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)
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
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.
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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
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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
professional development
Provide staff ongoing, high-quality, job-embedded
classroom management practices in professional development
classrooms
1 1 . Conduct routine observations of
I with classroom observations and with 1 professional development I
Provide staff ongoing, high-quality, job-embedded
instructional practices
12. Provide professional development aligned
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professional development
Provide staff ongoing, high-quality, job-embedded
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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).
Leadership and Decision Making
14. Promote student motivation to learn and
persist in education with a student
mentoring program
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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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Services by Lead Partner and Others: The American Institutes for Research (AIR) will provide
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.
Curriculum and Instruction
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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Services Provided by Lead Partner and Others: AD1 will provide annual training for faculty on
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.
Student Motivation to Learn and Persist
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.
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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.
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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.
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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.
Leadership and Decision Making
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
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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
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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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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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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.
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.
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.
Services by Lead Partner and Others: The American Institutes for Research (AIR) will provide
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.
Curriculum and Instruction
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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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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Leadership Team, Instructional Teams, and individual teachers throughout the project to reinforce
the instructional planning process.
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.
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
East St. Louis School District #I89
Operational Leader, Leadership Team, Instructional Teams, and individual teachers throughout
the project to reinforce the instructional delivery methods.
Services Provided by 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.
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.
Services Provided by Lead Partner and Others: AD1 will provide annual training for faculty on
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
SIUE CHARTER HS East St. Louis School District #189
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
be not less than 90%.
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
be not less than 90%.
Page 21 of 31
50-082-1890-22
SIUE CHARTER HS East St. Louis School District # 189
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
SIUE CHARTER HS East St. Louis School District # 1 89
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.
Student Motivation to Learn and Persist
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
50-082-1890-22 SIUE CHARTER HS
East St. Louis School District # 189
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
East St. Louis School District # 189
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
50-082-1890-22 SIUE CHARTER HS
East St. Louis School District #I89
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
East St. Louis School District #I89
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
SIUE CHARTER HS East St. Louis School District # 189
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
SIUE CHARTER HS East St. Louis School District #189
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
ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 65 of 92
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
ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 66 of 92
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
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
ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 67 of 92
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
Siu Charter School Of East St Louis
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 ac- cessed 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
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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
Siu Charter School Of East St Louis
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)
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NON-CAPITALIZED EQUIPMENT "'
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EMPLOYEE BENEFITS
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(11)
ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 69 of 92
PURCHASED SERVICES
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87,125
OTHER OBJECTS
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SUPPLIES AND MATERIALS
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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
ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 77 of 92
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