mckay 2010 school improvement grant application

8/7/2019 McKay 2010 School Improvement Grant Application

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School Improvement Grant

ApplicationSection 1003(g) of the

Elementary and Secondary Education Act

2010-13Local Education Agency (LEA)

McKay High School Application for

Transformation Intervention Model Funding

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

# Template Component Completed1 School Cover Sheet 2 School Grant Abstract 3 Planning Personnel ListedSIG-LT 4 School Need Check List & Need Narrative Answer (4.1) 5 School Capacity Check List & Capacity Narrative Answer

(5.1)

6 (6.1, 2, 3, 4, 5): LEA & School Support to Fully Implementthe Intervention Model

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

10 Budget Information/Justification


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1. School Application Cover Sheet for School Improvement Grant

McKay High School

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

Name of SCHOOL for which funds aresought:

McKay High School

Mailing Address:

2440 Lancaster Dr. NESalem, OR 97305

Name of District Superintendent:

Sandy Husk

Telephone: 503-399-3001

Name of School Principal:

Ken Parshall

Telephone: 503-399-3080

Email address:[email protected]

District Superintendent (Printed Name): Sandy Husk Telephone:503-399-3001

Signature of District Superintendent:

(previously submitted)

Date:

School Principal (Printed Name): Ken Parshall Telephone:

503-399-3080

Signature of School Principal:

(previously submitted)

Date:

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


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2. School Grant Abstract

Describe the schools overall VISION for improvement over the three-year period of the

grant. Address the schools vision for improvement as the school implements the selectedintervention.

____________________________________________________________________

McKay High School can become a college and career ready school where students learn in

a safe environment that is orderly and ensures that students graduate with the academic,

self-management and social skills to be successful in college, career or the military. In order

to get there in the next three years, administrators, teachers, and district level staff will

prioritize the development of capacity building in the administrative team to serve as strong

knowledgeable instructional leaders. For each of the four strategies described here, McKay

HS staff members plan to introduce the technique, policy or practice during the first year and

begin initial implementation. During the second year, the technique, policy or practice will befully implemented and assessed for its effectiveness. During the third year, adaptations will

be made to improve the effectiveness using assessment and review data from the second

year. The four strategies are listed next.

One strategy toward this goal will be to use a medical rounds type of classroom

observation style so that we can identify weak areas on our instructional teams and provide

support and assistance to develop stronger teaching. Another strategy will be to use job-

embedded professional development and collaboration through Professional Learning

Community (PLC) teams. A third strategy will be to develop a comprehensive system of

interventions and supports for students who struggle academically and behaviorally so that

those who lead them support teachers in their classrooms. Finally a fourth strategy will be to

shift behavioral management of the students from the administrative leaders to those more

aptly trained in these techniques such as campus monitors, behavior specialists, counselors

and mentors, to ensure that the leadership team focuses on instructional leadership. This

transformation of McKay High School will require focus and commitment from the district,

school staff and external community supports who all share in this vision. Our approach is

detailed below.


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School Improvement Grant Leadership Team (SIGLT):

# Name Role Signature

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 thisSchool Application. Briefly describe their role in that planning process.

The entire McKay school community was actively engages in learning about the SchoolImprovement Grant and invited to participate in informing and shaping the vision and direction ofthe application. Staff meetings on March 1, March 9, March 15 and March 16 focused on sharinginformation and gathering feedback. We met with the Administrative Team on March 29 and theProject Team on April 5 to plan and develop the McKay SIG Application. Meetings withcommunity partners and stakeholders were held to share the opportunity and plans for pursuing

the grant. District level staff including the Assistant Superintendent, Director of High Schools,Assessment Coordinator, Technology Director, Instructional Services and Curriculum staff andothers were directly and actively involved in developing the McKay application and providing thesupport necessary to the McKay project planning team. Community partners and organizationsand other key stakeholders will be further involved in developing and implementing this visionand supporting McKay students and staff every step of the way.

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.


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4. School Need Check List

This set of questions pertains to the schools NEED for School Improvement Grant Funds toimplement the intervention selected. To help you formulate your answers to question 4.1, pleaseconsider and mark the following (include this when you return the application.)

Foundation for Change:

1) Assessment and Data Collection

a) The district/school has identified thesources of data/assessments that willbe used to establish a need forimplementation funds for theintervention selected.

Great extent. A balanced assessment

plan will be implemented at McKay in all

classrooms. Those assessments will

include classroom observations by the

leadership team with targetedinterventions, common formative

assessments, district interim

assessments in reading and

mathematics, and high stakes

assessments (OAKS, PSAT, SAT, and

ACT.) In addition, data on student

attendance, behavior, and stakeholder

surveys will be used to guide practice

and monitor and adjust instructional

strategies.

b) The district has helped the identifiedschool pinpoint the reasons for thepersistently low-achieving status.

Great extent. Past leadership at McKay

was not able to employ strategies of

direct instructional leadership because of

the large amount of time necessarily

devoted to student behavior

management. The districts selection of

the new principal demonstrates their

commitment to change at McKay. The

new principal was chosen because of his

proven and successful practicesemployed at another school in the

district.


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c) The district shows clear support forthe changes required at the identifiedschool for the selected intervention.

Great extent. District leadership has

been involved with the development of

all strategies proposed here and fully

supports these interventions and

approaches for McKay High School.

2) Leadership and Decision-making

a) Plans are under way for modifyingdistrict structures and/or practices inthe first year of implementation of theselected intervention.

Great extent. The district will be

supporting the new leadership team

during the first year and beyond to

ensure this transformational model is

successful.

b) District and school leaders haveinvolved a diversity of other educatorsand people from the community whenimplementation plans for the selectedintervention are discussed andadopted.

Moderate extent. A diversity of

educators has been involved in the

planning and proposal development viafaculty meetings and school-wide

planning sessions held in March and

April 2010 at McKay HS. The

involvement of community organizations

began in August of 2009 at the start of

the current academic year but the final

plan for how to take full advantage of the

support available through the community

organizations will be fully developed by

the end of the first year of the grant.

3) Curriculum and Instruction

a) The district will help the identifiedschool identify existing curriculumand instruction that will be modified to

meet intervention goals.

Great extent. The district employs

curriculum specialists that will work

closely with the new principal and the

administrative team at McKay HS to

improve instruction. In addition McKay

staff will work directly with education

researchers at the University of Oregon

to administer and use findings of the

College Ready School Diagnostic to

ensure that all students are prepared to

succeed in college by the time they

graduate from McKay HS.


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b) Scientifically based researchstrategies that strengthen the coreacademic program are being used as

a basis for planned interventionefforts.

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 standards in

reading and writing as part of the district-

wide implementation of a literacy model

for delivering instruction.

c) The district will help the schoolidentify instructional practices that arenot effective, with the intent ofchanging to match the requirementsof the selected intervention.

Great extent. The leadership

development program within the school

will allow administrators to collect

evidence of student learning and

instructional practice which will inform

professional development and evaluation

of programs and staff.

d) The district is helping the schooldevelop plans for administrator andteacher professional development tomatch the implementation actions ofthe selected intervention.

Great extent. The district will help

ensure that all staff,

administrators/teachers/and instructional

support staff members receive high

quality training via a week-long

professional development training in

August 2010 and ongoing professional

development via Professional Learning

Communities and research study groups

of best practices in order to ensure thesuccessful implementation of planned

strategies and actions.

e) The district is helping the schooldevelop plans to target the needs oflow achieving students.

Great extent. The district supports the

implementation of support classes for

students in literacy and mathematics, a

student mentor program with the

Western Oregon University, and

ensuring that the role of principal is no

longer one of student behavioral

manager but instructional leader.


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f) There is a general feeling amongLEA/district and school planners that

the new goals will contribute to thelikelihood that the identified schoolwill improve with the selectedintervention.

Great extent. All stakeholders are

actively involved in developing this plan

that ensures that the school is a secure

and safe environment for students,

includes an intensive professional

development within the workday for

administrators/teachers/ and support

staff, and implements a comprehensive

student support system to successfully

affect improvement efforts at McKay HS.

g) If extended time and/or a change of

school day or year are part of theimplementation plan for the selectedintervention, there are plans for howthat will happen.

Great extent. The school day for

students will begin later to allow for

execution of the professional

development program for staff and to

increase student attendance during the

first period of the day. In addition, time

will be added to the length of the school

day to ensure maximum teacher/student

contact time and to be consistent with

the length of school day at the other high

schools in the district.

4) Human Capital (Personnel)

a) District and school staff has takeninto consideration the need forparental involvement forimplementation of the interventionselected?

Moderate extent. Parents are currently

involved at McKay HS in a variety of

ways; however the new principal will be

creating more opportunities for parents

during the first year of planning. Such

methods will include a parent education

series via parent enrichment nights on

topics such as on how to create a

learning culture in the home, courses in

computer applications, English language

literacy for parents, and fitness

programs.


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b) District and school staff has identifiedthe sources and types of outsidetechnical assistance that will beneeded to implement the selectedintervention?

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. That training is

intended to enhance the capacity for

implementation of professional learning

communities throughout the academic

year.

c) Is there an understanding at the

LEA/district level that there may bestaffing changes to supportimplementation of the selectedintervention?


community understand that staffing

changes may occur in order to

accomplish the goals of the

transformation for McKay HS. 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.

d) Will the district be able to providecurriculum and instructionalresources for implementation of theintervention selected?

Great extent. The district plans to

provide curriculum and instructional

resources for implementation of the

school transformation plan at McKay.

District support will include support andtraining from curriculum specialists,

instructional coaches, and support

services. In addition, the district is

supporting additional staff attending the

Professional Learning Community

conference this summer in preparation

for implementation of Course-alike

teams of teachers, weekly collaborating,

and using common assessment results

to inform planning and instruction.

e) Is the selected interventionimplementation supported in thedistrict budget?

Great extent. Yes, the transformational

model is included in the district budget.

5) Student Support


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a) District and school staff haveidentified all changes that will affect

students when the selectedintervention is implemented.

Great extent. District and school staff

have identified all changes that will affect

students, including change in school

day, implementation of literacy and math

support courses to ensure student

readiness for college or career, as well

as course completion success on high

stakes assessments.

b) District and school staff have pavedthe way with students and theirparents for the implementation of theselected intervention actions.

Small extent. Student representatives

have been involved in the grant planning

process and are in support of the

planned implementations. Listening

sessions and additional communication

with students about the transformation

goals will be completed in the spring of

2010 in order to prepare students for the

upcoming school-year.

6) Budgeting

a) District and school fiscal planning hasoccurred (e.g., reallocation of funding,concentration of funds to particular

intervention expenditures, etc.) tosupport the implementation of theintervention selected?


have reallocated staffing in order to

supplement the implementation of the

school-wide strategy of support for

students who struggle in math and

literacy. The commitment requires

substantial support in allocating staffing,

supplies, curriculum, and professional

development for teachers who teach

these courses.

b) District and school staff haveidentified HOW these fiscal changes

will have an impact on studentachievement with the selectedintervention?

Great extent. Together the district and

school staff have identified the desired

improvements in student learning as a

result of the transformation plan. Some

of these targets include increased

student success in completing coursesfor credit (impact on graduation rate),

increased success on high stakes

assessments (OAKS, PSAT, SAT, and

ACT), and improved attendance rate by

the later start time.


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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 LEAs application.

Establish a clear relationship between the specific needs of the Tier I and Tier II school identified inthe LEAs application and the selected intervention. Include the needs of both the LEA and the

school in relation to the intervention model.

________________________________________________________________________________

Significant Problems

Students and staff at MHS face significant problems and do so in an environment that is culturally

diverse with students who are economically challenged. Limited English Proficient (LEP) students

comprised 44% of the student population in 2007-2008 (42% in 2008-2009) with 21 primary

languages other than English. Hispanics account for the largest ethnic group in the school at 48%,

whites at 32%, Asians/Pacific Islanders at 9%, African Americans at 1% and all other groups at 10%of the student body. Poverty rates are high. In 2008-2009, 67% of McKay students qualified for free

or reduced cost lunch. Students of migrant workers account for 8% of the student body and 12% of

the student population are eligible for Special Education Services. Many of these students are

chronically truant to comply with family demands that they work in the fields during school days.

Many of the gang activities appear to be concentrated in the McKay neighborhoods including

Hispanic, African American and Asian students. Families in the county experience a high

unemployment rate. The rate for September 2009 when the current academic year began was

11.7% for the county. The majority of the states largest correctional facilities are in Salem, within or

bordering the McKay boundary. Given its high amount of low income housing, the percentage of

students with one or more incarcerated parents is correspondingly higher at McKay than in other

areas in the city of Salem and across the state.

Attendance Rates and State Test Scores

The overall attendance rate for McKay HS students in the 2008-2009 academic year was 89.8%.

Scores on the OAKS for the same year: 45% met on reading; 39% met on mathematics; 23% met

on writing; and 34% met on science.

Graduation Rate

In the fall of 2004, 542 students entered McKay HS as freshmen students expecting to graduate four

years later. But in the spring of 2008 only 353 of them did so (65% graduation rate). Many of themwere lost to violence on campus and off, to expulsions, to drugs and alcohol and to severe

problems of unemployment and incarceration among their parents that resulted too frequently in

students dropping out to care for their families.


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School Expulsions and Juvenile Crime

Inside McKay HS total expulsions among the 1800 plus students was 53 and 49 in the 07-08 and

08-09 academic school years respectively. Outside the building, McKay HS students are both

perpetrators and victims of crime. Known gang activity goes back 20 years at McKay. More recently

since January 2005 there have been 20 gang-related serious assaults and homicides of and byMHS students. This rate is markedly higher than other high schools and neighborhoods in the

Salem-Keizer area. Geographically, McKay High School is located in the area of Salem that

encompasses our most active gangs, including the Crips, Bloods, Norteno and Sureno gangs. The

school draws students from neighborhoods in two zip codes. Using these to define the catchment

area, juvenile justice crime data indicates that two groups---currently enrolled McKay students and

students enrolled at McKays feeder middle schools---account for 24% of the felonies and 19% of

the misdemeanors in these two zip codes. They also account for 23% of the assaults, 39% of the

sexual offenses, 37% of the weapons violations, 7% of the arsons, 7% of the robbery, and 17% of

the thefts in these two zip codes (Note that McKay students who are age 18 and over are not

reflected in these juvenile crimes rates.) But McKay students are victims as well. County victimrates of children per 1000 averaged 21% from 2006-2008 and foster care rates per 1000 children

has ranged between 15% and 18% in the last three years as reported by the Oregon Dept of Human

Services.

Academic Program Needs

In addition, McKay staff is preparing for new state requirements for academic achievement. Students

in Oregon will be required to meet additional graduation requirements starting this academic year by

completing two additional credits to earn a high school diploma; one in language arts and the other

in mathematics. This exacerbates the problem since so many of our students are English Language

Learners (ELL) with low levels of language proficiency. Staff has been actively preparing for these

additional state-driven achievement standards understanding that English language acquisition is

critically important for students to engage in learning academic subjects such as math, science, and

social science. Language deficient students are at risk of failing academic courses, and this failure

often leads to an increased risk of dropping out of school, truancy, and engaging in behavior

detrimental to academic growth and development. We anticipate that nearly half of McKays

incoming freshman class in 2010 will be ELL and will need targeted interventions consisting of

mentoring, academic and career counseling, academic enrichment programs and opportunities,

career learning options and opportunities, and a variety of other customized services and strategies

aimed at keeping students in school and working toward graduation.

For all the data evidence provided, it is imperative that McKay High School use the TransformationalModel to move this school toward better outcomes for students using a strong instructional

leadership model employed successfully elsewhere in the district. The current principal will be

removed at the end of the 2009-2010 academic year. The new one has been selected and has

played a strong role in the development of this proposal.


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5. School Capacity Check ListPlease rate the extent to which the following capacity elements are observable in your school.Use your answers for the narrative required in Question 5.1 and following.

The next questions pertain to the schools capacity to support implementation of the intervention

selected. For the purposes of this application, CAPACITY is defined as the ability of theorganization to fulfill the functions needed to implement and sustain the interventionsuccessfully.

1) HUMAN CAPACITY: Refers to theknowledge, understanding, andcommitment of individuals in theLEA/district.a) Is district staff knowledgeable about

the requirements for implementingthe intervention selected?

Great extent. Yes, district staff

members understand and support the

planned intervention model that will guide

the transformation of McKay HS.

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

Moderate extent. School staff, including

teachers, classified staff, and

administrators are receptive to the

planned interventions at McKay HS

because they believe the plan will be a

good one for students.

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

N/A

d) Do local school board members

understand the requirement of theselected intervention?

Great extent. Yes, School Board

members understand and support theplanned intervention model that will guide

the transformation of McKay HS.


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e) Is there a written Vision for thedistricts interventionimplementation?

Great extent. Yes, the districts 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

ELLs 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 classifiedstaff. This also supports the tents of the

transformation model.

f) Is district leadership committed tocomplete and full implementation ofthe intervention selected?

Great extent. District leadership is

committed to the completion of every

ingredient of the transformation plan at

McKay HS and fully prepared to provide

any method of support in order to ensure

the success of the plan.

2) ORGANIZATIONAL CAPACITY: Refersto relationships among individualsboth within the LEA/district and withindividuals outside the district tosupport intervention implementation(i.e., collaboration, networking,partnerships, and culture).


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a) Will teachers receive professionaldevelopment to build their capacityfor implementation of the selectedintervention?

Great extent. Teachers will receive

extensive, high-quality professional

development in order to ensure success

of the planned interventions.

Professional development will include

attendance for teacher leaders at the

Professional Learning Communities

conference in order to build capacity as

team leaders for course-alike teams in

order to build capacity in a school

leadership team for leadership and

support of selected school wide

instructional strategies and teaching of

learner-strategies for students. In

addition, all teachers, classroom

instructional assistants, andadministrators will participate in a five-

day August Academy devoted to training

all staff on common instructional

strategies. Also, teachers and classroom

instruction 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 tonetwork with others to learn aboutand share intervention practices?

Great extent. All teaches will meetweekly to collaborate with colleagues in

order to ensure the implementation of

effective instruction, monitor student

learning on common assessments, and

use student learning data to guide

curriculum, instruction, and assessment.

In addition, they will have increased time

at the start of their workday for this

collaboration because of the later start

time for students.


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c) Has the district partnered withexternal organizations for supportwith implementation of the selectedintervention?

Great extent. The district has partnered

with the University of Oregons Center for

Educational Policy Research in order to

use and take full advantage of

educational consultants there and the

College Ready School Diagnostic. This

online system will allow McKay HS staff

and students to assess the degree of

college and career readiness of school

policies, practices, curriculum, and

school wide culture. Using reports

provided by the Center, McKay HS staff

members will understand current

capacity and then target areas for

improvement in college and career

readiness using resources provided bythe assessment. In addition, the district

has partnered with Western Oregon

University to utilize college mentors as

an additional support for students.

d) Has the district created a sharedunderstanding of the selectedintervention implementation acrossthe district?

Moderate extent. Staff members at the

district and school have communicated

details of the planned interventions with

school leaders at other high school

locations. Several presentations have

been made to key stakeholders includingLeadership (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.


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d) Is there recognition of studentinvolvement in the actions called forwith the selected intervention?

Moderate extent. Student involvement

and student feedback will be key

components of ensuring the success of

the transformation plan at McKay HS.

Students will be impacted by new

policies to promote better student

learning and improved attendance. They

will also provide a key source of data

collected through the College Ready

School Diagnostic.

4) MATERIAL CAPACITY: Refers to thefiscal and material resourcesavailable to support implementationin the district.a) Are resources allocated to provide

time for teachers to work together onthe implementation of theintervention selected?

Moderate extent. Site council, teacher

leaders, and the administrative team willmeet for two days in June to

collaboratively develop details of the

implementation in order to ensure a

successful launch of the intervention

strategies in the fall. In addition,

teachers will collaborate weekly in PLC

(course-alike) teams to engage in

ongoing monitoring of instructional

practice, student learning, and the

professional development schedule.


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b) Is current district staffing sufficient tosupport implementation of theselected intervention?

Great extent. The goal is to build

capacity among administrators, teachers

and staff to better manage student

behavior, to align curriculum, instruction

and assessment, and staff the highly

needed supports for students to improve

literacy and math skills. By providing

supportive services outside the

classrooms at McKay HS in increased

counseling, mentoring, and monitoring

for students, McKay staff will be building

capacity that is sustainable. In addition,

the district and school will engage in

conversations and planning to implement

a new schedule model in order to

establish more efficient use of schoolstaff.

c) Is there an understanding at theLEA/district level that there may bestaffing changes to supportimplementation of the selectedintervention?


community understand that staffing

changes may occur in order to

accomplish the goals of the

transformation for McKay HS. District

leadership and school staff are

committed to building capacity in all

stakeholders and support the

reassignment and/or realignment ofresources, including staff.


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d) Will the district be able to providecurriculum and instructionalresources for implementation of theintervention selected?

Great extent. The district plans to

provide curriculum and instructional

resources for implementation of the

school transformation plan at McKay.

District support will include support and

training from curriculum specialists,

instructional coaches, and support

services. In addition, the district is

supporting additional staff attending the

Professional Learning Community

conference this summer in preparation

for implementation of Course-alike

teams of teachers, weekly collaborating,

and using common assessment results

to inform planning and instruction.

e) Is the selected interventionimplementation supported in thedistrict budget?

Great extent. Yes, the transformational

model is included in the district budget.


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5.1. Evidence of Capacity

Describe the schools capacity to carry out the selected intervention model. Indicate the processyou will use to determine that the school has the capacity to fully and effectively implement therequired 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.

McKay HS 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.

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).

McKay HS teachers will receive several opportunities for professional development during

summer conferences and workshops as well as regular feedback from instructional leaders and

in Professional Learning Community study groups during the academic year. McKay HS

administrators will receive training in a peer model with their team colleagues. Both groups will

work closely with the University of Oregons research team from the Center for Educational

Policy Research as they administer and receive diagnostic findings from the College Ready

School Diagnostic. The CRSD is a building-wide analysis of Dr. Dave Conleys four-dimension

model of college readiness. It relies on data collected from administrators, counselors, teachers

and students to assess the degree of college readiness in the schools curriculum, policies and

culture. Once the analysis is complete, the tool provides online resources to help staff at the

school identify goals for improvement and use the resources to achieve the level of college

readiness they seek for their students. This comprehensive network of summer trainings and

school year ones, consultations with university researchers and an online diagnostic tool will

ensure that the organization builds capacity to improve instruction at McKay HS.

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 when they are released during this

three year grant-funded period, and working with district leaders, school leaders, teachers and

students is a comprehensive and ambitious plan. But according to research done at the Center

for Educational Policy Research structural alignment is key to ensuring that all students who

want to enroll in college, regardless of family economic means, come from a fully aligned high

school curriculum, in a school where the adults believe they can succeed. The district is


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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

McKay HS.

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 McKay HS. McKay HS leaders and staff will have full access to all district resources

to ensure the success of the plan. Additional services provided by the behavioral specialists and

campus monitors, the staff of the math lab and 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 McKay HS policies, practices and culture.


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6.1 School Support to Fully Implement the Intervention model

Describe actions the school has taken, or will take, to:

1. Design and implement interventions consistent with the final requirements.

McKay has plans to engage the internal and external school community in an ongoing processof implementing the transformational model designed to improve student success at McKay

High School. 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. School staff and district staff has examined multiple sources of

data in the process of identifying the specific components included in the transformation plan.

While the district and school have already began the work of curriculum alignment to core

standards and developing common assessments to guide instruction; this plan will provide for

acceleration of these important aspects of curriculum, assessment, and instruction. The 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 everyclassroom.

School and district staff has devoted many hours in identifying research-based strategies that

meet the improvement needs of McKay High School. Staffing included in the grant proposal will

add to the ongoing technical and systemic support to ensure the success of the intervention

strategies.

While the intervention strategies that are proposed will have a school wide effect on all students,

the populations predicted more than others are the high needs students who often live in

poverty and/or are English language learners. By analyzing data on student attendance,

academic performance, and behavior, students with the highest needs for support will beidentified and supported by school staff and the strategic interventions they employ to meet the

unique needs of these individual students.

McKay has strategically aligned a plan to align general fund dollars, title one budget, 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 very

strong and supported by school, district and school board leadership.


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6.2 School Support to Fully Implement the Intervention model


2. Recruit, screen, and select external providers, if applicable, to ensure their quality.

School staff will work collaboratively with district staff to ensure that reasonable and timely stepsare taken to secure an external provider for a diagnostic tool for staff and students. This tool will

allow for an ongoing measure of the effectiveness of the model to elevate student learning and

teacher practice to a level which increases the number of students prepared for successful entry

and completion of college and/or career success.

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.

For both initiatives, criteria will be developed and utilized in the selection process to ensure thatall external providers have extensive experience and proven success with large numbers of high

schools with similar demographics among their student bodies.

6.3 LEA & School Support to Fully Implement the Intervention model


3. 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 will onlypartially support the improvement developed for McKay High School. The grant resources will

be aligned with the general school budget, general district budget, and title one budget in order

to implement the transformation at full capacity. One example of aligning resources will occur in

the plan to use SIG funds to cover the cost of salaries for staff to attend the week-long August

Academy, while title one budget will be used to compensate trainers who will provide

professional development focused research-based instructional strategies during three days of

the academy.

One of the components that will provide school and district capacity to fiscally sustain the

intervention model will be the district-wide collaborative process among all district high schools

to identify a sustainable student schedule. The school and district presently use an eight-period

rotating block schedule, a very expensive model to maintain. The identification of a more

economical model, which maximizes efficiency of staffing and meeting the learning needs of

students; will allow for sustainability for a portion of the proposed staffing additions in the SIG.


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6.4 LEA & School Support to Fully Implement the Intervention model

Describe actions the LEA & school has taken, or will take, to:

4. Modify its practices or policies, if necessary, to enable it to implement the

interventions fully and effectively.As described in detail elsewhere, the school staff and leaders will modify the school day start

and end times, implement Professional Learning Communities for course-like professional

development, create an August Academy, institute a new instructional leadership model, use

continuous student data and reporting measures to identify students who need significant

interventions early in the school year, and develop a reward and incentive program for students

and teachers.

Those staff working on the reward and incentive program will collaboratively develop a method

to recognize individual staff members that have had a significant impact on student learning and

progress toward meeting school wide goals described in the SIG. Staff will work collaboratively

with students to identify criteria for recognizing individual students and groups of students forrecognition and incentives. A comprehensive intervention plan will use student data to identify

students in need of support to access school-based resources to meet their needs as learners

(many of these students will be students with special needs and ELL students.)

6.5 LEA Support to Fully Implement the Intervention model

Describe actions the LEA/school has taken, or will take, to:

5. Sustain the reforms after the funding period ends.

Significant changes in both the school day and the school year will allow for visible changes in

the daily work of students, staff, and school leaders. The new structure of the school day will

allow for increased time for staff to engage in professional development and collaboration in

PLC course-alike teams. The extended year for staff in the form of the August Academy will

allow for the front-loading of school wide strategies for implementation. Many of these

procedural changes will become part of the new governance model 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 McKay HS and may be

continued in those positions with alternative funding sources after the SIG ends. The goal is to

create the systems and practices that become part of the McKay school culture and norms, and

build the school and staff capacity to sustain the work after the life of the SIG.

Specific interventions include:

1. Implement significant staffing levels to provide supports for student behavior, attendance,

and academic success. These supports include additional campus monitors in order to

ensure student safety and class attendance-additional behavior specialists and new

student mentors in order to provide a behavior specialist and mentor for each academy.


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In addition, the additional 1.5 counselors will allow for two counselors to support the ninth

grade academy with additional support during the crucial transition to high school and

provide support group counseling for students identified for additional support.

2. Two additional teachers in order to provide academic support for students in the form of

elective classes in math support and literacy support. An additional instructional coachwill provide support focused on assisting teachers of the literacy support courses as well

as developing capacity in content teachers to teach reading and writing across the

curriculum.

3. Support staff specific to the grant initiatives in the form of a project director, budget

manager, and the instructional leadership development program.

4. Implementation of the Saturday Academy to provide support for students on Saturdays

which will include the support of teachers from content areas and access to computer

labs, library resources, and homework support.

5. Parent and community engagement effort focused on developing a comprehensive

community school program that will include a menu of classes for parents.

6. August Academy for professional development in the week prior to the start of the school

area in order to provide significant focus on school-wide instructional strategies and build

capacity in teaching staff 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.

7. Implementation of a new leadership development program designed to build capacity in

the administrative team as instructional leaders. Working collaboratively with individuals

and teams of teachers, the leadership team will develop a comprehensive method of

identifying and utilizing multiple data sources in order to evaluate staff with a significant

focus on student learning results. The addition of one assistant principal will help ensure

the maximum guidance and evaluation processes are available for all teachers to ensure

there is a skilled and caring teacher in every classroom.


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7. School Improvement GoalsWhat improvement will be made with the funded school? List specific SMART GOALS forimprovement for this school?Attendance rate improvement

1. By June, 2011; we will increase the average attendance of students in grade nine throughtwelve by one percent as evidenced by the reporting formula used for districts to reportattendance to ODE. In addition, for students who have attendance rates less than eightypercent, we will improve attendance by at least five percent as evidenced by the formulaused by districts to report attendance to ODE.

2. By June, 2012; we will increase the average attendance of students in grade nine throughtwelve by another one percent as evidenced by the reporting formula used for districts toreport attendance to ODE. In addition, for students who have attendance rates less thaneighty percent we will improve attendance by at least another five percent as evidenced bythe formula used by districts to report attendance to ODE.

3. By June, 2013; we will increase the average attendance of students in grade nine throughtwelve by another one percent as evidenced by the reporting formula used for districts to

report attendance to ODE. In addition, for students who have attendance rates less thaneighty percent we will improve attendance by at least another five percent as evidenced bythe formula used by districts to report attendance to ODE.

Course completion rate improvement

1. By June, 2011; we will increase the percentage of courses completed by students for creditby ten percent. (Completion of credit will have a growing focus on providing evidence ofmeeting learning standards, otherwise known as proficiency-based learning.)



Mathematics and reading improvement

1. By June, 2011; we will increase the number of students meeting the cut-score on OAKS inmathematics and reading by seven percent.

2. By June, 2012; we will increase the number of students meeting the cut-score on OAKS inmathematics and reading by another ten percent.

3. By June, 2013; we will increase the number of students meeting the cut-score on OAKS inmathematics and reading by another ten percent.

4. By June 2011; For ELL students, we will increase the number of those meeting or exceedingthe cut-score on the OAKS in mathematics and reading by ten percent.

5. By June 2012; For ELL students, we will increase the number of those meeting or exceedingthe cut-score on the OAKS in mathematics and reading by another ten percent.

6. By June 2013; For ELL students, we will increase the number of those meeting or exceedingthe cut-score on the OAKS in mathematics and reading by another ten percent.


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Office referrals for behavior and attendance decreased

1. By June, 2011; we will decrease the number of office referrals for behavior and attendanceby twenty percent.

2. By June, 2012; we will decrease the number of office referrals for behavior and attendance

by another ten percent.3. By June, 2013; we will decrease the number of office referrals for behavior and attendanceby another ten percent.

Are there any possible barriers to achieving the new goals for the intervention selected? Whatstrategies will the LEA use to address these barriers?

The key to each of these improvements is family engagement. We will be involving parents to helpus make more students successful in each of these four targeted areas. To do so, we will beengaged in active outreach activities with parents including home visits, worksite visits, individualmeetings with parents and group meetings with parents to ensure that both school and home areworking together to improve attendance, improve academic performance and promote positive

behavioral outcomes for McKay HS students.


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8. Results MeasurementHow will you measure progress toward the stated improvement goals? Pay particular attentionto mathematics and reading/language arts progress measurements. Be specific, and relatethese measures to the intervention selected.

McKay HS students must meet one percent annual improvement rates in attendance each ofthe three years of this grant. One structural change and one incentive program will assist

students in meeting this target. First by implementing a later start time for McKay HS students

and working more closely with parents; staff members are confident of achieving the one

percent per year improvement. Second the student incentives will be used to reward improved

attendance for students providing a tangible reward for modifying their behavior. Data will be

obtained and analyzed according to the customary reporting formula used by districts to report

attendance to ODE.

As McKay HS students attend classes more regularly staff members expect a higher course

completion rate and have proposed an ambitious target by which to measure improved

academic performance by this rate. Higher rates will be evidence not only that attending classpromotes improved academic performance but that the enhanced instructional leadership model

is working. That model includes developing increased capacity among the administrative team

for instructional modeling, an effective feedback program for teacher evaluation, a medical

rounds type of classroom observation, effective use of Professional Learning Communities

(PLCs) and a teacher rewards program. Students attending classes in which teachers are using

evidence-based strategies learned from the instructional leadership team and in their PLCs will

likely impact these course completion rates positively. Course completion data will be analyzed

and findings used as the results measure for this goal.

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 McKay HS students by ten percent each year for native English

speakers and even greater gains for ELL students. To achieve these ambitious targets, McKay

staff is proposing a longer school day for students, student incentives to reward improved

academic achievement, teacher incentives to reward improved academic achievement among

students and the creation of a fully staffed mathematics lab. Teaching students to seek help in a

math or literacy lab has the added benefit of preparing them for college and career success

when they will need to seek out similar resources to succeed beyond high school. Students will

be identified for early intervention at six weeks, the end of first semester and continuously

monitored during the second semester of each year of the grant-funded project and after inyears four, five and beyond.

Finally, to meet the target goals of reduced office referrals for behavior and attendance, newly

added behavioral specialists and campus monitors will meet regularly with identified students

and their parents to promote the schools expectations of regular attendance and a strong

commitment to learning and success among students. Those who continue to struggle will

participate in regular meetings and math lab, and be rewarded with student incentives for doing


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so. Data from office referrals will be used to monitor progress toward this goal.


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9. School Annual Timeline of Intervention Activities

Year 1 (2010-11): Please show a Year 1 timeline for the intervention model selected for th

relates to the proposed actions. Please use additional rows as need.

# Month/Year Event Description of Activity

1 July/August2010

New StaffAssignments

SIG Leadership team will hire the following positions:*Asst Principal*Project Manager (2 x .5)*SOS Fiscal Center Support*Data/Assessment Staff (2 x .5)*Budget Manager*Counselor*Behavior Specialists/SLC Academy (3)*Campus Monitors (2)

*Mentors (4)

2 September2010

-June2011

Literacy Coach

3 September2010

-June

2011

AcademicInventions

These inventions will allow students to have access toteachers for homework support, computers, and libraryresources:

Twilight Instructional Assistant (1)Twilight School Teacher (1)

Saturday Academy Teacher (Additional Hours)Saturday Academy Instructional Assistant (AdditionalHours)


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Before or after school tutoring provided by teachers.

4 September2010

-June2011

Student Incentives Students will receive incentives aligned to participation,attendance, academic performance and achievement.

5 July2010

-June2011

Math Lab An additional math teacher to address the academic needsof students to meet diploma requirements.

Portable Computer Lab.

6 September2010

-May2011

Curriculum,Assessment and

Articulation

Licensed staff will work on aligning the curriculum to thecore standards and school diagnostic tool k-12 andarticulation of courses.

7 September2010

-May2011

ProfessionalDevelopment

Teachers will participate in Professional LearningCommunities to collect and analyze data to informinstruction.

Teachers will visit other high schools to observeimplementation of transformational models and/or practices.

8 October2010

-April 2011

College Visits Students will be provided opportunities to visit college anduniversities.

College mentors

9 June2011

Teacher Incentives&

Teachers will receive an incentive for student performanceand achievement.


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School wideAchievement


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1 July/August2011


SIG Leadership team will hire the following positions:*Asst Principal*Project Manager (2 x .5)*SOS Fiscal Support (1.75)*Data/Assessment Staff (2 x .5)*Budget Manager*Counselor*Behavior Specialists/SLC Academy (3)*Campus Monitors (2)*Mentors (4)

2 September2011

-June2012

Literacy Coach

3 September2011

-June2012

AcademicInventions






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4 September2011

-June2012


5 July2011

-June2012



6 September2011

-May2012


Articulation


7 September2011

-May2012




8 October2011

-April2012


College mentors

9 June2012

Teacher Incentives&



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1 July/August2012


SIG Leadership team will hire the following positions:*Asst Principal*Project Manager (2 x .5)*SOS Fiscal Support (1.75)*Data/Assessment Staff (2 x .5)*Budget Manager*Counselor*Behavior Specialists/SLC Academy (3)*Campus Monitors (2)*Mentors (4)

2 September2012

-June2013

Literacy Coach

3 September2012

-June2013

AcademicInventions






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4 September2012

-June2013


5 July2012

-June2013



6 September2012

-May2013


Articulation


7 September2012

-May2013




8 October2012

-April2013


College mentors

9 June2013

Teacher Incentives&



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NOTE: Pay particular attention to the Budgeting Table in 10.2.

10. Budget Information/JustificationList all resources from federal, state and local funds that will be available to the school for thepurposes of implementing the selected intervention.

Identify the amount of School Improvement Grant funds that are being requested for thisschools implementation of the selected intervention model. (See Sample following.)

NOTE: The amount of funds requested for each Tier I and Tier II school listed here will betranscribed to the LEA School Improvement Grant Summary Sheets in Section II, theLocal Education Agency Application Template. The line items you budget (see Table10.2) must be completely described as they align to intervention model activityimplementation.

10.1. Proposed Activities to Accompany BudgetTransformational ModelA. The LEA replaces the principal and develops an improved instructional

leadership capacity among the administrative team

New instructional leadershipmodel implemented

Implement instructional leadership developmentprogram for members of the administrative team inorder to develop a common model for delivery ofinstruction, research based instructional strategies,methods for gathering evidence of studentlearning, and methods of providing feedback forteachers.

Practices and procedures to

ensure capacity building amongleadership team

This group will be expanded to include teacher

leaders, classroom teachers, and instructionalcoaches in order to build capacity throughout theschool organization. Procedures include dailyrounds similar to a medical model. Administrativeteam, and eventually departmental heads,instructional coaches and teacher leaders willobserve classrooms and develop teacherevaluation practices with measures thatdemonstrate internal validity and reliability.

Use behavioral specialists andcampus monitors to buildstudent support system

Current practices at McKay HS require that schoolleaders allocate the majority each week to studentbehavioral issues rather than leadership in

instruction, teaching strategies and curriculum.Utilizing specialized supports such as behavioralspecialists and campus monitors will ensure thatthe school leaders are used appropriately for theirinstructional expertise.

Replace principal The principal at McKay HS has been replaced witha new principal who will begin the 2010-2011academic year.


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B. Implement a rigorous staff evaluation and take steps to increase teacher and schoolleader effectivenessUse multiple student datasources to improve instructionalpractices

Use multiple data sources to identify evidence ofstudent growth including classroom assessments,classroom learning products, common course

assessments, and student learning as measuredby course grade, classroom observations, as wellas high stakes assessments.

New mobile computer lab toensure students have therequired opportunities to takethe Assessment of Knowledgeand Skills state tests

With the limited computer resources currentlyavailable at McKay many students are unable tocomplete three administrations of the OregonAssessment of Knowledge and Skills state tests.To ensure that students have this requiredopportunity, one additional mobile computer lab of34 machines will be purchased.

Develop faculty capacity to usedata

Develop expertise among faculty for continuoususe of data to ensure that instructional practices

produce evidence of improved student outcomes.Reward faculty for studentlearning improvement

Employ strategies to recruit/place/and retaineffective staff that will include incentives,recognition and reward for staff based onsignificant impact on student learning identifiedthrough multiple data sources.

Use community resources forteacher recognition

Implement outreach community involvement withorganizations such as Rotary International and theSalem Chamber of Commerce for a teacherrecognition program.

Recognize school-wide anddepartmental achievements in

improved student learning

Recognize departmental and school-wideachievements with rewards and incentives

(Examples: gift certificates, school celebrations,events, social activities, professional developmentopportunities).

Use multiple student level datato assess student learningimprovements

Use multiple data sources to identify evidence ofstudent growth (might include classroomassessments, classroom learning products,common course assessments, student learning asmeasured by course grade, classroomobservations, as well as high stakes assessments).

C. Implement new professional development model for faculty to ensure

comprehensive instructional reform

School-level diagnostics Use evidence-based tools and proven datacollection practices to collect and measure data oncurrent effectiveness in preparing students forcollege and career readiness. Such possible toolsinclude a building-wide school diagnostic toolavailable from the University of Oregon and/or K-12 curriculum alignment planning to ensure thatstudents are college and career ready when theygraduate from McKay HS.


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Staff training Implement intensive job-embedded professionaldevelopment program with weekly time identifiedfor training in common instructional model andstrategies.

Professional Learning (Mentors)

Communities

Use student-learning data to inform instruction and

teacher planning in a Professional LearningCommunities structure.Teacher study groups to learnbest practices

Promote professional development with readinggroups/book study by departments and teacherteams to stimulate intellectual capacity andconsider best practices relative to the educationfield.

Improve teacher engagementwith students

Develop and employ engagement strategiesamong faculty that are research based anddemonstrate proven evidence of improved studentoutcomes.

Employ proven best practices in

grading and proficiency

Examine current school practices in relation to best

practices in grading, proficiency, and scoringpractices.

Learn from successful schoolswith similar student bodydemographics

Teachers and administrators will visit successfulhigh schools with similar student bodydemographics to identify and implement provenpractices and student support systems such asliteracy and math labs.

D. Implement increased learning time for students and apply community-oriented

school strategies

Saturday Academy Implement Saturday Academy focused on ELLlearners.

Twilight School Implement Twilight School focused on buildingcapacity in students in the areas of reading, writingand mathematics.

Increase length of student day Modify daily schedule to lengthen student/teachercontact time by 15 minutes to be consistent withthe daily contact time of other high schools in thedistrict.

Student recognition bycommunity organizations

Implement outreach community involvement withorganizations such as Rotary International and theSalem Chamber of Commerce for a studentrecognition program

Proficiency based learning for

students

Pilot proficiency-based teaching/learning options

developed by new assistant principal for studentsto demonstrate knowledge and skills of Oregonstate standards.

Incentives for students Develop and implement student incentives toreward improved GPA, behavior, and/orattendance.


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Improve parent involvement Conduct parent education series via parentenrichment nights on topics such as on how tocreate a learning culture in the home, courses incomputer applications, English language literacyfor parents, and fitness programs.

Community-based opportunitiesfor students Implement social-emotional and community-oriented services at McKay to ensure that studentshave community-based opportunities and supports.

Community supportededucation

Partner with community organizations such as theDepartment of Human Services, local healthproviders, Marion County Mental Health, and theDepartment of Corrections to provide supplementalservices for enrolled students.

Mathematics support Provide math-help resource similar to college labsstaffed with a math lab teacher

Literacy support Provide literacy and writing-help resource similar to

college labs staffed with a literacy teacher and ainstructional literacy coach

E. Provide sufficient operating flexibility and ongoing technical assistance to

implement reforms

Modify school day for students Modify the school day schedule from currentstudent start time of 7:40am to new start time of8:15am to improve overall attendance for students.Modify current student release time from 2:15pm to2:45pm to decrease unsupervised time after schoolwhen many McKay parents are working.

Modify school day for teachers Modify teacher work schedules from current starttime of 7:15am to a new start time of 7:00am toallow for increased professional development timefor staff prior to the start time for students of8:15am, thereby increasing opportunities for facultycollaboration and professional development.

Compensation for afterschooltutoring

Make available grant-supported funds to bedispensed via a faculty application process toprovide compensation for tutoring students afterthe workday.

Promote college-going culture Implement college visits for students.College student mentors Partner with Western Oregon University to provide

college student mentors to McKay students.Ensure success Employ project director to work at the school and

ensure reformation success.Analyze student data Employ data analysis staff to ensure that student

data drives instructional practices.

Hire budget manager Employ a budget manager to ensure that the SIGfunds are used appropriately and consistent with


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the proposed activities.College and career readinessfor all students

Improve counselor to student ratio to improvestudent access to career and college resources forMcKay students.

Improve behavioral outcomes

for students with mentors

Recruit and hire behavioral mentors to improve

student attendance, assist academically strugglingstudents, and support behavioral specialists onstudent behavior issues.

F. Required ElementsParticipation in the StateSystem of Support

Districts will be expected to access the State Systemof Support network providers for school and districtsupport coaches as well as access the RegionalSupport network providers for specialized needs suchas ELL, Special Education, and others.

Technical Assistance Meetings Travel expenses to attend required meetings called bythe Oregon Department of Education for the purposeof 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 andfinal reports.

Complete School Review The school is expected to complete an ODEsanctioned review of the school's environmentincluding a thorough review of instruction.

Training District and school administrator teams will beexpected to attend leadership training.

Support to the district Provide district level leadership support to the schoolunder new principal, hold regular consultativemeetings to ensure transformational model is used to

address new practices and procedures to promoteacademic achievement, improved attendance andpositive student behavior.


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10.2 Budgeting for the School Improvement Grant Intervention Model

(Transformation)

A. The LEA replaces the principal and develops an improved instructional

leadership capacity among the administrative team

New instructional leadership model implemented (.75 FTE of officespecialist to support new instructional leadership model)

$30,000

Practices and procedures to ensure capacity building amongleadership team

$0

Use behavioral specialists and campus monitors to build studentsupport system

$316,000

Replace principal $0B. Implement a rigorous staff evaluation and take steps to increase teacher andschool leader effectivenessNew mobile computer lab to ensure students have the requiredopportunities to take the Assessment of Knowledge and Skillsstate tests

$50,000

Develop faculty capacity to use data Project Manager (55K of110K)

$55,000

Reward faculty for student learning improvement (30K of 40K) $30,000Use community resources for teacher recognition $0Recognize school-wide and departmental achievements inimproved student learning (10K of 40K)

$10,000

Use multiple student level data to assess student learningimprovements-(.5 FTE of data assessment staff)

$19,000

C. Implement new professional development model for faculty to ensure

comprehensive instructional reform

School-level diagnostics $50,000Staff training (Aug Academy teachers 150K and IAs 9K) $159,000Professional Learning (Mentors) Communities $0Teacher study groups to learn best practices $0Improve teacher engagement with students (Eric Jensen fee) $4,250Employ proven best practices in grading and proficiency $0Learn from successful schools with similar student bodydemographics (cost of subs)

$6,000

D. Implement increased learning time for students and apply community-

oriented school strategies

Saturday Academy (teachers and IAs) $30,000Twilight School (one IA and one teacher) $99,000Increase length of student day $0Student recognition by community organizations $0Proficiency based learning for students-Assistant Principal $110,000Incentives for students $20,000Improve parent involvement $0


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Community-based opportunities for students $0Community supported education $0Mathematics teacher to teach math support classes $80,000

Literacy teacher and instructional literacy coach $160,000

E. Provide sufficient operating flexibility and ongoing technical assistance toimplement reforms

Modify school day for students $0Modify school day for teachers $0Compensation for afterschool tutoring $73,250Promote college-going culture $4,000College student mentors $2,000Ensure success (55K of 110K) $55,000Analyze student data (data assessment staff) (.5 fte ofassessment staff)

$19,000

Hire budget manager $80,000

College and career readiness for all students (1.5 fte counselors) $120,000Improve behavioral outcomes for students with mentors $152,000F. Required Elements (together these first five equal the $98,500 to ODE)Participation in the State System of Support $50,000Technical Assistance Meetings $12,000Reporting Requirements $4,000Complete School Review $15,000Training $17,500G. District Administrative Costs (5% of total) $100,000TOTAL REQUESTED $1,869,203

10.2: Continued: Three Years of Budgeting

10.2 McKay High School

Description Year 1 Year 2 Year 3

.75 FTE SOS 30,000 30,000 30,000

(3) Behavior specialists & 240,000 240,000 240,000

(2) campus monitors 76,000 76,000 76,000

Language Academy Staffing 1,200

Language Academy Supplies 1,500


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Professional Development 36,500 50,000 50,000

Project Manager .50 55,000 55,000 55,000

Project Manager ensure success 55,000 55,000 55,000

Teacher and staff incentives 30,000 30,000 30,000

School-wide achievement 10,000 10,000 10,000

Data/assessment staff .50 19,000 19,000 19,000

Parent Involvement 19,000 19,000 19,000

Articulation/alignment planning 50,000 50,000 50,000

August Academy teachers 150,000 150,000 150,000

August Academy IA staff 9,000 9,000 9,000

Eric Jensen fees 4,250 4,250 4,250

Other HS visits for professional dev of faculty

(cost of subs) 6,000 6,000 6,000

Saturday Academy Lab 6,000 6,000 6,000

Saturday Academy teachers 24,000 24,000 24,000

Twilight IA @ .5 FTE 19,000 19,000 19,000

Teacher-Twilight school 80,000 80,000 80,000

Assistant Principal 110,000 110,000 110,000

Student incentives 20,000 20,000 20,000

Teacher-Math lab 80,000 80,000 80,000

Teacher-Literacy lab 80,000 80,000 80,000

Teacher-Literacy Instructional Coach 80,000 80,000 80,000

Faculty time for after school tutoring 31,199 31,199 31,199

College Visitations 4,000 4,000 4,000

College student mentor travel 2,000 2,000 2,000

Budget Coordinator 80,000 80,000 80,000


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Counselor-1.5 FTE 120,000 120,000 120,000

Mentors - 4 classified to support 152,000 152,000 152,000

Participation in State System of Support 50,000 50,000 50,000

Technical Assistance Meetings 12,000 12,000 12,000

Reporting Requirements 4,000 4,000 4,000

Complete School Review 15,000 15,000 15,000

Training 17,500 17,500 17,500

Indirect 79,254 79,254 79,254

TOTAL 1,869,203 1,869,203 1,869,203


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Funding Source Summary

McKay High School

2010-11

McKay

Budget Areas

School

Improvement

Grants

Title IA Building

Funds

School

Improvement

1003 "G" Funds

Other

Federal

Programs

District

Building

Allocation

Administrator Salaries 158,198 N/A 400,588

Licensed Salaries 43,053 24,496 599,845 N/A 4,783,302

Classified Salaries 109,007 189,491 N/A 1,510,899

Substitutes Salaries 5,512 N/A 11,331

Employee Benefits 23,759 84,497 470,204 N/A 2,437,281

Purchased or

Contracted Services 54,250 N/A 136,943

Supplies/Materials 9,746 60,000 N/A 192,221

Equipment/ Capital

Outlay 80,000 N/A 34,716

ProfessionalDevelopment 28,000 159,000 N/A

Parent Involvement 15,000 19,000 N/A

Travel 6,000 N/A 47,704

Food Services N/A

ODE Required 98,500 N/A

Student Transportation N/A 882,000

Indirect 3,163 100,000 N/A

TOTALS $ 69,975 $ 270,746 $ 2,000,000 $ - $10,436,985


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2011-12

McKay

Budget Areas

School

Improvement

Grants

Title IA Building

Funds

School

Improvement

1003 "G" Funds

Other

Federal

Programs

District

Building

Allocation

Administrator Salaries 158,198 N/A 400,588

Licensed Salaries 43,053 24,496 599,845 N/A 4,783,302

Classified Salaries 109,007 189,491 N/A 1,510,899

Substitutes Salaries 5,512 N/A 11,331

Employee Benefits 23,759 84,497 470,204 N/A 2,437,281

Purchased orContracted Services 54,250 N/A 136,943

Supplies/Materials 9,746 60,000 N/A 192,221

Equipment/ Capital

Outlay N/A 34,716

Professional

Development 28,000 239,000 N/A

Parent Involvement 15,000 19,000 N/A

Travel 6,000 N/A 47,704

Food Services N/A

ODE Required 98,500 N/A

Student Transportat

mckay 2010 school improvement grant application

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