are fully sustainable beyond the scope of the
SIG. For those that include new staff hires using SIG funds, those staff persons will be used for
development and start‐up of the new practices at Roberts and may be continued in those positions
with alternative funding sources after the SIG ends.
Specific interventions include:
1. Implement additional staffing to provide supports for student assessment and academic
success. These supports include an additional shared Assistant Principal in order to ensure
educational leadership at a high level and a half‐time reading teacher to support the extended
programs.
2. Two shared half‐time positions with ECHS in the area of literacy and data coordination will
provide students and staff with continuity in PLC work and student assessments.
3. Restructuring of the school schedule to allow for maximizing student contact and providing PLC
time for job embedded staff development.
4. Parent and community engagement effort focused on developing school/college awareness
event, credit earning opportunities and career and college awareness and readiness. The
addition of FTE to create a new part‐time career specialist and add to the existing position for
full time to support students in the workforce, and provide increased community support of the
Tech‐Prep Center and GED will build a college/career vision. A small purchase of tools for
students to work in the mechanical strand at the Tech‐Prep Academy.
5. A two day August workshop for professional development in the week prior to the start of the
school will provide significant focus on school‐wide instructional strategies in literacy,
understanding poverty and creating PLC’s. Other work throughout the year will center on
building teacher capacity to use common assessments to drive collaboration and inform
instruction. In addition, a comprehensive, job‐embedded professional development plan will be
implemented which provides weekly time for staff to engage in training and collaboration in
PLC teams.
6. Extend the learning environment for Roberts by phase I of the literacy center. The creation of
four additional classrooms will help us address the need for providing research‐based literacy
programs for all learners including ELA students. Adding the equivalent of two periods of FTE
to two teachers to allow them to be hired full‐time to support students’ access and completion
of these programs.
7. School office staff to support the literacy center with student intakes, parent contacts,
providing information and performing clerical duties.
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7. School Improvement Goals
What improvement will be made with the funded school? List specific SMART GOALS for improvement for
this school?
New Literacy Center & Resultant Improved Rates of Courses Completed in the Bridge and SKO Cyber
Schools
1. By June, 2011; we will increase the average completion rate of courses taken by students in the
Bridge and SKO cyber schools in grade nine through twelve by 3 percent over the 2010 levels to 53
percent completion rate. This goal will only be attainable if the new literacy center is operational by
January 2011 as expected.
2. By June, 2012; assuming that the new literacy center is operational by January 2011, we will increase
the average completion rate of courses taken by students in the Bridge and SKO cyber schools in
grade nine through twelve by 10 percent over the 2010 levels to 60 percent completion rate.
3. By June, 2013; we will increase the average completion rate of courses taken by students in the
Bridge and SKO cyber schools in grade nine through twelve by 20 percent over the 2010 levels to 70
percent completion rate.
Participation in OAKS Testing Improvement
1. By June, 2011; we will increase the percentage of students completing the OAKS test by 5 percent
over the 2010 rate to 62 percent participation.
2. By June, 2012; we will increase the percentage of students completing the OAKS test by 10 percent
over the 2010 rate to 67 percent participation.
3. By June, 2013; we will increase the percentage of students completing the OAKS test by 15 percent
over the 2010 rate to 72 percent participation.
Reading Score Improvement
1. By June, 2011; we will increase the percentage of students meeting standard for reading on the OAKS
test by 2 percent over the 2010 rate to 50 percent meets.
2. By June, 2012; we will increase the percentage of students meeting standard for reading on the OAKS
test by 5 percent over the 2010 rate to 53 percent meets.
3. By June, 2013; we will increase the percentage of students meeting standard for reading on the OAKS
test by 10 percent over the 2010 rate to 58 percent meets.
Mathematics Score Improvement
1. By June, 2011; we will increase the percentage of students meeting standard for mathematics on the
OAKS test by 2 percent over the 2010 rate to 35 percent meets.
2. By June, 2012; we will increase the percentage of students meeting standard for mathematics on the
OAKS test by 5 percent over the 2010 rate to 38 percent meets.
3. By June, 2013; we will increase the percentage of students meeting standard for mathematics on the
OAKS test by 10 percent over the 2010 rate to 43 percent meets.
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Attendance Rate Improvement
1. By June, 2011; we will increase attendance by 1 percent over the 2010 rate to 71 percent.
2. By June, 2012; we will increase attendance by 2 percent over the 2010 rate to 72 percent.
3. By June, 2013; we will increase attendance by 5 percent over the 2010 rate to 75 percent.
Are there any possible barriers to achieving the new goals for the intervention selected? What strategies will
the LEA use to address these barriers?
One key to these improvements is the new literacy center and the staff to support it. If this center is not
funded or not operational by January 2011, we do not expect these rates to improve as substantially as
proposed here. Given the numbers of students – more than 800—who will be able to receive periodic face‐
to‐face support to supplement their online courses, the only alternative approach would be to rent
computer lab and meeting space elsewhere in the Salem‐Keizer area. We expect this would be significantly
less effective since students are less likely to come to a location not associated with a school.
Another key to these improvements is family engagement. We will be using our new community outreach
staff member to involve parents to help us make more students successful in each of these targeted areas.
To do so, we will be engaged in active outreach activities with parents including home visits, worksite
visits, individual meetings with parents and group meetings with parents to ensure that both school and
home are working together to improve attendance and improve academic performance RHS students.
Finally some of the gains expected in mathematics derive from the recruitment and hiring of a new highly
qualified mathematics teacher for the students at the Structured Learning Center. If that position is not
filled, because of a hiring freeze or lack of available math certified teachers, students will have no
mathematics certified teacher in the building. SLC administrators would need to work swiftly with the
district to ensure that a teacher is transferred from another school or emergency funds are used to hire one
and that that teacher is in place when the doors open in fall 2010 to take advantage of the new longer
school day planned.
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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.
Online Course Completion Rates
As RHS students use the new literacy center for face‐to‐face instruction to supplement their online
courses, staff members expect a higher course completion rate and have proposed an ambitious
target in an effort to measure this staff led challenge. Higher rates will be evidence that students in
online courses need periodic check‐in time and the opportunity to ask specific questions about content
they do not understand in order to follow through to completion.
OAKS Participation Rates
In order to meet the target goals for increasing OAKS participation, outreach to parents explaining the
importance of OAKS completion, improved attendance so student are present on the day of the test,
multiple administrations of the test to catch more students, and student incentives will all enhance the
opportunities for improved participation.
New Oregon Diploma Requirements
The Oregon diploma requirements are changing. Students will soon be expected to complete three
years of mathematics rather than two, and four years of English language arts rather than three. This
requirement aligns well with the direction proposed here to improve OAKS reading and math scores
among RHS students to approach the district averages. To achieve these ambitious targets, the SLC
staff is proposing a longer school day for students to double the amount of instructional time.
Improved Reading and Math Scores
To improve reading scores on the OAKS, RHS students will now have three remedial reading programs
available to help even the lowest performing students. At the SLC mathematics scores on the OAKS are
expected to improve for two reasons. First a new highly qualified math teacher is being hired for the
building (SLC does not have one currently). Second, the amount of instructional time is doubling for all
SLC students, thereby ensuring that students who need it can be scheduled for double blocks of math
or language arts. At present not every student receives mathematics on their schedule at the SLC and
none receive it from a math certified instructor.
Improved Attendance
Finally, RHS students must meet annual improvement rates in attendance each of the three years of
this grant (i.e. 1 percent, 2 percent and 5 percent respectively). An incentive program will assist
students in meeting this target. Improved attendance will be rewarded in the form of a tangible,
monetary reward in the form of a gift certificate for modifying their behavior. Data will be obtained
and analyzed according to the customary reporting formula used by districts to report attendance to
ODE.
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10.1. Proposed Activities to Accompany Budget—Transformational Model
A. The LEA replaces the principal. The transformation principal develops a comprehensive
professional development plan.
Professional development Work with district staff to develop summer workshop
workshop on poverty influences and provide compensation for all licensed and
on student learning classified staff and RHS administrators to attend a 2‐
day August 2010 training on the effects of poverty on
student learning.
Establish Professional Learning Begin weekly Professional Learning Communities
Communities (PLCs) (PLCs) to target two areas: embed research‐based best
practices into the RHS classrooms on instructional
strategies and collaboration between teachers, and
use poverty resources provided by the national expert
who presented at the August 2010 workshop. Of the
four meetings each month, two will be used for the
first target and two will be used for the second. All will
use a reading study group approach and student data
to inform curricular decisions. Meetings will be
scheduled for “late start days”.
UO research consultants Work with educational policy research consultants at
the University of Oregon’s Center for Educational
Policy Research to develop vertically aligned
curriculum, curriculum aligned to standards and high
quality syllabi.
Use student data to drive Develop expertise among faculty for continuous use of
curricular decisions data to ensure that instructional practices produce
evidence of improved student outcomes. Hire a data
analyst to conduct analysis on multiple sources of
student data. Data will include sources to measure
evidence of student growth (i.e. classroom
assessments, classroom learning products, common
course assessments, student learning as measured by
course grade, classroom observations, as well as high
stakes assessments).
Replace principal The principal at RHS has been replaced with a new
principal who began in the 2009‐2010 academic year.
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B. New Literacy Program
Extend hours for parents Evening hours will allow not only students but their
parents too to use the school to develop their own
literacy skills while simultaneously promoting better
parent to school connections. Incentives for parents
will be used to support this effort.
Literacy Coach Hire literacy coach (shared position with ECHS) to
provide professional development to the RHS staff,
teach Bridge and SKO students in face‐to‐face setting,
and collaborate with district level curriculum
specialists.
Additional 2.5 FTE for two Two teachers will need additional FTE to ensure they
teachers are full‐time to support student literacy. An additional
.50 media specialist will build and support the much
needed library at this site.
Support staff FTE New office staff position to support literacy program
center,
C. Implement new reading and writing program for students who attend the schools of RHS
Additional remedial reading Implement school‐wide remedial programs for
programs students who need them. In addition to the current
higher‐level program, two elementary school
programs will be implemented. Assessments will
continue to be used to appropriately place each
student. Embedded assessments within the programs
will measure student growth. Both of these programs
will be enhanced and supported with the creation of a
media center year one instead of year two. In year
two and three, materials will continue to be purchased
to meet the needs of students.
Writing program Partner with Willamette University’s Oregon Writer’s
Project to learn research based instructional strategies
to teach writing skills to RHS students. Transformation
principal is a former director of the program.
D. Increase instruction time at SLC
Instructional leadership Hire an Assistant Principal to serve as instructional
leader. Will work closely with district curriculum
specialists and literacy coach to ensure that staff has
the necessary training to carry out the improved
literacy plan.
Math literacy At the Structured Learning Center, employ a certified
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(highly qualified) math teacher to ensure that every
student has math on his/her course schedule
Increase instructional time Change school day schedule to include a 5‐day period
with Advisory ensuring that students have instruction
in language arts, mathematics, science, social science
and an elective (PE or art). This lengthens instruction
time from a half day to a full day for all SLC students.
Double blocks of math and Use new full day schedule to provide double blocks of
reading/writing math and language arts instruction for students who
need it.
Enhance science instruction Use table‐top science kits to provide science labs
where none were available in past years.
Require school uniforms Require school uniforms to focus attention on
improved literacy and limit the influences of gang
affiliations. Uniforms will be paid for according to a
sliding fee scale.
E. Implement increased assessment and transition time for students at the Structured Learning
Center and the Teen Parent Program
Lengthen transition time Provide longer transition times for students who are
new to the SLC and the TPP. Both types of students
require better planning by staff. Most SLC students
have just come from sanctions at an expulsion hearing
so modify structure at the SLC to retain entering
students longer in transition phase for better student
planning. Most TPP students have been out of school
for 1‐2 years so increase small FTE to fully fund a
teacher in that program to provide a transition
classroom for students who need more adjustment
time.
Lengthen assessment time Provide longer assessment times for students who are
new to the SLC and the TPP. Both types of students
require better assessment planning by staff to ensure
correct placement and an academic plan that is both
challenging and for which the student can succeed.
New specialized staff positions Add community, career and college specialist to
develop new, and nurture existing, relationships with
community and parents.
Family support evenings Implement outreach program for TPP students with
monthly evening activity to strengthen extended
family supports and involve parents in teen parent
education.
F. Required Elements
Participation in the State System Districts will be expected to access the State System of
of Support Support network providers for school and district support
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coaches as well as access the Regional Support network
providers for specialized needs such as ELL, Special
Education, and others.
Technical Assistance Meetings Travel expenses to attend required meetings called by the
Oregon Department of Education for the purpose of
receiving technical assistance on school improvement and
turnaround efforts.
Reporting Requirements Time and expenses related to required reporting quarterly
on the use of ARRA funds and mid‐term and final reports.
Complete School Review The school is expected to complete an ODE sanctioned
review of the school's environment including a thorough
review of instruction.
Training District and school administrator teams will be expected
to attend leadership training.
Support to the district Provide district level leadership support to the school
under new principal, hold regular consultative meetings to
ensure transformational model is used to address new
practices and procedures to promote academic
achievement, improved attendance and positive student
behavior.
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are under her leadership to match their skill sets for the
benefit of the student population.
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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
Proposed Activity Please describe briefly how each applicable activity aligns
with a comprehensive vision for the Transformation Model
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: Develop faculty capacity to Develop expertise among faculty for continuous use of data to
use data ensure that instructional practices produce evidence of
improved student outcomes
1. Develop faculty capacity in the use Develop a data-driven culture among staff to continuously
of data to inform instruction assess student learning, inform instruction and provide
evidence of improved student performance and
achievement with data gathered and analyzed by data
coordinator (.50 FTE).
2. Develop new district evaluation The district is working with Chalkboard and stakeholders
model. on the CLASS Project to review and revise the evaluation
model for Salem-Keizer licensed and classified staff.
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(i.e. gift certificates, school pride wear, school
celebrations).
FTE Object Code Will this activity be $ Amount Requested from SIG Grant
111 Licensed Salaries sustainable after the grant Funds
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities
46
.50 111 $28,650 Yes, embedded in school $96,098 Y1
FTE 130 $38,601 PLC work and culture $73,598 Y2
2XX $22,057 $84,398 Y3
310 $4,000
4XX $2,790
FTE Object Code Will this activity be $ Amount Requested from SIG Grant
111 Licensed Salaries sustainable after the grant Funds
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities
7. Instructional reform
Proposed Activity Please describe briefly how each applicable activity aligns
with a comprehensive vision for the Transformation Model
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: Literacy Support Provide literacy and writing-help resource similar to college
labs staffed with a literacy teacher and an instructional
literacy coach….
1. Literacy Support A Literacy Center will be supported by a literacy teacher
(.5 FTE) The literacy teacher will implement and support
the Common Literacy Model so that student reading and
writing skills improve. An office specialist (1 FTE) will
support the center by doing student intakes, making
47
parent contacts, providing information and performing
clerical duties. Start up a library by purchasing books and
materials needed. Supplemental reading materials which
are age appropriate and high interest will be acquired
during years 2 and 3.
2. Fast ForWord Curriculum Fast ForWord a research based remedial reading program
which will be provided to students whose reading ability is
below 4th grade level.
3. English Language Learner Support Provide an ESOL endorsed teacher (.17 FTE) for English
Language Learners over 18 years of age.
5. Career College Specialist Career (.5 FTE) and college specialists (.5 FTE) will
establish and nurture business community, college and
parent relationships to develop job and or career
opportunities for students.
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Please align all of your proposed activities to one of
the categories listed.
Example: Use multiple student level Use multiple data sources to identify evidence of student
data to assess student learning growth (might include classroom assessments, classroom
improvements learning products)….
1. Data and Testing Coordinator To coordinate data and testing information for the
planning and implementation of learning targets.
Increased OAKS testing opportunities. (See #3 above)
2. Literacy Coach A literacy coach (.50 FTE) will provide PLCs with
professional development and guidance to support
implementation of the district Common Literacy Model.
Using assessment data the coach will assist teachers in the
use of data to inform their instruction. (See #5 above)
N/A $0 Y1
$0 Y2
$0 Y3
49
el services activity after the SIG funds school.)
below 350 Communication expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities
0 n/a Yes $0 Y1
Y2
Y3
11. 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 Transformation
Note: If the desired activity does not fit into one of Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
50
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.)
1 310 $50,000
2 310 $12,000
3 310 $4,000
4 310 $15,000
5 310 $17,500
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