illinois state board of educatio arra due date regular … · illinois state board of educatio...

ARRA Regular

ILLINOIS STATE BOARD OF EDUCATIO Innovation and lmprovement Division

O R I G I N A L m m c m m T 14,

100 North First Street, N-242 Springfield, IL 62777-0001 k DUE DATE

JUNE 14,2010

FY 2011 ARRA I I I

School lmprovement Grant - Section 1003(g) Cover Sheet for Individual School Submission ~ & / / ~ ~ d /

APPI-ICANT INFORMATION

PRIMARY CONTACT

Theresa Saunders

REGION. COUNTY, DISTRICT, TYPE CODE

50-082-1 890-22 NAME OF PRINCIPAL

Dr. Fran Karanovich ADDRESS (Street, City, State, Zip Code)

601 James R Thompson, East Saint Louis, Illinois, 62201

SCHOOL NAME

Siu Charter School Of East St Louis

DISTRICT NAME AND NUMBER

ADDRESS (Street. City, State. Zip Code) I TELEPHONE (Include Area Code) I FAX (Include Area Code)

E-MAIL

[email protected]

East St. Louis School District 189 SCHOOL NAME

Siu Charter School Of East St Louis TELEPHONE (Include Area Code)

61 8-482-8370

FAX (Include Area Code)

1005 State Street East St. Louis, IL 62201

All Subgroup Reading MeeVExceeds % 1 26

TYPE OF SCHOOL

Secondary Elementary a Enrollment AYP status: Choice SES (e.g. Restructuring, Academic Watch Year 3)

AYP for LEP Subgroup Yes No

All Subgroup Math MeeVExceeds % I 13

E-MAIL

618.646.3000

Metrics to be Collected*

Dropout Rate % I 0

618.583.7186

Student Attendance Rate %

2007-2008

Discipline % 1 nlc I nlc

2008-2009

Truants % 1 2.7 I 2.7

Number of Minutes Within the School Year that Students Are to Attend School

Number of Students Completing Advanced Coursework

% of Students Completing Advanced Coursework Based on Total School Enrollment

Teacher Attendance Rate% I n/c 1 n/c

0

0

1 Medium

0

0

College Enrollment - Number of Students

College Enrolment - % of Total Enrollment of 12th Grade

Distribution of Teachers by Performance Level on LEA'S Teacher Evaluation System

Medium

0

0

High nlc

ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 64 of 92

0

0

High n/c

Low Low

*If y this data is not available, enter N/C (not collected). If this data is not available because it does not apply to your school enter NIA (not applicable).

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SIUE CHARTER HS East St. Louis School District #189

Section I: Narrative & Overview

A. Cover Sheet for Individual SchoolSubmission form (see Attachment 14). The data can be

obtained from the School Improvement Plan located on the Illinois Interactive Report Card.

B. How Performance Data and Needs Assessment (see Attachment 2) informed the selection of the

intervention model and rationale for selecting this model.

At SIUE Charter High School this has the same educational deficiencies in mathematics and

languages. Concomitantly, there has been a continuing low performance level in PSAE test scores.

Specifically, SIUE Charter High School scores in reading reflect 18% proficient in 2005 to 26%

proficient in 2008 and 19% in 2009. Likewise, mathematics scores have gone from 0% proficient in 2005

to only 13% proficient in 2008 then to 8% in 2009, and science scores have gone from 0% proficient in

2005 to 13% proficient in 2008 and in 2009 only 3%. SIUE Charter High School 2009 ACT scores reveal

only 3% in reading, 0% in math, 0% in science and 25% in English as meeting college readiness

benchmarks. Data strongly indicated a need to transform the high school.

Analysis of the above data and trend data for student learning outcomes in school indicates the

need for systemic change in: a) leadership and decision making structures and practices; b) planning and

delivery of standards-aligned instruction in core subjects (English, mathematics, science, and social

studies); and c) student motivation to learn and to persist in school, including engagement of parents and

the community and a student mentoring program in support of this aim.

The principal has been replaced by a new principal whom will report to the superintendent,

satisfLing this requirement of a transformation model. Staff has been allocated in the funding to support a

strong support system to embed the transformation model. See attached job descriptions.

Page 1 of 31

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SIUE CHARTER HS East St. Louis School District #I89

The generally low performance of students on state assessments across subject areas indicates the

needs itemized as project objectives below:

Leadership and Decision Making

Objective Transformation Requirement

1. Provide greater district oversight coupled

level decision making

Give the school sufficient operational flexibility

with structures for flexibility in school-

/ implement fully a comprehensive approach to

(such as staffing, calendarsltime, and budgeting) to

substantially improve student achievement

outcomes and increase high school graduation

rates.

Ensure that the school receives ongoing, intensive

technical assistance and related support from the

LEA, the SEA, or a designated external lead

partner organization (such as a school turnaround

organization or an EMO).

I 2. Establish a formal decision making Give the school sufficient operational flexibility I the Leadership Team, Instructional Teams, implement fully a comprehensive approach to l structures and practices, including those of (such as staffing, calendarsltime, and budgeting) to

outcomes and increase high school graduation

and School Community Council

rates.

substantially improve student achievement

Page 2 of 31

3. Conduct audits of staff time allocation, Preparatory to increased learning time, school-level

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and procedures for screening and placing

student learning time, resource allocation,

students in special education service

decision-making

4. Establish an evaluation system for the

Operational Leader and faculty that

Use rigorous, transparent, and equitable evaluation

systems for teachers and principals, designed and

includes student growth and professional

contribute to improvement in student

developed with principal and teacher involvement

performance

5. Identify and reward personnel who

other staff who, in implementing this model, have

Identify and reward school leaders, teachers, and

who do not

outcomes; remediate and remove those

graduation rates and identify and remove those

who, after ample opportunities have been provided

for them to improve their professional practice,

increased student achievement and high school

have not done so.

lmplement such strategies as financial incentives,

increased opportunities for promotion and career

growth, and more flexible work conditions that are

designed to recruit, place, and retain staff with the

1 skills necessary to meet the needs of the students in

1 a transformation school.

Curriculum and Instruction

C) bjective I Transformation Requirement I 1 6. Increase student learning time in core 1 Establish schedules and strategies that provide 1

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7. Improve faculty content knowledge in core ----I subjects

subjects

increased learning time.

Provide staff ongoing, high-quality, job-embedded 9 professional development (G, regarding subject-

specific pedagogy, instruction that reflects a deeper

understanding of the community served by the

school, or differentiated instruction) that is aligned

with the school's comprehensive instructional

program and designed with school staff to ensure

they are equipped to facilitate effective teaching

and learning and have the capacity to successfully

implement school reform strategies 1 8. Establish a systematic instructional

planning process that aligns the taught

Provide staff ongoing, high-quality, job-embedded

professional development

curriculum with standards I 1 9. Ensure consistent application of sound Provide staff ongoing, high-quality, job-embedded

instructional practices in classrooms

10. Ensure consistent application of sound



classroom management practices in professional development

classrooms

1 1 . Conduct routine observations of

I with classroom observations and with 1 professional development I


instructional practices

12. Provide professional development aligned

Page 4 of 31



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teacher evaluations which include value

I added to student learning indicators I 1 I

Student Motivation to Learn and Persist

Objective

persist in education, including engagement community engagement.

Transformation Requirement

13. Promote student no ti vat ion to learn and Provide ongoing mechanisms for family and

I Ofthis aim I faith- and community-based organizations, health I

of parents and the community in support

clinics, other State or local agencies, and others to

Partner with parents and parent organizations,

1 I create safe school environments that meet students'

1 1 social, emotional, and health needs. 1

The needs itemized above are addressed in this proposal and are aligned with the specific

expertise of the lead partner and others in this transformation.

C. Role of the selected Lead Partner will take in the school and delineate specific services that will

be provided to successfully implement the selected school intervention model (refer to the

information provided for section 11-A-2 in the LEA Proposal Narrative section of this RFP).


14. Promote student motivation to learn and

persist in education with a student

mentoring program

Page 5 of 31

Partner with parents and parent organizations, ten

two faith- and community-based organizations,

health clinics, other State or local agencies, and

others to create safe school environments that meet

students' social, emotional, and health needs.

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1. Provide greater district oversight coupled with structures for flexibility in school-level

decision making

Services of Lead Partner and Others: AD1 will provide project manager consultations and will

provide other consulting assistance to execute the activities for this objective, as described in

Section 11.

2. Establish formal decision making structures and practices, including those of the

Leadership Team, Instructional Teams, and a School Community Council

Services by Lead Partner and Others: AD1 will annually provide five days of training for key

District and School Administrators; five days of training for the school faculty; and three days of

training for the School Community Council. This training will include the use of the Indistar

system, the Unit Builder, and the documentation of team activities. AD1 will provide School

Community Director consultations for the duration of this transformation project. See further

description under Section 11.

3. Conduct audits of staff time allocation, student learning time, resource allocation, and

procedures for screening and placing students in special education services

Services bv Lead Partner and Others: Independent, external groups and individuals will provide

the audits as described for this objective in Section 11.

4. Establish an evaluation system for the Operational Leader and faculty that includes student

growth and professional performance

Services by Lead Partner and Others: The American Institutes for Research (AIR) will provide

consulting services to finalize an evaluation system that meets the requirements of the grant. The

system will be aligned with ADI's indicators of effective practice and classroom observation

protocol. See further description in Section TI.

5. Identify and reward personnel who contribute to improvement in student outcomes;

remediate and remove those who do not

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SIUE CHARTER HS East St. Louis School District # 189


consulting services to develop a performance incentive program that is aligned with the personnel

evaluation system and with ADI's indicators of effective practice and classroom observation

protocol. See further description in Section 11.


6. Increase student learning time in core subjects

Services by Lead Partner and Others: The AD1 Project Manager will advise the District

Transformation Team and Leadership Team on adjustments in staff assignments and student

schedules in response to the audit reports on staff time allocation and student learning time in

cores subjects. See further description under Section 11.

7. Improve faculty content knowledge in core subjects

Services Provided by Lead Partner and Others: SIUE University will contract for services (2

SIUE professors will serve as Teacher Leaders) with the district to provide the Content

Knowledge Academy as described for this objective in Section 11.

8. Establish a systematic instructional planning process that aligns the taught curriculum with

standards

Services Provided by Lead Partner and Others: AD1 will provide annual training for faculty on

the use of the Unit Builder (see 2 above). ADI's project manager will assist the Instructional

Teams throughout the project. See Section IT for further description.

9. Ensure consistent application of sound instructional practices in classrooms

Services Provided bv Lead Partner and Others: AD1 will provide annual training for faculty on

sound instructional practices (see 2 above). ADI's project manager will assist the Instructional

Teams and individual teachers throughout the project. See Section I1 for further description.

10. Ensure consistent application of sound classroom management practices in classrooms

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SIUE CHARTER HS East St. Louis School District # I 89


classroom management (see 2 above). ADI's project manager will assist the Jnstructional Teams

and individual teachers throughout the project. See Section I1 for further description.

11. Conduct routine observations of instructional practices

Services bv Lead Partner and Others: The AD1 Project Manager will conduct classroom

observations, as described for this objective in Section 11.

12. Provide professional development aligned with classroom observations and with teacher

evaluations which include value added to student learning indicators

Services by Lead Partner and Others: The AD1 Project Manager will prepare the quarterly

"patterns of practice" reports. Consultants, including those provided or recommended by ADI,

will be engaged, within the parameters of the project budget, to deliver professional development

of all faculty based on the recommendations of the Leadership Team. See further description in

Section 11.


13. Promote student motivation to learn and persist in education, including engagement of

parents and the community is support of this aim

Services by Lead Partners and Others: The School Community Director consultations will be

provided by ADI. The district will engage the services of CASEL, as described for this objective

in Section 11. An annual budget allocation will be designated for the School Community Council,

and it will include reasonable expenditures to compensate coinmunity groups for non-voluntary

work.

14. Promote student motivation to learn and persist in education with a student mentoring

program

Services by Lead Partners and Others: AD1 will provide a student mentoring training program for

the 2 CBOIFBO's along with support to the school staff. See Section I1 for further description.

Page 8 of 31

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SlUE CHARTER HS East St. Louis School District #I89

D. Positions, titles, and the names of individuals involved in the oversight of the grant a t the school

level. Provide job descriptions for any newly created positions that are affected by the intervention

models selected (e.g., principal, reading coach, intervention specialist, and school improvement

coordinator). Indicate the full-time equivalency (FTE) o r the percentage of time that each staffer

will dedicate to the oversight of the intervention model a t the school. Provide the name of the

person who will monitor and evaluate the progress of this initiative.

District Liaison, [Dr. Theresa Saunders] The superintendent will serve as the primary contact

between the school and the central office. The District Liaison will meet twice monthly with the

Leadership Team and twice monthly with the Operational Leader and Transformation Supervisor. Notes

of the meetings will be submitted by the District Liaison to the District Transformation Team. The AD1

Project Manager will submit a monthly progress report to the Board of Education. The District Liaison

will also serve as a primary channel of communication between the district, school, project staff, and

SlUE School of Education.

Operational Leader (1 .O FTE), [Principal Fran Karanovich] The Operational Leader will report to the

district superintendent per charter agreement, assume responsibilities for the non-instructional operations

of the school including the functions described in this proposal. The Operational Leader will serve as a

member of the District Transformation Team and will chair the School Leadership Team.

AD1 Proiect Manager AD1 will provide consultations for the transformation. ADI's project

manager will be an instructional specialist who will:

Coordinate the services provided by AD1 and other partners.

Serve as a member of the District Transformation Team and the School Leadership Team.

Meet twice monthly with the District Liaison.

Submit a monthly progress report to the Board of Education.

Work with the Operational Leader, Leadership Team, Instructional Teams, and individual

teachers throughout the project to reinforce the instructional delivery methods.

Page 9 of 31

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SIUE CHARTER HS East St. Louis School District # I 89

Advise the District Transformation Team and Leadership Team on adjustments in staff

assignments and student schedules in response to the audit reports.

With the Operational Leader, will conduct a monthly observation of each core subject teacher

and rate the instructional and classroom management practices observed based on an

indicator-based observation instrument aligned with the Indistar indicators of effective

practice.

With the Operational Leader, meet monthly with each teacher for a 15-minute review of the

observation based on an interview protocol that will also include review of the teacher's

lesson plans and records of student progress.

With the Operational Leader, on a quarterly basis, prepare a report indicating "patterns of

practice" observed in the classroom observations.

Provide regular coaching comments for the Leadership Team and School Community

Council via the Indistar web system.

School Community Director, AD1 will provide School Community Director with a with extensive

experience working with parents and community groups. The School Community Director will assist the

Charter Leader who will:

Chair the School Community Council.

Assist the School Community Council in implementing the Solid Foundation program.

Organize a community advisory group, consisting of representatives of community

organizations, including faith-based organizations.

With the School Community Council, develop and Inventory of School and Community

Services and administer a referral process to assist students and families ill accessing services

and activities.

Provide technical assistance in completing the ISBE Parent Involvement Analysis tool.

Coordinate the work of CASEL and the social-emotional task force.

Page 10 of 31

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SIUE CHARTER HS East St. Louis School District # 1 89

Coordinate the work of CBORBO's in providing the student mentoring program.

Provide regular coaching comments for the School Community Council via the Indistar web

system.

Prepare a monthly progress report, submitted to the AD1 Project Manager for inclusion in the

project manager's report to the Board of Education.

Support Staff (1.0 FTE), The following positions will provide full-time support with extensive

experience working with teachers and students. Transformation Supervisor will be responsible for

monitoring all aspects o f the transformation, the Charter Leader will be able to coach and assist

with charter specifics as transformation occurs.

Section 11: Proposed Activities

Describe the proposed activities that address the intervention model chosen for this school. Refer to

Appendix A for information on the required activities for each model.

A. Complete the Individual School Strategies forms (see Attachment 17) and detail the school-level

strategies required to reach the goals for student achievement identified by the LEA.


1. Provide greater district oversight coupled with structures for flexibility in school-level

decision making

The District Transformation Team, as described in the LEA proposal, will oversee the

implementation of the transformation model. The superintendent will serve as the primary contact

between the school and the district. The District Liaison will meet twice monthly with the

Leadership Team and twice monthly with the Operational Leader, and AD1 Project Manager.

Notes of the meetings will be submitted by the District Liaison to the District Transformation

Team. The AD1 Project Manager will submit a monthly progress report to the Board of

Education. The District Liaison will also serve as a primary channel of communication between

the district, school, project staff, and the charter board. The Board of Education, upon the

Page 11 of 31

50-082-1890-22


recommendation of the District Transformation Team, will issue a Memo of Understanding

outlining the formal decision making structures and practices (see 2 below) to be established in

the school and the scope of responsibility and accountability authorized for more school-level

flexibility in budgeting, scheduling, and staffing. The Board of Education, upon recommendation

of the District Transformation Team, will annually set performance expectations (assessment

scores, attendance rates, graduation rates, and college placement rates) for student achievement in

the school.

Services of Lead Partner and Others: AD1 will provide other consulting assistance to execute the

activities described above.

Measurable Outcomes

1 . l . The chief outcome for the project will be significantly improved annual student performance

as measured by:

1 . l . 1. assessment scores,

1.1.2. attendance rates,

1.1.3. graduation rates, and

1.1.4. college placement rates.

1.2. Board minutes will show:

1.1 . l . the appointment by the superintendent of a District Liaison,

1.1.2. the approval of the Memo of Understanding, and

1.1.3. the annual performance expectations for student achievement.

1.2. District Transformation Team and School Leadership Team minutes will document the

activities of these groups and the participation by the AD1 Pro-ject Manager and the District

Liaison.

1.3. Reports submitted by the AD1 Project Manager will be entered into the board minutes.

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1.4. District Transformation Team minutes will include the Notes provided by the District

Liaison.

2. Establish formal decision making structures and practices, including those of the Leadership

Team, Instructional Teams, and a School Community Council

A Leadershiv Team will be chaired by the Operational Leader and will include the

Transformation Supervisor, Charter Leader, the lead teacher from each Instructional Team, and

other professional administrative and support staff as determined by the Operational Leader. The

Leadership Team will meet twice each month for not less than one hour each meeting, with

agendas and minutes maintained in an available file by the Operational Leader. The Leadership

Team will: 1) review and recommend modifications in the course of the transformation strategies;

2) review student learning data, including formative data, to recommend adjustments in the

curriculum, scheduling, and interventions for students. The Leadership Team will assess, plan,

implement, and monitor effective practices via ADI's Indistar system, and the AD1 Project

Manager will provide coaching comments documented in the system. The ongoing work of the

Leadership Team via Indistar will be available for review through an internet login provided to

the school board, district administrators, school faculty and staff, and parents.

The faculty will be organized into subject area Instructional Teams, each chaired by a

lead teacher appointed by the Operational Leader. The Instructional Teams will meet twice each

month for not less than 45 minutes per meeting, with agendas and minutes submitted to the

Operational Leader and kept on file. These business meetings will be for the purpose of managing

the ongoing work of the teams and for reviewing student learning outcomes, including formative

assessments, of students in the subjects relevant to the team. The Instructional Teams will

determine necessary adjustments in their subject area curricula and instructional practices in

response to patterns of student performance. The Instructional Teams will also identify students

Page 13 of 31

50-082-1890-22 SIUE CHARTER HS

East St. Louis School District # 189

within their subject areas in need of enhanced learning opportunities, tutoring or other support,

and referral for community services.

The core subiect Instructional Teams will also meet for blocks of time of 6 hours each

month, and for additional days before and after the school year as determined by the

superintendent. These block-of-time meetings will be for the purpose of preparing and revising

standards-aligned units of instruction, with the structure provided by the Unit Builder technology.

The School Community Council will be chaired by the Charter Leader and include the

Operational Leader, two teachers, a social worker, and four parents of currently enrolled students

who are not employees of the district or school. The School Community Council will meet twice

each month for not less than 90 minutes each meeting, with agendas and minutes submitted to the

Operational Leader and kept on file. The School Community Council will use the Solid

Foundation framework for building a strong school community and will advise and assist the

Charter Leader. Special emphasis will be placed on providing parents with a strong understanding

of the parent-child home behaviors necessary to student success in school, the importance of

parental expectations for their children to apply themselves in school and persist in their

educations. The School Community Council will also interface with community groups and

community leaders, including faith-based leaders and groups, to enlist their support for its aims.

The School Community Council will also develop an Inventory of Community and School

Services and Activities and establish procedures to identifjl and refer families and individual

students who would benefit from these services and activities. This referral process will include

procedures for teachers and other school staff to refer individual students and families to the SCC

for need of services and participation in activities.

Services by Lead Partner and Others: AD1 wil I annually provide five days of training for key

District and School Administrators; five days of training for the school faculty; and three days of

training for the School Community Council. This training will include the use of the Indistar

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50-082-1890-22


system, the Unit Builder, and the documentation of team activities. AD1 will provide School

Community Director consultations for the duration of this transformation project.

Measurable Outcomes

2.1. Agendas and minutes of Leadership Team, lnstructional Team, and School Community

Council meetings and planning sessions will be maintained by the Operational Leader for the

Leadership Team and School Community Council and by the Operational Leader for the

Instructional Teams.

2.2. Twice-annually the AD1 Project Manager will review agendas and minutes described in 2.1

and report to the District Transformation Team and superintendent on the completion and

adequacy of the documentation.

3. Conduct audits of staff time allocation, student learning time, resource allocation, and

procedures for screening and placing students in special education services

The Board of Education, upon recommendation of the superintendent, will award

consulting contracts to groups or individuals to conduct independent audits of staff time

allocation, student learning time in core subjects, resource allocation, and procedures for

screening and placing students in special education services. These contracts will be within the

budgetary parameters of the SIG grant, issued to groups or individuals with expertise and

experience in the audit topics, and will be conducted in years 1 and 3 of the project.

Services by Lead Partner and Others: Independent, external groups and individuals will provide

the audits as described above.

Measurable Outcomes

3.1. The Board of Education will maintain copies of the consulting agreements with the groups

and individuals retained to conduct the audits.

3.2. Copies of the audit reports will also be maintained by the Board of Education and will be

made publicly available by posting on the district's website.

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50-082-1890-22


4. Establish an evaluation system for the Operational Leader and faculty that includes student

growth and professional performance

By the opening of school in the first project year, SlUE and the District Transformation

Team will finalize phase 1 of the evaluation system, including the alignment of Operational

Leader and teacher job assignments with the objectives included in this proposal. During the first

project year, AIR will consult with the District Transformation Team, AD1 Project Manager,

School Leadership Team, and the bargaining unit to add to this evaluation system methods for

including student growth as a key component of the evaluation.


consulting services to finalize an evaluation system that meets the requirements of the grant. The

system will be aligned with ADI's indicators of effective practice and classroom observation

protocol.

Measurable Outcomes

4.1. Board approval of the evaluation system as described above by the conclusion of the first

project year.

4.2. Implementation of the evaluation system by the beginning of the second project year.

5. Identify and reward personnel who contribute to improvement in student outcomes;

remediate and remove those who do not

During the first project year, AIR will consult with the District Transformation Team,

AD1 Project Manager, School Leadership Team, and the bargaining unit to add to the evaluation

system incentives to reward exemplary performance relative to the evaluation system described in

Objective 4.


consulting services to develop a performance incentive program that is aligned with the personnel

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evaluation system and with ADI's indicators of effective practice and classroom observation

protocol.

Measurable Outcomes

5.1. Board approval of the incentive program as described above by the conclusion of the first

project year.

5.2. Implementation of the incentive program as described above by the beginning of the second

project year.


6. Increase student learning time in core subjects

Based on the audits of staff time allocation, student learning time in core subjects, and

resource allocation, the District Transformation Team, in conjunction with the school Leadership

Team, will recommend by the end of Years 1 and 3 adjustments in staff assignments and student

schedules to increase the amount of time students spend in engaged learning in core subject areas.

Further, tutoring services will be provided after school, on Saturdays, and in the summers for

students referred by Instructional Teams.

Services by Lead Partner and Others: The AD1 Project Manager will advise the District

Transformation Team and Leadership Team on adjustments in staff assignments and student

schedules in response to the audit reports.

Measurable Outcomes

6.1. Copies of the recommendations for adjustments in staff time allocation and student schedules,

and actions taken in response to the recommendations will be maintained by the

superintendent and made publicly available on the district's website.

6.2. The number of hours of faculty contact with students in core subject classes, and the average

amount of time students spend (by grade level) in core subject classes will be annually

calculated and will demonstrate a satisfactory increase over the three years of the project.

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East St. Louis School District #I89

7. Improve faculty content knowledge in core subjects

SIUE will provide onsite training for core subject faculty that is equivalent of college-

level courses in the fields and includes review of current lines of inquiry. This Content

Knowledge Academy will include 45 hours of in-class instruction each semester for each core

subject teacher. A University will provide an evaluation of the performance of each faculty

member for each course unit completed.

Services Provided by Lead Partner and Others: SIUE will contract for services with the district to

provide the Content Knowledge Academy as described above.

Measurable Outcomes

7.1. A University will, within 30 days of the conclusion of each semester, present to the Board of

Education a report showing:

7.1 . l . the number of college faculty contact hours with district teachers in each of the

courses,

7.1.2. the attendance of each district teacher, and

7.1.3. an evaluation of the performance of each teacher, including gains on a pre- and

post-test for each course.

8. Establish a systematic instructional planning process that aligns the taught curriculum with

standards

AD1 will train core subject faculty in the use of the Unit Builder technology to design

standards-aligned units of instruction, and faculty will complete units for each core subject course

by the end of the first project year and will implement the units in the second project year. This

training, combined with training on instructional delivery and classroom management will consist

of five days for each faculty member at the beginning of each project year. AD17s project

manager will be an instructional specialist who will work with the Operational Leader and

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50-082-1890-22


Leadership Team, Instructional Teams, and individual teachers throughout the project to reinforce

the instructional planning process.


the use of the Unit Builder (see 2 above). ADI's project manager will assist the Instructional

Teams throughout the project.

Measurable Outcomes

8.1. By the end of the first project year, Instructional Teams will have developed complete,

standards-aligned units of instruction for each core subject course.

8.2. Copies of these units of instruction will be provided to the superintendent and posted on the

district's website.

8.3. Units of instruction will be annually revised and updated, and the revisions will be provided

to the superintendent and posted on the district website.

8.4. During the second year of the project and thereafter, classroom observations and teacher

interviews (see 9 below) by the Operational Leader and AD1 Project Manager will confirm

the appropriate application of these units of instruction in all core subjects.

9. Ensure consistent application of sound instructional practices in classrooms

AD1 will train core subject faculty in effective practices for delivering instruction in a

variety of modes including whole-class instruction, work time with targeted instruction for each

student and student group, computer-based instruction, and homework. Methods of mastery

learning, direct instruction, and cooperative learning will be emphasized. In the second year of

the project, the teachers will use the standards-aligned units of instruction as the basis for this

instruction. This training, combined with training on instructional planning and classroom

management will consist of five days for each faculty member at the beginning of each project

year. ADI's project manager will be an instructional specialist who will work with the

Page 19 of 31

50-082-1890-22 STUE CHARTER HS


Operational Leader, Leadership Team, Instructional Teams, and individual teachers throughout

the project to reinforce the instructional delivery methods.


sound instructional practices (see 2 above). ADI's project manager will assist the Instructional

Teams and individual teachers throughout the project.

Measurable Outcomes

9.1. Classroom observations (see 9 below) by the Operational Leader and Transformation

Supervisor, using an observation protocol, will confirm the application of sound instructional

practices in core subject classrooms.

9.2. With Year 1 serving as the baseline, the percent of observed practices within observations

will increase each project year. and in Year 3 the total faculty percentage in core subjects will

be not less than 90%.

10. Ensure consistent application of sound classroom management practices in classrooms

AD1 will train core subject faculty in effective practices for classroom management. This

training, combined with training on instructional planning and instructional delivery will consist

of five days for each faculty member at the beginning of each project year. ADI's project

manager will be an instructional specialist who will work with the Operational Leader and

Leadership Team, Instructional Teams, and individual teachers throughout the project to reinforce

sound classroom management.


classroom management (see 2 above). ADI's project manager will assist the Instructional Teams

and individual teachers throughout the project.

Measurable Outcomes

Page 20 of 31

50-082-1890-22


10.1 .Classroom observations (see 9 below) by the Operational Leader and Transformation

Supervisor, using an observation protocol, will confirm the application of sound classroom

management in core subject classrooms.

10.2.With Year I serving as the baseline, the percent of observed practices within observations

will increase each project year, and in Year 3 the total faculty percentage in core subjects will


1 I . Conduct routine observations of instructional practices

The Operational Leader and Transformation Supervisor will conduct a monthly

observation of each core subject teacher and rate the instructional and classroom management

practices observed based on an indicator-based observation instrument aligned with the Tndistar

indicators of effective practice. Each observation will be for 30 minutes. Following each

observation, Operational Leader and Transformation Supervisor will meet with the teacher for a

15-minute review of the observation based on an interview protocol that will also include review

of the teacher's lesson plans and records of student progress.

Services by Lead Partner and Others: The AD1 Project Manager will conduct classrooin

observations, as described above with Operational Leader and Transformation Supervisor.

Measurable Outcomes

1 1.1 .Classroom observations and teacher interviews by the Operational Leader and

Transformation Supervisor, using an observation and interview protocol, will confirm the

application of sound instructional practices and classroom management in core subject

classrooms.

1 1.2.With Year I serving as the baseline, the percent of observed practices within observations

will increase each project year, and in Year 3 the total faculty percentage in core subjects will


Page 21 of 31

50-082-1890-22


12. Provide professional development aligned with classroom observations and with teacher

evaluations which include value added to student learning indicators

The Operational Leader and AD1 Project Manager will, on a quarterly basis, prepare a

report indicating "patterns of practice" observed in the classroom observations as described

above. The patterns of practice report will summarize the indicators of effective practice for

which there is general strength across the faculty and those for which there is general weakness.

Professional development for all faculty will be planned by the Leadership Team to address areas

of general weakness. This professional development will be conducted by experts on the relevant

practices and by individual faculty members who have demonstrated strength with these

practices. Twice annually the Operational Leader will conduct an evaluative observation of each

core subject faculty member. This evaluative observation will be based on the same indicators of

effective practice as those employed in the routine observations. The evaluative observation will

be 60 minutes or one full class period, whichever is less. Following each evaluative observation,

the Operational Leader will prepare an evaluation report for the teacher and will meet with the

teacher to review the report. These reports and the progress of students taught by the teacher will

inform an annual evaluation to determine the status of the teacher. Teachers who receive

probationary status will enter due process steps leading to potential dismissal. Teachers who

receive remediation status will be assigned specific professional development activities to address

the areas of weakness and will be required to improve their performance on the next semi-annual

evaluation or be placed in probationary status. By the second project year, the evaluation system

will include methods for determining student growth as a component of the evaluation and an

incentive program for exemplary performance.

Services by Lead Partner and Others: The AD1 Project Manager will prepare the quarterly

"patterns of practice" reports. Consultants, including those provided or recommended by ADI,

Page 22 of 31

50-082-1890-22


will be engaged, within the parameters of the project budget, to deliver professional development

of all faculty based on the recommendations of the Leadership Team.

Measurable Outcomes

12.1. Copies of the quarterly "patterns of practice" reviews will be submitted by the AD1 Project

Manager to the superintendent and will be posted on the district website.

12.2. Copies of the twice annual teacher evaluations will be maintained in accordance with board

policy, and their completion and adequacy will be certified by the superintendent.

12.3. Due process procedures for teachers on probationary status will be documented in accordance

with board policy.

12.4. By the beginning of the first school year after the conclusion of this 3-year project, no teacher

will be retained who remains on probationary status.


13. Promote student motivation to learn and persist in education, including engagement of

parents and the community is support of this aim

As stated in the description of the School Community Council above, this Council will

include as one of its responsibilities the creation and administration of a parent and community

education program that will include an emphasis on the importance of parent and community

endorsement of high expectations for student academic success and persistence. In addition, the

Charter Leader will organize a community advisory group, consisting of representatives of

community organizations, including faith-based organizations, to assist the School Community

Council in a joint project aimed specifically at parent and community endorsement of high-

expectations for student academic success and persistence. As a component of ADI's training for

faculty, the teacher's role in student motivation and metacognition will be covered, with specific

instructional method provided for enhancing student motivation to learn, based on the work of

Jere Brophy (see Student Motivation to Learn). In addition, the referral for services procedures

Page 23 of 31



established by the School Community Council and administered by the Charter Leader will

include a quick-response process to intervene when teachers or other school staff detects a

waning of student motivation to learn, student desire to persist with education, or student

psychological or social difficulties that may interfere with school progress. Further, the

Operational Leader, AD1 Project Manager, Transformation Supervisor, Charter Leader, and

guidance counselor will form a social-emotional task force to recommend policies, programs,

practices, and procedures that will enhance student social and emotional learning. The

Collaborative for Social and Emotional Learning (CASEL), and Illinois-based non-profit, will

consult with this task force and provide services it may determine. Further, AD1 will assist with

coordinating a student mentoring program.

Services by Lead Partners and Others: The School Community Director consultations will be

provided by ADI. The district will engage the services of CASEL, as described above. An annual

budget allocation will be designated for the School Community Council, and it will include

reasonable expenditures to compensate community groups for non-voluntary work.

Measurable Outcomes

13.1. The chief outcome will be significantly increased student persistence in education as

measured by the:

13.1.1. attendance rate,

13.1.2. graduation rate, and

13.1.3. college placement rate.

13.2. The implementation of responsibilities assigned the School Community Council, as

described above, will be documented in the agendas, minutes, and work products of the

Council, the community advisory group, and the social-emotional task force.

14. Promote student motivation to learn and persist in education with a student mentoring

program

Page 24 of 31

50-082-1890-22

SIUE CHARTER HS


AD1 will assist with establishing the administration of mentoring programs for at-risk,

underserved youth. The Charter Leader and AD1 will improve youth outcomes in at-risk youth

mentoring programs by establishing and strengthening collaborative community approaches.

This approach will ensure high-quality implementation of one-on-one mentoring relationships,

small group mentoring with adults in the community, and large group mentoring presentations by

local community/faith based organizations. AD1 will assist with recruitment, screening, and

training of mentors, professional development for school leaders, and ten communitylfaith based

organi~ations.

The mentoring program will carry out the mandates of the state-and federal

recommended, written screening policy, with careful and consistent application to all mentors.

The mentoring program will follow the U.S. Department of Justice, Office of Juvenile Justice and

Delinquency Prevention's Guidelines for the Screening of Persons Working With Children, the

Elderly, and Individuals With Disabilities in Need of Support (Davis et al., 1998). The LEA will

utilize the SafetyNET Screening Program for conducting criminal background checks, passed in

2003 by Congress as a pilot program for a low-flat fee cost.

Services by Lead Partners and Others: AD1 will coordinate a student mentoring program and

enhance and improve the organizational capacity and system efficiency and cost effectiveness

through training and technical assistance.

Measurable Outcomes

14.1. The chief outcome will be number of youth successfully completing program

requirements. Other outcomes will be measured by the:

14.1.1. number of youth served,

14.1.2. number of program youth exhibiting desired change in targeted behaviors, and

14.1.3. number of youth served with whom an evidence-based program was used.

Page 25 of 31



B. Describe how the school will collect, analyze, and share data among school staff and the LEA.

Include how the school will ensure that all administrators and teachers in the school are able to

access and monitor each student's progress. Describe how school staff will analyze data to make

necessary instructional modifications, enhance support services, or identify interventions.

All teaching faculty will be organized into Instructional Teams according to their subject area.

Special education teachers will be assigned to subject area teams for purposes of instructional planning.

The Operational Leader will annually appoint a lead teacher for each Instructional Team, and these lead

teachers will also serve on the Leadership Team, with the Operational Leader, Transformation Supervisor,

and other professional staff as determined by the Operational Leader. The Leadership Team will meet

twice each month to analyze school-level student data, including state assessments and local assessments,

and will make modifications in curriculum, schedule, support services, and instructional practice. The

Instructional Teams will meet twice each month to analyze subject-area student data, including formative

assessments and teacher-created assessments, and will modify instructional strategies and identify

individual students in need of support services (tutoring, counseling, guidance, for example) and students

who would benefit from enhanced learning opportunities (more advanced course schedule, for example).

During the first year of the project, the core subject Instructional Teams, using ADI's Unit

Builder technology, will develop detailed, standards-aligned units of instruction with leveled and

differentiated learning activities. These unit plans will include criteria for mastery and pre- and post-unit

test items to assess student mastery of standards-aligned objectives. Beginning in the second year of the

project, core subject teachers will prepare two-week Student Learning Plans for each student, with

assignments selected from the team-developed unit plans and appropriate to the student's current level of

mastery of unit objectives, based on the unit pre-test and subsequent work. Student Learning Plans will

include an array of learning activities aligned with three levels for each target objective. The teacher will

assign the appropriate activities and will monitor student mastery according to the team-established

criteria. The unit plans, Student Learning Plans, Class Progress Reports (daily tracking of student mastery

Page 26 of 31

50-082-1890-22 SICTE CHARTER HS


of objectives), and Student Progress Reports (end-of-unit assessment of the student's mastery of each unit

objective) are maintained in the Unit Builder data base. The Student Learning Plans provide a structured,

planned, and differentiated means for monitoring student progress and making frequent modifications in

assignments.

C. Describe how instructional practices will be aligned with assessment practices to measure

student progress. Provide details about how the school will adjust instruction based on progress

monitoring and collected data results. Include the process that will be used to make curriculum

modifications. Include an outline of assessments used by grade level. A chart that summarizes this

information may be included as an appendix to the proposal.

All teaching faculty will be trained by AD1 to use the twice-monthly I~istructional Team meetings

as a forum for examining student learning data, make adjustments in instructional strategies, and identify

students in need of intervention, including students not making sufficient progress and students in need of

greater challenge. All teaching faculty will be trained by AD1 in methods for developing standards-

aligned classroom assessments and for modifying individual student assignments in accordance with

evidence of mastery. Core subject faculty will be required to use the more intensive methods of the Unit

Builder to develop detailed, standards-aligned units of instruction for each core subject course. These unit

plans will include standards-aligned objectives and criteria for mastery. Each objective will be leveled to

include the primary Target Objective, a Prerequisite Objective for students in need of work preliminary to

moving to the Target Objective, and an Enhanced Objective for students who demonstrate, via a unit pre-

test or subsequent work, early mastery of the Target Objective. Each leveled objective will be aligned

with individual learning tasks for multiple instructional modes, including independent work, small group

work, computer-based instruction (when available), and homework. Core subject teachers, beginning in

the second year of the project, will develop two-week Student Learning Plans for each student, with

learning tasks appropriate to the student's demonstrated current mastery of objectives. The Unit Builder

will enable teachers to administer this process efficiently, document all steps in the process, and maintain

Page 27 of 31

50-082-1890-22

STUE CHARTER HS East St. Louis School District # 189

a record of each student's mastery of each objective. Each student's mastery of objectives will be reported

at the conclusion of each unit of instruction, and that report will be provided to parents. Instructional

Teams will analyze the validity of the objectives, criteria for mastery, and learning strategies included in

their units of instruction by annually correlating student mastery as recorded in the Unit Builder with

student perfomlance on state assessments. The Instructional Teams will make revisions in their unit plans

in response to this analysis, and the revised plans will be included in the Unit Builder for review by the

Leadership Team.

D. Describe any support service(s) or interventions that will be put in place at the school to ensure

full implementation of the selected model. Discuss the process that will be put in place to identify

school-level needs and to ensure that high quality support and interventions are present.

The transformation project includes several levels of oversight, review, and modification in course.

The District Transformation Team (see LEA proposal narrative) will meet monthly to:

advise the school board on approval of transformation activities that require board approval,

review the AD1 Project Manager's monthly report,

review the District Liaison's monthly report,

review reports generated from the lndistar system,

examine project progress in meeting project objectives according to the benchmarks set forth in

the plan, and

recommend changes in course.

External audits will be conducted in Year I and Year 3 of the project to analyze the school's

budgetary resource allocations, student learning time, allocation of staff time, and policies and procedures

for placement of students in special education and related services. These data will be used by the

school Leadership Team, District Transformation Team, and Board of Education to modify

policies and practices.

Page 28 of 31

50-082-1890-22


The District Liaison, AD1 Project Manager, and Operational Leader will meet twice monthly to

review progress, and the District Liaison will report notes from these meetings to the District

Transformation Team. The Leadership Team, Instructional Teams, and School Community Council will

meet twice monthly to review project implementation and student learning data, with minutes from the

meeting recording conclusio~~s and changes in course.

The Indistar system will document the work of the Leadership Team and School Community

Council, relative to indicators of effective practice, and reports from this system will be provided to the

District Transformation Team as part of the AD1 Project Manager's monthly report.

SIUE will submit to the District Transformation Team semester-end reports of the Core

Knowledge Academy, including hours of instruction provided by the College's faculty, attendance by

each teacher, and an evaluation of the performance of each teacher based on course pre-tests and post-

tests.

E. Describe the school-level, job embedded professional development that will occur to support the

implementation of the selected model. Discuss how the approach will support all staff and how

individual needs will be identified and addressed. Describe how the school will initiate and support

collaborative efforts among staff such as grade level meetings, teacher inquiry, and learning

communities.

The following annual, formal professional development will be part of the project's

implementation:

AD1 Training for District and School Administration 5 days by 2 trainers

AD1 Training for School Faculty 5 days by 3 trainers

AD1 Training for School Community Council 3 days by 2 trainers

Core Knowledge Academy 45 hours of instruction each semester for

core subject teachers

Page 29 of 31

50-082-1890-22


In addition to this formal professional development, the Operational Leader and Transformation

Supervisor will conduct a monthly observation of each core subject teacher and rate the instructional and

classroo~n management practices observed based on an indicator-based observation instrument aligned

with the Indistar indicators of effective practice. Each observation will be for 30 minutes. Following each

observation, the Operational Leader and Transformation Supervisor will meet with the teacher for a 15-

minute review of the observation based on an interview protocol that will also include review of the

teacher's lesson plans and records of student progress.

The Operational Leader and AD1 Project Manager will, on a quarterly basis, prepare a report

indicating "patterns of practice" observed in the classroom observations as described above. The patterns

of practice report will summarize the indicators of effective practice for which there is general strength

across the faculty and those for which there is general weakness. Professional development for all faculty

will be planned by the Leadership Team to address areas of general weakness. This professional

development will be conducted by experts on the relevant practices and by individual faculty members

who have demonstrated strength with these practices. The Leadership Team will select the Content

Knowledge Academy. Twice annually the Operational Leader will conduct an evaluative observation of

each core subject faculty member. This evaluative observation will be based on the same indicators of

effective practice as those employed in the routine observations. The evaluative observation will be 60

minutes or one full class period, whichever is less. Following each evaluative observation, the

Operational Leader will prepare an evaluation report for the teacher and will meet with the teacher to

review the report.

The District Liaison and AD1 Project Manager will, weekly, enter coaching comments into the

lndistar system relative to the work documented in the system by the Leadership Team and School

Community Council. The Charter Leader will also enter coaching comments for the School Community

Council. This real-time response to the work of the teams relative to indicators of effective practice and

detailed plans will constitute ongoing and embedded professional development.

Page 30 of 31

50-082-1890-22

STUE CHARTER HS East St. Louis School District #I89

F. Describe the school's plan to communicate its vision and goals to the school staff, families, and

the community. Provide details of continuous communication with the staff, families, and the

community regarding status and progress of school improvement efforts.

The transformation project includes several means of communication, including:

posting of reports and documents on the district's website, as described in this proposal,

guest login for school board, faculty, and parents to view the work of the Leadership Team and

School Community Council as documented in the Indistar system,

unit Student Progress Reports to parents showing the student's progress in mastery of standards-

aligned objectives in core subjects;

the work of the School Community Council;

the Charter Leader's work with the community advisory group;

the Charter Leader's work with the social-emotional learning task force and mentoring project.

In addition to these formal con~munication processes, the project's progress, based on the AD1

Project Manager's report, will be entered into the monthly minutes of the Board of Education. The

approved transformation plan will be posted on the district website and provided with a cover letter from

the superintendent to each employee of SIUE Charter High School and each partner organization in the

project. The District Transformation Team will hold an open forum prior to the opening of school in each

project year and once during each project year to report progress and receive input from attendees

Page 31 of 31

Initial Budget C] Amendment (NO. ) Individual s c B R I G(NRL INOlS STATE BOARD OF EDUCATION Revised init~al Budget ARRA Regular Budget Innovation and improvement Division

100 North First Street, N-242 FISCAL Springfield, Illinois 62777-0001

50-082-1 890-22 06/14/10 FY 201 1 ARRA SCHOOL NAME DISTRICT NAME AND NUMBER School Improvement Grant - Section 1003(g)

Budget Summary and Payment Schedule CONTACT PERSON TELEPHONE NUMBER (Include Area Code) Use whole dollars only. OMIT COMMAS A N D DECIMAL Dr. Theresa Saunders 61 8.646.3000 PLACES, e.g., 2536

Project Budget Year 1: 2010-2011 I

ATTACHMENT 15 PROGRAM APPROVAL DATE AND INITIALS

E-MAILADDRESS [email protected]

TOTAL FUNDS

FAX NUMBER (Include Area Code) 618.583.7186

BEGIN DATE END DATE

06130/2011 I - I I I I I Directions: Prior to preparing this Budget Summary and Payment Schedule request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at chttp:llwww. isbe.ne~fundinglpdf/fiscal~procedure~handbk.pdf. Obligations of funds based on this budget request cannot begin prior to July 1, or receipt of a substantially approvable budget request, whichever is later.

EXPENDITURE

] 28 ( Total Direct Costs 1 131000 1 49224 1 338206 1 2800 1 13500 1 0 1


I I I , , , , I - - , . -- 33

' If expend tdres are showr tne .no rect costs rate ~arlnol be dsed " Nol appl came to al grants and In no Inslances can Caplta. O~tlay and Non-Cap talzea E ~ L ~menl or Fac lllles Acq~lsll~an 8 Curlstr~cl on Serv~cer be nc ~deo ,n Ine lnatrecl costs appl ~ a l on I TOTAL BJDGET

534730


Amendment 'No. i Individual s c h o RI G I ATTACHMENT 15A @ Initial Budget IS STATE BOARD OF EDUCATION

Revised Initial Budget ARRA Regular Budget ation and Improvement Division 100 North First Street, N-242

Directions: Prior to preparing this Budget Summary and Payment Schedule request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at c h t t p : / l w . isbe.netlfundinglpdf/fiscalgrocedure~handbkpdf. Obligations of funds based on this budget request cannot begin prior to July 1, or receipt of a substantially approvable budget request, whichever is later.

EXPENDITURE

2 2

tn 3 W m %

Springfield, Illinois 62777-0001

FY 2011 ARRA School Improvement Grant - Section 1003(g)

Budget Summary and Payment Schedule Use whole dollars only. OMIT COMMAS AND DECIMAL

PLACES, e.g., 2536

Project Budget Year 2: 2011 -2012

FISCAL YEAR

11

PROGRAM APPROVAL DATE AND INITIALS

TOTALFUNDS

CARRYOVER FUNDS

CURRENT FUNDS

SOURCE OF FUNDS CODE 4855

BEGIN DATE

SCHOOL NAME

Siu Charter School Of East St Louis CONTACT PERSON

Dr. Theresa Saunders E-MAILADDRESS

[email protected] END DATE

06130/2012

REGION. COUNN, DISTRICT, TYPE CODE

50-082-1890-22 DISTRICT NAME AND NUMBER

East St. Louis School District 189 TELEPHONE NUMBER (Include Area Code)

61 8.646.3000 FAX NUMBER (Include Area Code)

618.583.7186

SUBMISSION DATE

06/14/10

ATTACHMENT 15B

EXPENDITURE ACCOUNT

(2)

w Z

Initial Budget A ( 0 . -) Individual SS~B RI G I N # I I I OIS STATE BOARD OF EDUCATION Rev~sed Initial Budget ARRA Regular Budget ovation and lmprovement Division

00 North First Street, N-242

FUNCTION NUMBER

(1)

Directions: Prior to preparing this Budget Summary and Payment Schedule request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can b e accessed at < h t t p : l / w . isbe.net/fundinglpdfIfiscal-procedure~handbk.pdf. Obligations of funds based o n this budget request cannot begin prior t o July 1, or receipt of a substantially approvable budget request, whichever is later.

2 2

V) 3

m 2

SALARIES (3)

(Obi. 100s)

1 17 1 2560 1 Food Services I

Springfield, Illinois 62777-0001

FY 2011 ARRA School Improvement Grant - Section 1003(g)

Budget Summary and Payment Schedule Use whole dollars only. OMIT COMMAS AND DECIMAL

PLACES, e.g., 2536

Project Budget Year 3: 2012-2013

FISCAL YEAR

I 1

' 2

7

1 20 1 2620 1 Planning, Research, Development 8 Evaluation Services I 1 I I

PROGRAM APPROVAL DATE AND INITIALS

-TOTAL FUNDS

CARRYOVER FUNDS

CURRENT FUNDS

EMPLOYEE BENEFITS

(4)

(Obj. 200s)

1 25 1 3000 Communly Sewices 1 Division

SOURCE OF FUNDS CODE 4855

BEGIN DATE

looO

2110

2210

1 26 1 4000 Payments to Other Districts or Government Units I

SCHOOL NAME

Siu Charter School Of East St Louis CONTACT PERSON

Dr. Theresa Saunders E-MAILADDRESS

[email protected]

END DATE

06/30/2013

PURCHASED SERVICES

(5)

(Obj. 300s)

I I I , , I I I I I I

30 TOTAL BUDGET 534730 If expend~tures are shown, the lndlrect costs rate cannot be used " Not apptlcable to all grants, and In no Instances can Capllal Outlay and Non-Capltallzed Equipment or Facllltles Aalulsltlon A Construction Serv~ces be Included In the lndlrect costs appllcatlon

REGION. COUNTY, DISTRICT, NPE CODE

50-082-1890-22 DISTRICT NAME AND NUMBER

East St. Louis School District 189 TELEPHONE NUMBER (Include Area Code)

61 8.646.3000 FAX NUMBER (Include Area Code)

618.583.7186

~nstruct~on

Attendance A soc~al Work Serv~ces

improvement of lnstructlon Serv~ces


SUBMISS~ON DATE

06/14/10

SUPPLIESAND MATERIALS

(6)

(Obj. 400s)

CAPITAL OUTLAY"

(7)

(Obi. 500s)

131000 338206 49224

OTHER OBJECTS

(8)

(Obj. 600s)

2800

NON- CAPITALIZED EQUIPMENT"

(9)

(Obj. 700s)

TOTAL (11)

13500

0

0

534730

Individual School Budget FY 2011 ARRA School lmprovement Grant - Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN

AnACHMENT 16

1 2 Page of

SCHOOL NAME ( DISTRICT NAME AND NUMBER ( REGION. COUNTY, DISTRICT, TYPE CODE


ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 68 of 92

FUNCTION NUMBER

(1)

2210

Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at ~http:llw.isbe.net/fundinglpdflfiscal~procedure~handbk.pdf Obligations of funds based on this budget request cannot begin prior to July 1, or receipt of a substantially approvable budget request, whichever is later,

East St. Louis School District 189 50-082-1 890-22

EXPENDITURE DESCRIPTION AN0 ITEMIZATION (2)

OTHER OBJECTS

(8 )

Transformation Supervisor $91,000

Charter Leader: $40,000

Fringe Benefits Transformation Supervisor $ 30,789 lnsurance -Life $75 MedicallHealth lnsurance $7,600 Teacher Retirement System $23,114

Charter Leader: $18,435 Fringe Benefits lnsurance -Life $75 MedicalIHealth lnsurance $7,600 Teacher Retirement System $10,160 Illinois Municipal Retirement FundlMedicare 1.5% $600

Leadership Consultants $100,000 $2,500 x 40 hours Audits 4 x $2,500

So. Illinois University Edwardsville: $141,081 Consultant: Literacy $3,753 Consultant: Math $3,753 SlUE Course overload fees

Professional Development Stipends 10 core teachers x $20 x 40 hours

2 Teacher Leaders (1.0 FTE x 2 x $59,600) benefits included

Substitutes ($85 x 15 teachers x 5 days) Staff Professional Development books

Staff Computers for Prof Development (15 x 900) Printers (2 x $400)

SALARIES (3)

NON-CAPITALIZED EQUIPMENT "

(9)

EMPLOYEE BENEFITS

(4) TOTAL

(11)

9 1000

40000

30789

18435

I00000

2500

3753 3753

8000

1 1 9200

6375 2000

13500

800

(Obj. 100s)

91000

40000

PURCHASED SERVICES

( 5 )

SUPPLIES AND MATERIALS

( 6 ) pp

(Obj. 700s) (Obj. 200s)

30789

18435

CAPITAL OUTLAY "

(7)

(Obj. 300s)

I00000

10000

3753 3753

8,000

1 19200

6375 2000

13,500

800

(Obj. 400s) (Obj. 500s) (Obj. 600s)

Individual School Budget FY 2011 ARRA School Improvement Grant - Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN

ATTACHMENT 16

2 2 Page of

Direction cessed at whicheve1

SCHOOL NAME


FUNCTION NUMBER

(1)

Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be ac- ~ttp:l/w.isbe.netlfunding/pdfIfiscal~procedure~handbk.pdf~ Obligations of funds based on this budget request cannot begin prior to July I, or receipt of a substantially approvable budget request, ; later.

DISTRICT NAME AND NUMBER

East St. Louis School District 189

EXPENDITURE DESCRIPTION AND ITEMIZATION (2)

REGION, COUNPI, DlSTRICT.TYPE CODE

50-082-1 890-22

AD1 Training and Consultations: AD1 Training for School Faculty- SlUE Charter (5 days per year @ $2,000 per day for 1 trainer): $10,000

AD1 Project Manager Consultations- SlUE Charter (10 days x $2,500) : $25,000

AD1 Training for School Community Council- SlUE Charter (3 days per year @ $2,000 per day for 1 trainer): $6,000

AD1 Consultations for School Community Council- SlUE Charter (4 days per year @ $2,000 per day for 1 trainer): $8,000

AD1 Mentoring Consultations and Trainings- I SIU Charter School of East St Louis: (12 sessions x $1,000): $12,000

I AD1 CommunityIFaith Based Organizations

1 i z z r t e r School of East St Louis: (10 sessions x $1,000): $10,000

1 Materials $135 x 15 Staff- Charter HS $2,025

1 Fiscal Management for School Community Council SlUE Charter HS: $2,500 50 Home Visits x $30 = $1,500 50 Home Visits x $18 = $900 SCC Supplies $100

SALARIES (3)

(Obj. 100s)

NON-CAPITALIZED EQUIPMENT "'

(9)

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EMPLOYEE BENEFITS

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ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 69 of 92

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FY 2011 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies

SCHOOL NAME

SlUE Charter School

ATTACHMENT 17

3 4 Page of

Directions: Identify the school level strategies to be implemented based on the LEA goals and objectives. Be sure to use Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.) goals. Be sure to indicate evidence of improvement. target date for com~letion. and the Derson or Dosition resDonsible for overseeinq that the strateqv is completed.

4.1. Board approval of the evaluation system as described above by the conclusion of the first project year. 4.2. lmplementation of the evaluation system by the beginning of the second project year.

LEA Goal #: LEA Objective # 1-7

5.1. Board approval of the incentive program as described above by the conclusion of the first project year. 5.2. Implementation of the incentive program as described above by the beginning of the second project year.

School Strategy

6.1. Copies of the recommendations for adjustments in staff time allocation and student schedules, and actions taken in response to the recommendations will be maintained by the superintendent and made publicly available on the district's website. 6.2. The number of hours of faculty contact with students in core subject classes, and the average amount of time students spend (by grade level) in core subject classes will be annually calculated and will demonstrate a satisfactory increase over the three years of the project.

7.1. SlUE will, within 30 days of the conclusion of each semester, present to the Board of Education a report showing: 7.1 .l. the number of college faculty contact hours with district teachers in each of the courses, 7.1.2. the attendance of each district teacher, and 7.1.3. an evaluation of the performance of each teacher, including gains on a pre- and post-test for each course.

Evidence of Improvement

Student achievement scores from formative and formal assessments will indicate movement and teacher effectiveness will be revealed in collected data.

Daily attendance of student will reveal progress towards goals.

Target Date for complet8on

Growth will be seen in students attendance demonstrating a transformed attitude about learning.

Responsible Person or Position

Spring 201 1 Superintendent, Principal, and AD1


FY 2011 ARRA School Improvement Grant -Section 1003(g) Individual School Strategies

SCHOOL NAME

SlUE Charter School

ATTACHMENT 17

4 4 Page of

Directions: Identify the school level strategies to be implemented based on the LEA goals and objectives. Be sure to use Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.) goals. Be sure to indicate evidence of improvement, target date for completion, and the person or position responsible for overseeing that the strategy is completed.

11 . I . Classroom observations and teacher interviews by the Operational Leader and Transformation Supervisor, using an observation and interview protocol, will confirm the application of sound instructional practices and classroom management in core subject classrooms. 11.2. With Year 1 serving as the baseline, the percent of observed practices within observations will increase each project year, and in Year 3 the total faculty percentage in core subjects will be not less than 90%.

12.1. Copies of the quarterly "patterns of practice" reviews will be submitted by the AD1 Project Manager to the superintendent and will be posted on the district website. 12.2. Copies of the twice annual teacher evaluations will be maintained in accordance with board policy, and their completion and adequacy will be certified by the superintendent. 12.3. Due process procedures for teachers on probationary status will be documented in accordance with board policy. 12.4. By the beginning of the first school year after the conclusion of this 3-year project, no teacher will be retained who remains on probationary status.

13.1. The chief outcome will be significantly increased student persistence in education as measured by the: 13.1 . I . attendance rate, 13.1.2. graduation rate, and 13.1.3. colleae la cement rate. 13.2. The imbl&nentation of responsibilities assigned the School Community Council, as described above, will be documented in the agendas, minutes, and work products of the Council, the community advisory group, and the social-emotional task force.

Student achievement scores from formative and formal assessments will indicate movement and teacher effectiveness will be revealed in collected data.

Daily attendance of student will reveal progress towards goals.

Growth will be seen in students attendance demonstrating a transformed attitude about learning.

Spring 201 1 Superintendent, Principal, and AD1

The chief outcome will be number of youth successfully completing program requirements. Other outcomes will be measured by the: 14.1.1. number of youth served,

ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 78 of 92

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