ORlG 1 NAL - Illinois State Board of Education · ISBE USE ONLY ARRA 1 Regular ILLINOIS STATE BOARD OF EDUCATION ORlG 1 NAL ATTACHMENT 1 Innovation and Improvement Division - 100

ISBE USE ONLY ARRA Regular 1 ILLINOIS STATE BOARD OF EDUCATION ORlG 1 NAL ATTACHMENT 1

Innovation and Improvement Division -

100 North First Street, N-242 Springfield, IL 62777-0001 JUNE 14,2010

FY 201 1 ARRA School lmprovement Grant - Section 1003(g)

Cover Page XG//OO09& INSTRUCTIONS: Submit 1 original and 4 copies. No faxed copies will be accepted. No electronic submissions will be accepted.

APPLICANT INFORMATION

NAME OF SUPERINTENDENTIAUTHORIZED OFFICIAL

Theresa Saunders, Ed.D. REGION. COUNTY, DISTRICT, TYPE CODE

50-082-1 890-22

TITLE

Superintendent of Schools PROGRAM CONTACT

Dr. Theresa Saunders

DISTRICT NAME AND NUMBER

East St. Louis School District 189 TITLE OF PROGRAM CONTACT

Dr. Theresa Saunders

ADDRESS (Street, City, State. Zip Code) I ADDRESS (Street, City, State, Zip Code)

1005 State Street East St. Louis, IL 62201 1 1005 State Street East St. Louis, IL 62201

AMAO IJl Yes NO

DISTRICT STATUS

Corrective Action Year 3

TELEPHONE (Include Area Code)

618.646.3000

I certify that the program person identified above is authorized to act on behalf of the institution with regard to the School lmprovement Grant - Section 1003(g).

. r r- , /

FAX (Include Area Code)

618.583.7186 TELEPHONE (Include Area Code)

618.646.3000

0611 41201 0 Date

0611 41201 0

Date

E-MAIL

FAX (Include Area Code)

618.583.71 86

E-MAIL

ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 1 of 92

I

Innovation&i rnprovement Division

Date Original Signature of ISBE Division Administrator, Innovation and Improvement

Section 1

Part II. Data and Analysis

Name of School: E. St. Louis Senior High School and SlUE Charter High School

Context

1. Grade levels (e.g., 9-12): '-I2 2. Total Enrollment: 1800 3. % FreelReduced Lunch: 84

4. % Special Education Students: 25 5. % English Language Learners: 0

6. Home Languages of English Language Learners (list up to 3 most frequent):

N/ A

7. Briefly describe the school's enrollment area (neighborhoods, communities sewed):

The attributes of the district and community have been the generally low level of expectations. Students were informed about college, but very little had been done to prepare them for college level work, i.e., AP courses, dual enrollment programs, or mandatory ACTISAT test taking opportunities.

8. List the feeder schools and/or recipient schools that supply or receive most of this school's students:

The three district middle feed in to both Tier I schools. No other choices exist for secondary education for the students.

9. Briefly describe the background and core competencies (particular skills, expertise) of the school's current key administrators and indicate the number of years they have held the position and the number of years they have been employed in the school and LEA.

Staff have the background and competencies in the following: 1) to increase teacherlstaff expectation of themselves and students; 2) provide staff with the necessary, sufficient resources to provide high quality instruction; 3) provide adequate professional development to support teacher learning; 4) align fiscal, physical and human resources to support and

10. Briefly describe the process by which school administrators are evaluated. By whom? How frequently?

Position

Superintendent

Chief Academic Officer

Principal

The current annual evaluation process for principals is based on a combination of school performance and principal performance, but is inadequate as a tool for recruiting new talent or for identifying areas of improvement to increase administrator effectiveness. The Superintendent is responsible for evaluations.

11. Briefly summarize the process by which teachers are evaluated. By whom? How frequently?

Background and Core Competencies

High School Principal and Research

Curriculum and Administration

Student Discipline and Operations

Currently the tool being utilized does not accurately reflect actual practice. The building principal annually prepares an evaluation based upon data gathered in a process that includes classroom observations. The new evaluation system will be rigorous, transparent, and equitable along with taking into account data on student growth as a significant factor.

12. Briefly summarize previous and current reform and improvement efforts, within the last 5 years, and what impeded their success.

Years in Position

5

new position

new position

For example:

Adopted a model and curriculum to raise reading scores but was not able to implement with fidelity.

Years in School

35

27

23

District provided instructional coach but coach was not able to have an impact due to only visiting school twice per quarter.

Years in LEA

5

33

30

Adopted a block schedule for math and reading but inadequate PD funds limited ability for teachers to change instructional approach and fully utilize longer instructional blocks.

Implemented smaller learning communities and has been impeded by the need to transform secondary education in the LEA. Reorganized schedules and assignments but the lack of understanding how to use data effectively hindered progress. Teaming was implemented but due to lack of resources to address the underlying issues with teaching then little movement was made in student achievement.

ISBE 43-45P ARRA Assessment School Improvement Grant - Section 1003(g) (311 0) Page 4 of 92

Performance

Note: This information may also be provided by attaching the aggregate school report cards with the same information.

I. Enter the percentage of all students who tested as proficient or better on the state standards assessment test for each subject available.

2. For the most recent year available, enter the percentage of students in each student qrouD who tested proficient or better on the state standards assessment test for each subject available. Test Year:

2009

3. Average daily attendance percentage for last complete school year: Year:

4. Student mobility rate for last complete school year: Year:

5. Graduation rate for all students for most recent year: Year:

6. Graduation rate-percentage (high schools only) for most recent year. Year:

Subject

ReadinglLanguagelEnglish

Mathematics

Science

Social Studies

Writing

2007 2006

see report cards

Subject

ReadinglLanguagelEnglish

Mathematics

Science

Social Studies

Writing

Key Questions

Please respond to the below questions based on the analysis of the above mentioned data.

1. Which student groups are experiencing the lowest achievement?

According to the data over a majority of our students are not meeting the standards.

2008

All Students

2. Which student groups are experiencing the lowest graduation rates, if applicable?

Special Education

White, Non- Hispanic

Native American

From reviewing data and knowing the community, the students experiencing low graduation rates are those students that have not achieved the reading level needed to be successful in high school.

English Language Learners

White, Non- Hispanic

ISBE 43-45PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 5 of 92

Black, Non- Hispanic

Black, Non- Hispanic

Hispanic Asian, Pacific Island

Hispanic Asian, Pacific Island

Native American

English Language Learners

Special Education

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?. ........................................-........... .............. ............... ................ ........................................... EAST ST LOUIS SENIOR HIGH SCHOOL - EAST ST LOUIS SD 189 About this Report j

! Student Demographics 8 Characteristics - Enrollments I I

i Year School Grade 3 Grade 4 Grade 5 Grade 7 Grade 8 Grade 11 1 ! (N) (N (N) (N) (N) (N) (N) 1

............... ... - 1

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O 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 2010

@3 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 201 0

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EAST ST LOUIS SENIOR HIGH SCHOOL - EAST ST LOUIS SD 189 I

About this Report / Student Demographics & Characteristics - Educational Environment i

I I

i Low Parental Chronic Chronic HS Dropout HS I 1

1 Year LEP Attendance Mobility Graduation

Income lnvolvemen Truants Truants Rate (%) 0

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0 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 2010


.- .. -. .--. ".. .- . . I EAST ST LOUIS SENIOR HIGH SCHOOL - EAST ST LOUIS SD 189 i About this Report i I Student Demographics & Characteristics - RaceIEthnicity 1 j I

I Year

i

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i

Black Native Multi Racial j

Hispanic Asian (%) (%) 6)

American IEthnicity 1 (W) i

Q 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 2010

0 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 201 0

PSAE Test Scores

SlU CHARTER SCH OF EAST ST LOUIS - EAST 57 LOUIS SD 189

Grade 11 - PSAE Performance ByAUStudents - 2004-09 3 100%

# 80% c g 61)%

a4 05 r>6 07 08 09 04 05 06 07 08 09 04 05 06 07 08 09 04 05 06 07 08 09

Reaang Mathemaks Science Writing

Percent of Students at Each Level

- 4 22 1 9 1

Number ofstudents Terted

(N) 22 11 20 24 23 36 1 2 2 11 20 24 23 36 / 22 11 20 24 23 3 6 1 21 -

O 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June I I , 2010

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-. -..- ..-.. ..-. .. . .. ... . .- -. ...... ... .. ...- .. .. SIU CHARTER SCH OF EAST ST LOUIS - EAST ST LOUIS SD 189 About this Report /

Student Demographics & Characteristics - Enrollments 1 School

I

Year Grade 3 Grade 4 Grade 5 Grade 7 Grade 8 Grade 11 i

;

(N) (N) (N) (N) (N) (N) (N) - ! j

2000 97 1



. .---.........----..---.-.--m.---.. ..-. .-.....-.-.... .. . SIU CHARTER SCH OF EAST ST LOUIS - EAST ST LOUIS SD 189 About this Report 1

I Student Demographics & Characteristics - Educational Environment ! I

I

Low Parental HS

LEP Attendance Mobility Chronic Chronic HS Dropout

Year (%) @

Income lnvolvemen (%) (%I

Truants Truants Rate (%I 9 (%) (N) (%I (%)

Rate ; (%)a i

O 2009 Created at Northern Illinois University with support from Illinois State Board of Education. Updated: Friday, June 11, 2010

0 2009 Created at Northern Illinois University with support from Illinois State Board of Education Updated: Friday, June 11, 2010

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SIU CHARTER SCH OF EAST ST LOUIS - EAST ST LOUIS SD 189 About this Report I Student Demographics 8 Characteristics - Race/Ethnicity i



3. In which subjects are students experiencing the lowest achievement?

Reading and Math

4. What characteristics of the student demographics should be taken into account in selecting a model and external partnerslproviders?

The characteristics that should be taken into account and have been are understanding of the student population and their families. Also, community based organization should weigh heavily when considering an external partner because of the vested interest in the success of the community as a whole. When considering a model it must be one that is going to bring about the desired change the community is willing to embrace.

5. What, if any, idiosyncratic characteristics of the enrollment area should be taken into account in selecting a model and external partnerslproviders?

none

6. What characteristics of administrators and faculty should be taken into account in selecting a model and external partners?

Understanding of community culture and being able to support change and maintain a strong advocate for students.

7. What characteristics of past experience with reform efforts should be taken into account in selecting a model and external partners?

The location of service providers must carefully be considered. Many have come to our district to promise reform yet when the funds were gone we were still not changed. With this experience the LEA is mindful of how funds are managed and are willing to support community based organizations.

ISBE 43-45P ARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 6 of 92

Section I:

Part Ill. District Level Capacity Directions: This section is divided into six areas. As a team, you will need to reach consensus on each item and determine the extent to which the team strongly agrees or strongly disagrees with the statement. The focus of this section is on district level capacity.

Strongly I Strongly Agree I Agree I Disagree I Disaaree

The district establishes and implements a process to assign professional and support staff based on system needs and staff qualifications.

The district engages in long-range budgetary planning and annually budgets sufficient resources to support educational programs and implement plans for improvement.

The district has authority and support to grant new principals sufficient operation flexibility.

The district has authority and support to replace principals and teachers.

There are clear indications of systemic support by Central Office to support improvement efforts.

Considerations: Data Systems, Communication, Personnel, Accountability, Techni- cal Assistance, Polices and Procedures.

There are clear indications that the local Board will provide strong support for bold change.

The district has a communications plan in place to provide families, staff, and community members with ongoing updates.

The district has the authority to modify calendar activities and extend learning

"

time.

Please describe the key functions, systems, policies, and processes that must be examined, strengthened, andlor developed to support sustainable improvement efforts in this area.

Data Systems- The LEA is aware of the need to build strong data systems to drive data decisions and align resources to support students in both schools. The LEA realizes key staff need to be assigned to the schools to begin developing improvement efforts and are working on a more defined plan for data collection and analysis.

Communication- More written communication, website, emails, and media will support collaboration efforts. The LEA will be responsible to have a schedule for Superintendent Forums and district hosted parent summits designed to support student achievement. LEA Staff will keep union protocol procedures to ensure trust and transparency.

Personnel- The LEA proposes a comprehensive research-based approach to improve the school leadership within both Tier I schools in the district, with the goals of (1) assessing and hiring qualified principalslassistant principals, (2) increasing school effectiveness in providing a quality education for the students, and (3) reducing the unacceptably high turnover rate of its principals. Strong evaluation tools need to be developed with incentives tied to student achievement.

Accountability- The district is experiencing unacceptably high turnover in school administrators in an attempt to improve school quality, but without the introduction of quality recruitment and training, such high turnover does not lead to a positive environment or improvement at the schools, and is contradicts the ability to form effective teams with school teachers. Accountability needs to be strengthened and will be.

Technical assistance will be provided more frequently and Policies & Procedures will reflect necessary changes needed.


Evaluatina Princi~al and Teacher Effectiveness I 1 Strongly Agree I Agree I Disagree

Strongly I Disagree

The district implements a staff evaluation system that provides for the professional growth of all personnel.

Considerations: Evaluation process takes into consideration student data and other elements such as working in collaboration to support school improvement efforts, walk-throughs, observations, and is designed to reflect performance over a specified period.

There is a stafting plan in place that reflects best practice for recruiting, placing, and retaining effective teachers and school leaders.

Considerations: Highly qualified staff, proper certification, environment free of nepotism, trained paraprofessionals, support for nationally board certified teachers, identified opportunities for career growth, flexible work environment.

Considerations: Communications, community support, indepth understanding of evaluation methods, legislationlstatutes.

The district's relationship with the union will support negotiations of contract terms that support school improvement efforts, ensure the placment of highly effective teachers and the dismissal of low performing teachers.


Local Union support is very important to a community with demographics as our district since many of the families are part of labor unions. This is a very sensitive and important relationship. All actions will be in consultation with our local bargaining union and all actions will be in good faith. The LEA will have to discuss how the flexible work schedules will be received along with how longer teacher hours at the Charter school will be received by their union teachers. Hopefully as discussions begin around the evaluation tool and incentives that common ground will be found for the sake of children. We will be looking the Illinois State Board of Education for technical assistance as we move forward with critical and crucial conversations.


Data Driven Decision Makinq

Considerations: The system is user-friendly, The data system allows school and district staff to access data and information in a timely manner, from a variety of ~ersoectives. There are district s u ~ ~ o r t s for data driven decision-makina.

There is a quality student data system in place that supports a school's collection and analysis of different sources of disaggregated student data.

Considerations: Data exists to support the decision to allocate resources towards a articular service. material, eaui~ment. etc ...

Strongly Agree

. . . . - The district uses data to drive decisions and targets resources and ongoing support to low-performing students in the neediest schools.

The district has in place a well defined plan for supporting the ongoing need for data collection and analysis to support and drive instructional needs.

Considerations: Personnel, school data teams, professional development, communication.

Agree

The district communicates changes resulting from data to families, staff, and communities.

Considerations: Personnel, media, communications ~ l a n . I

Disagree Strongly Disagree

Considerations: Personnel, school data teams, professional development, communication. I

The district has in place a well defined plan for supporting the ongoing need for data collection and analysis to determine continuous improvement andlor the need for interventions.

Please describe the key functions, systems, policies, and processes that must be examined, strengthened, and/or developed to support sustainable improvement efforts in this area.

The LEA when completing the needs assessment for data driven decision making reviewed the need to strengthen the quality of student data systems. Only 22% of teachers at the E. St. Louis HS and 17% at the Charter HS reported that teachers frequently or always determine the effectiveness of professional development by using data on student achievement. The LEA is aware of the need to build strong data systems to drive data decisions and align resources to support students in both schools. The LEA realizes key staff need to be assigned to the schools to begin developing improvement efforts and are working on a more defined plan for data collection and analysis.


lnstructional Proarams

The District ensures that: I I I I Curriculum

Considerations: The evidence of a district curriculum and instruction framework that includes grade-level benchmarks. District conducts curriculum alignment studies.

The district ensures instructional practices are aligned with assessment practices to measure student progress.

Assessment

Instructional Practices

Lead to equitable educational opportunities and outcomes for all students in its neediest schools.

Considerations: Grade-level benchmarks, progress monitoring, job embedded professional development.

The district continuously monitors curriculum to make certain it supports instructional practices that are responsive to student needs.

Considerations: The district ensures that research-based instructional strategies are implemented in its neediest schools. Ongoing professional development is available and provided based on teacher input. Coaches are provided to assist teachers in utilizina instructional ~ractices that best meet the needs of their students.

Considerations: The evidence of a district curriculum and instruction framework that includes grade-level benchmarks. District conducts curriculum alignment studies.

Teachers are competent in and use a variety of differentiated teaching strategies that meet the needs of all students.

Intervention strategies, supports, and extended learning opportunities are in place for students who struggle academically.

Considerations: Conducts extensive analysis of achievement gaps and develops strategies to address gaps.


The LEA is prepared and positioned to significantly improve upon the status quo of principal recruitment and training to result in the following system changes or improvements: (1) more qualified principals will be identified, recruited, and certified than currently occurs; (2) in-service principals will be better trained than they are currently, through effective, responsive, and customized professional development and one-on-one coaching; and (3) new programs are put in place to sustain change through mentoring and professional support network. As a result district principals will become effective leaders and will be able to work with other school improvement efforts to increase school performance. This in turn will lower turnover and will further support the cohesive functioning of the schools, providing an upward spiral of improvements to replace the current situation of low performing schools.


Professional Develo~ment

Comprehensive district-wide professional development and recruitment strategies exist to ensure that high quality teachers are sewing students in the neediest schools.

Strongly Agree

The district has the authority to modify calendar activities or grant the flexibility to individual schools to ensure high quality professional development is provided as needed to support improvement. l m l n l n l o

Agree

Considerations: Payment for extended days or additional days, adequate pool of substitutes, clearly defined job embedded professional development.

The district has a process in place to assess the needs of staff to inform the planning of professional development offered by the district.

Considerations: Evaluating and documenting effectiveness, including student progress. to show im~act of ~rofessional develo~ment or determine needs.

Disagree

Considerations: The district conducts a professional development needs assessment or uses other tools such as the National Staff Development Council standards to guide efforts.

The district has in place a well-defined plan to support the ongoing need for data collection and analysis to support and drive instructional needs and enhance teacher effectiveness.

-- -- -


Strongly Disagree

The district provides schools with technical assistance in data analysis and using data to make decisions regarding curriculum, instruction, professional development, and parent needs. This needs to be strengthened in order to achieve the desired outcomes.

The district has recruited retired administrators and teachers with expertise to assist in delivering professional development and coaching improvement at the secondary level to provide a greater depth of knowledge of the student population as it relates to professional development.

Teachers need support and intensive professional development in the areas of practical application of research-based strategies along with strong leadership at the building and district level to support change.


Section 1:

Part IV. Determine Best-Fit Model for School

The chief question to answer in determining the most appropriate intervention model is: What improvement strategy will result in the most immediate and substantial improvement in learning and school success for the students now attending this school given the existing capacity in the school and the district? There is no "correct" or "formulaic" answer to this question. Rather, relative degrees of performance and capacity should guide decision making. The following table outlines key areas and characteristics of performance and school, district, and community capacity that should be considered as part of your decision making. In the first column, check the boxes that accurately describe the school. The checks in the right four columns indicate that if this characteristic is present, the respective intervention model could be an option.

1. Based on the Characteristics of Performance and Capacity table above, rank order the intervention models that seem the best fit for this

school. This is only a crude estimation of the best possible model, but it is a place to start.

Best Fit Ranking of Intervention Models

Transformation Model A. Best Fit:

School Turnaround 0. Second Best Fit:

C. Third Best Fit:

D. Fourth Best Fit:


2. Now answer the questions below for the model you consider the best fit and the model you consider the second best fit. Review the questions for the other two models. Change the rankings if answering and reviewing the questions raises doubts about the original ranking.

The Transformation Model

1. How will the LEA select a new leader for the school, and what experience, training, and competencies will the new leader be expected to possess?

Strong community rapport and strong student relationships are skills the new Principals possess. The new leaders have had over twenty years experience in education and have a proven track record of understanding how to handle change.

2. How will the LEA enable the new leader to make and sustain strategic staff replacements?

A clear evaluation system will be in place informing new leaders of expectations along with specific outcomes related to performance. Dr. Saunders will assume responsibility to ensure the new leaders have support as new evaluation systems are put in place for all staff.

3. What is the LEA'S own capacity to support the transformation, including the implementation of required, recommended, and diagnostically determined strategies?

Willingness of the local board to see change through to the classroom will support transforming secondary education in the district.

The LEA utilizing a team approach reviewed district capacity and student achievement data to identify the problems for low achievement. LEA reviewed current research to assist in planning a transformation at the secondary educational level. The LEA is fully informed of what changes are described in the research which need to be made.

4. What changes in decision making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) must accompany the transformation?

Budget flexibility- Streaming of union finances. Staffing Scheduling- hours extended H.R. & Principal will work closer to assign staff in appropriate positions

Dr. Saunders will make recommendations to policies as transformation begins to occur at both schools.

5. How will the district support the new leader in determining the changes in operational practice (including classroom instruction) that must accompany the transformation, and how will these changes be brought about and sustained?

DL Team will be the place where discussions will occur. District will provide more discretion of budget & staffing at schools. District support will be ongoing and by using a web based tool to coach new leaders. This will allow for more transparency in how transformation is occurring and will be able to learn how to sustain the new changes.

The Turnaround Model

1. How will the LEA begin to develop a pipeline of effective teachers and leaders to work in turnaround schools?

Currently the HR departments are working to develop stronger recruitment strategies to attract the best and brightest to the district. This includes attending job fairs, advertisements, and visiting university campuses.

2. How will the LEA select a new leader for the school, and what experience, training, and competencies will the new leader be expected to possess?

New leaders will be selected based upon expertise and success.


3 How will the LEA support the school leader in recruiting and retaining highly effective teachers to the lowest achieving schools?

By incorporating incentives into the evaluation tool then highly effective teachers will be rewarded and retained.

4. How will staff replacement be executed-what is the process for determining which staff remains in the school, which are assigned to another school, and which should leave the profession (or at least the district)?

The LEA is unable to address due to union negotiations and contracts currently are an issue not resolved.

5. How will the language in collective bargaining agreements be negotiated to ensure the most talented teachers and leaders remain in the school and underperformers leave?

The LEA will have to consult with the unions and the language will have to be drafted and presented via union protocol.

6. What supports will be provided to staff selected for re-assignment to other schools?

At this time this has not been discussed since a turnaround is not being considered due to bargaining unit contracts.

7. What are the budgetary implications of retaining surplus staff within the LEA if that is necessary?

The LEA will not be able to retain surplus staff due to lack of funds.

8. What is the LEA'S own capacity to execute and support a turnaround? What organizations are available to assist with the implementation of the turnaround model?

Currently the LEA has not built enough capacity to support a turnaround.

9. What changes in decision-making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) must accompany the infusion of human capital?

In order for a turnaround model to be selected then decision making will need to reflect stronger poljcies consistent with holding all adults accountable for the student achievement at the schools. At this time the district does not have the capacity to address.

10. How will the district support the new leader in determining the changes in operational practice (including classroom instruction) that must accompany the turnaround, and how will these changes be brought about and sustained?

The LEA will support the new leaders as discussed in the transformation model.


'The Restart Model

1. Are there qualified (track record of success with similar schools) charter management organizations (CMOS) or education management organizations (EMOs) interested in a performance contract with the LEA to start a new school (or convert an existing school) in this location?

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2. Are there strong, established community groups interested in initiating a homegrown charter school? The LEA is best served by cultivating relationships with community groups to prepare them for operating charter schools.

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3. Based on supply and capacity, which option is most likely to result in dramatic student growth for the student population to be served- homegrown charter school, CMO, or EMO?

4. How can statutory, policy, and collective bargaining language relevant to the school be negotiated to allow for closure of the school and restart?

5. How will support be provided to staff that are selected for re-assignment to other schools as a result of the restart?


7. What role will the LEA play to support the restart and potentially provide some centralized services (e.g., human resources, transportation, special education, and related services)?

8. How will the SEA assist with the restart?


9. How will the LEA hold the charter governing board, CMO, or EM0 accountable for specified performance benchmarks?

10. Is the LEA (or other authorizer) prepared to terminate the contract if performance expectations are not met and are the specifics for dissolution of the charter school outlined in the charter or management contract?

School Closure Model

1. What are the criteria to identify schools to be closed?

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2. What steps are in place to make certain closure decisions are based on tangible data and readily transparent to the local community?

3. How will the students and their families be supported by the LEA through the re-enrollment process?

4. Which higher-achieving schools have the capacity to receive students from the schools being considered for closure?

5. How will the receiving schools be staffed with quality staff to accommodate the increase in students?

6. How will current staff be reassigned-what is the process for determining which staff members are dismissed and which staff members are reassigned?

7. Does the statutory, policy, and collective bargaining context relevant to the school allow for removal of current staff?


8. What supports will be provided to recipient schools if current staff members are reassigned?

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9. What safety and security considerations might be anticipated for students of the school to be closed and the receiving school(s)?


11. How will the LEA track student progress in the recipient schools?

12. What is the impact of school closure to the school's neighborhood, enrollment area, or community?

13. How does school closure fit within the LEA'S overall reform efforts?


FY 2011 ARRA School Improvement Grant - Section 1003(g) Tier I and Tier II intervention Model Selection for Schools

ATTACHMENT 3

ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 33 of 92

SIU Charter School of East St LOUIS

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FY 2011 ARRA School Improvement Grant - Section 1003(g) Tier I and Tier I1 Schools Eligible but Not Served

ATTACHMENT 4

-

SCHOOL NAME

NIA

ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110)

NCES ID # REASON FOR NOT BEING SERVED

TIER

Page 34 of 92

I II

ATTACHMENT 5

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

1 3 Page of

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

Proposal Abstract


PARTA: Briefly describe the overall objectives and activities related to the grant. Do not exceed 10 pages.

REGION. COUNTY, DISTRICT, TYPE CODE

The communities that comprise eth East St. Louis School District #I89 are primarily African-American, single family households with an average of three children living in poverty. At East St. Louis Senior High School this has resulted in educational deficiencies in mathematics and languages. Over the past two years, collections of lunch applications have shown an increase in poverty level from 78% to 86%. Concomitantly, there has been a continuing low performance level in PSAE test scores. Specifically, East St. Louis Senior High School PSAE scores in reading have decreased from 21% proficient in 2005 to 13% proficient in 2008 and in 2009. Likewise, PSAE mathematics scores have gone from 9% proficient in 2005 to only 11% proficient in 2008 then to 8% in 2009, and PSAE science scores have gone from 5% proficient in 2005 to 5% proficient in 2008 and in 2009 8%. Compared with state averages, East St. Louis Senior High School has been about 40% below the rest of the state.

East St. Louis Senior High School 2009 ACT scores reveal only 6% in reading, 2% in math, 1% in science and 14% in English as meeting college readiness benchmarks. Also, East St. Louis Senior High School, in the 2009-2010 school year, has initiated implementation of a data tracking system, an instructional practices inventory, an instructional coaching model, and a parent education program (with the assistance of the Academic Development Institute's Metro-East Parent Connection, which maintains an office in the district).

At SlUE 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, SlUE Charter High School scores in reading have decreased from 18% proficient in 2005 to 26% proficient in 2008 and in 2009 19% were proficient. 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%. SlUE 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.

A needs assessment by the district concludes that East St. Louis Senior High School and SlUE Charter High School will greatly benefit from the transformation intervention, particularly in: (1) building the content knowledge of core subject teachers and their application of this knowledge in their teaching; (2) expansion of data capabilities and routine use of data in school-level decision making; (3) systematic individualization of instruction to align with each student's mastery of standards-based objectives as determined by frequent classroom assessment and quarterly district-constructed assessments; and (4) a more extensive parent and community initiative to match student and family needs with available resources (including economic literacy), and to escalate parent and community support for student learning, student aspirations, and student persistence in education.

The East St. Louis School District has adopted the following SMART goals to improve student learning outcomes over the next three years:

1. There will be a 25% increase in the number of students meetinglexceeding readinglmath state standards and local standards in the core content areas as measured by the PSAE (spring to spring score reports) each year.

2. There will be a 25% increase in the number of students attending school. 3. There will be a 25% increase in the graduation rates. 4. There will be a 25% increase in college placement rates.

East St. Louis's plan for transformation includes eight (8) components, with parallel district and school actions relative to each. The Eight Components of the East St. Louis Transformation Model are:

1. Provide District Oversight and Support 2. Define School-Level Flexibility and Accountability 3. Build a Committed and Competent Staff 4. Focus Leadership on Learning 5. Implement Systematic Instructional Reform 6. Increase Student Learning Time 7. Provide Rigorous Staff Development 8. Engage Parents and Community in Support of Student Learning, Aspiration, and Persistence

Progress toward SMART goals and full implementation of the transformation strategies will be measured annually with the following leading indicators:

1. Student participation rate on State assessments, by student subgroup. 2. Dropout rate 3. Student attendance 4. Students enrolled in advanced coursework (e.g., APIIB), early college high schools, or dual enrollment classes. 5. Discipline incidents. 6. Truants


ATTACHMENT 5

2 3 Page of

7. Number of instructional minutes 8. Distribution of teachers by performance level on LEA'S teacher evaluation system. 9. Teacher attendance


East St. Louis School District 189

The 2009-2010 will serve as the baseline year for these indicators.

REGION, COUNTY, DISTRICT, TYPE CODE

50-082-1 890-22

To achieve a successful transformation, the East St. Louis School District will engage the Academic Development Institute (ADI) as a lead partner and will contract with Southern lllinois University at Edwardsville (SIU-E) for delivery of a content knowledge component for core subject teachers. Both AD1 and SIU-E maintain offices in the district, and the district has confidence in their ability to deliver competent services. Further, experts in high school reform affiliated with the National High School Center at the American Institutes for Research in Washington, DC, will be engaged as advisors in the design and implementation of the transformation.

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

Proposal Abstract

PARTA: Brieflv describe the overall obiectives and activities related to the grant. Do not exceed 10 pages.

The Academic Development Institute (ADI) was founded in 1984 to assist families, schools, and communities with children's academic and personal development. AD1 has received support from more than 30 foundations and corporations as well as the U. S. Department of Education and state education agencies. For 11 years (1995-2006), AD1 was a partner in the federally-funded Regional Education Laboratory for the Mid-Atlantic Region (Laboratory for Student Success), leading the Lab's projects on comprehensive school reform- developing models, implementing them in more than 100 schools in 13 states, and studying the results. From 1997 to 2007, AD1 administered two federally-funded Parent Information Resource Centers in Illinois. ADl's Solid Foundation parent program is now in place through PlRCs in 17 states. Since 2006, AD1 has been the lead grantee and administrator of the Center on lnnovation & Improvement, one of five national content centers funded by the U. S. Department of Education. AD1 personnel, through the Center on Innovation & Improvement, have provided services, onsite, in 41 states in the past four years.

ADl's lndistar web system was developed for the Virginia Department of Education for use in its restructuring and non-accreditation schools in 2007. In 2008, ADl's Instructional Leadership Academy (with Targeted Learning) was provided to the schools to supplement implementation of Indistar. The first cohort of 27 Virginia schools demonstrated the following results on state standards assessments after two years: 26 schools (96.2%) gained in reading, with an average gain of 13.47 percentage points in students testing proficient (67.01 % to 80.48%); and 26 schools (96.2%) gained in mathematics, with an average gain of 20.09 percentage points (55.28% to 75.37%).

ADl's Solid Foundation was a component of ADl's work with comprehensive school reform through the Laboratory for Student Success, and was further developed in Illinois for implementation in 123 high-poverty schools in a project funded by the lllinois State Board of Education. Solid Foundation has since been supplemented with web-based systems and resources that make it ideal for the purposes of the East St. Louis Senior High School. A study of the 123 lllinois schools from 2001 to 2003, reported at the 2004 conference of the American Educational Research Association, published by the Haward Family Research Project, and included as a chapter in School-Family Partnerships for Children's Success (Patrikakou, Weisberg, Redding, and Walberg, 2005). published by the Teachers College Press, showed gains on state assessments in reading and mathematics that doubled the gains by a statistical control group of lllinois schools with matching beginning assessment scores.

The proposed activities include the required elements of a transformation as specified by the U.S. Department of Education, including:

1. Replacement of the principal; 2. A staff evaluation system that includes growth in student learning outcomes as a measure; 3. A rigorous staff development program; 4. Extended learning time; 5. Comprehensive instructional reform; 6. District oversight and support combined with greater school-level flexibility in decision-making; 7. Community-oriented school strategies.

The detail for implementation of the eight (8) transformation components is included in this application, and a summary is outlined below:

1. Provide District Oversight and Support A. Operate with an effective District Transformation Team B. Assign a District Liaison -district point person for the school C. Contract with external providers D. Conduct resource audits and allocating resources to meet learning goals - Budget audit - Staff time audit - Student learning time audit - Special services audit

ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 36 of 92

ATTACHMENT 5


3 3 Page of

I

FY 2011 ARRA


School lmprovement Grant - Section 1003(g) Proposal Abstract

PARTA: Briefly describe the overall objectives and activities related to the grant. Do not exceed 10 pages.


2. Define School-Level Flexibility and Accountability A. Create a district-school memo of understanding regarding responsibilities and accountability B. Set district expectations for school performance

3. Focus Leadership on Learning A. Select and define the role of the Instructional Leader B. Select and defining the role of the Operational Leader C. Operate with an effective School Leadership Team D. Guide school-level decision making (Indistar web system) E. Use data in decision making (student profiles, student outcomes, staff actions and strategies)

4. Implementing Systematic Instructional Reform A. Operate with effective Teacher Instructional Teams B. Provide time, structure, expectations, and deliverables for instructional planning C. Ensure effective classroom management D. Ensure effective instructional delivery in a variety of modes E. Different instruction for each student (Targeted Learning and Unit Builder)

5. Engaging Parents and Community in Support of Student Learning, Aspiration, and Persistence A. Operate an effective School Community Council B. Communicate with stakeholders about school reform C. Engage community partners D. Intentionally match of student and family need with available services - Catalog community and school resources - Match student and family needs with school and community services and resources - Follow up to ensure quality services and successful outcomes E. Educate parents about their role in student learning, aspiration, and persistence F. Communicate with parents about student progress

6. Building a Committed and Competent Staff A. Develop a pipeline for recruitment of talent B. Set clear expectations for all staff C. Evaluate staff performance D. Provide performance incentives E. Replace staff as necessary based on performance evaluation

7. Providing Rigorous Staff Development A. Train Leaders in Turnaround Leader Actions B. Use Data (student profiles, student outcomes, and staff actions and strategies) C. Plan curriculum and instruction, managing classrooms, and delivery instruction D. Build teacher content knowledge and application in instruction (SIU-E Content Knowledge Academy) E. Align staff evaluation, staff development, observation protocols, personal professional development plans, and faculty professional development plans F. Provide expert instructional coaching G. Encourage peer coaching and collegial learning 8. Increasing Student Learning Time A. Modify student schedules to address student learning needs and interests B. Provide tutoring C. Extend learning time to homes and community D. Audit engaged learning time in classrooms


50-082-1890-22 East St. Louis School District #I 89

LEA Proposal Narrative - East St. Louis School District #I89

Section I: Overview and Rationale

A. Demonstrate that it has analyzed the needs of each school and selected an intervention model for

each school.

See attached Needs Assessment Section I.

1. Describe the process the LEA utilized to complete the Needs Assessment and explain how the

district's performance data informed the selection of an intervention model for each school.

The East St. Louis School District mission is to provide educational experiences for students Pre-

K through twelfth grades. The experiences will ensure that students are afforded the broadest range of

opportunities to reach their academic potential and thus become productive and contributing members of

society. Opportunities are inclusive of, but not limited to, community-based programs and post-secondary

options that focus on reading and mathematics strategies which ensure that each child is proficient at

every grade level.

East Saint Louis Public Schools District 189 (ESTLPS), located in the City of East St.

Louis, St. Clair County, Illinois utilized a comprehensive team approach by first revisiting the mission

of the district. The LEA used a team approach to complete the Needs Assessment and the selection of the

transformation model for both district schools identified in Tier I. The team members consisted of

administrators, community/faith based organizations, parents, students, Local 1220 AFT, board members,

and teachers. The data gathered and reviewed indicates a severe need to transform both schools

immediately. The transformation that needs to occur is evident when looking at trend data and current

performance data. For example, ACT results from 135 students in 2009 revealed only one student

scored above a 12. In 2006, 170 students of a class of 400 scored in the single digits. A 6.1 was the

average score for 2005 for 301 students. District performance at the High School level has not been

satisfactory and the district recognizes the need to transform education at the secondary level.

50-082-1890-22

East St. Louis School District # 189

The team approached critical conversations with a variety of stakeholders on numerous occasions

as documented in Attachment 7. Several meetings were held prior to the actual SIG RFP release. District

Board Members and Dr. Theresa Saunders discussed at length the status of secondary education and the

need to transform secondary education. The selection of a lead partner was discussed and several entities

on the approved providers list were contacted to discuss how they might assist with transforming

secondary education in District 189. A decision was made to contact the Academic Development

Institute (ADI) which is community based and yet is a national nonprofit 50 1 c(3) educational research

organization. AD1 was invited to join the team to begin planning and strategizing on what needs to

happen to transform secondary education in District 189. The needs assessment was completed and the

decision to implement the transformation model was made.

Student achievement data clearly indicates a lack of student achievement not only at testing

grades but across the grade span at the secondary education level. High school students continue to

struggle from 21.5% meetinglexceeding in 2003 to 12.7% in 2008. We have seen the greatest

gains in the area of math in all grades except high school.

2. Describe how the team's responses to Section I1 of the Needs Assessment impacted the LEA's

decision@) about appropriate intervention models and the LEA's capacity to support the

requirements of each model selected.

LEA Understanding the Problem. Some schools are unable to achieve the student learning

outcomes evident in other schools with similar student demographics of high poverty;

understanding why this is the case is critical in formulating a change process to lift the

performance of low-performing, high-poverty schools is necessary. The LEA utilizing a team

approach reviewed district capacity and student achievement data to identify the problems for

low achievement. LEA reviewed current research to assist in planning a transformation at the

secondary educational level.

50-082-1890-22


MassInsight (2007) provides a profile of high-performing, high-poverty school. These key

characteristics are:

Readiness to Learn

1 . Safety, Discipline, and Engagement: Students feel secure and inspired to learn

2. Action Against Adversity: Schools directly address their students' poverty-driven deficits

3. Close Student-Adult Relationships: Students have positive and enduring mentorlteacher

relationships

Readiness to Teach

4. Shared Responsibility for Achievement: Staff feels deep accountability and a missionary

zeal for student achievement

5. Personalization of Instruction: Individualized teaching based on diagnostic

assessment and adjustable time on task

6 . Professional Teaching Culture: Continuous improvement through collaboration and job

embedded learning

Readiness to Act

7. Resource Authority: School leaders can make mission-driven decisions regarding people,

time, money, and program

8. Resource Ingenuity: Leaders are adept at securing additional resources and leveraging

partner relationships

9. Agility in the Face of Turbulence: Leaders, teachers, and systems are flexible and

inventive in responding to constant unrest

Characterizations of high-performing, high-poverty schools describe a static condition

without account for the change processes necessary to lift the performance of a low-performing

50-082-1890-22

East St. Louis School District #I89

school. Therefore, an understanding of the characteristics of persistently low-performing schools

is necessary, as is an explication of the change processes required for rapid improvement.

By definition, high-poverty schools serve families and communities in poverty and are

subject to the stresses poverty produces. Because some high-poverty schools are also high-

performing, they must successfully mediate these stresses and operate with patterns of practice

different from low-performing, high-poverty schools. For example, while the stress of teaching

in a high-poverty school results in teacher absenteeism and turnover in some schools. According

to LEA data for the E. St. Louis Senior High School the teacher absenteeism for the 2009-2010

neared 4,000 for a staff of 135. Between April and May 2010 absenteeism's neared 400. The

question arises, then: How are the stresses of poverty ameliorated in high-performing, high-

poverty schools so that teacher absenteeism and turnover are not evident as contributors to low

student achievement? Beyond the question of absenteeism and turnover lies the question of

instructional practices: How do they differ between low-performing and high-performing

schools, and how are the successful practices of high-performing schools implemented and

sustained in low-performing schools?

Reasons for low performance vary from school to school (Fullan & Stiegelbauer, 199 1 ), but

low-performing, high-poverty schools share some common conditions. These include a

correlation between community poverty and stress on the organization of the school (Puma,

Karweit, Price, Ricciutti, Thompson, & Vaden-Kiernan, 1997; U.S. Department of Education,

1998). These stresses contribute to reduced expectations for student achievement as well as

increases in teacher absenteeism and turnover rates (U.S. Department of Education, 1998). In

order for effective practices to take root in high-poverty, low-performing schools, attention must

50-082-1890-22

East St. Louis School District #189

be paid to the mediation of stressors as well as the implementation of effective practices. Figures

1 and 2 provide a schematic portrayal of some of the variables at play in this equation.

LEA Understanding Change. The LEA has spent a considerable amount of time

understanding what needs to change and how to change. School turnaround literature focuses on

leader actions necessary to mediate the stresses that are typically contextual to the high-poverty,

low-performing schools and establish and sustain effective practice. Without consideration for

the mediation of negative stress through leader actions, effective practice wilts on the vine. The

IES practice guide, Turning Around Chronically Low-Performing Schools (2008), lists four key

elements in a school turnaround:

Signal the need for dramatic change

Maintain a consistent focus on improving instruction

Provide visible improvement early in the process (quick wins)

Build a committed staff

Signaling the need for change, gaining quick wins, and building a committed (and

competent) staff all serve the purpose of changing school culture and mediating stressors so that

the consistent focus on improved instruction can take hold and bear fruit. An evidence review of

leader actions in cross-sector turnaround situations by the Center on Innovation & Improvement

(2008) found 14 leader actions common to successful turnarounds, organized into four general

practices:

Initial analysis and problem solving;

Driving for results;

Influencing inside and outside the organization; and

Measuring and reporting.

50-082-1890-22 East St. Louis School District # 189

Driving for Results includes six specific actions, including "focus on successful tactics, halt

others." Thus the strengthening of effective practices is accompanied by the culling of

unproductive practices. Gleaning lessons from both the IES practice guide and the CII evidence

review, a framework for transformation emerges that illustrates the importance of both reducing

contextual stress and nurturing effective practices:

Reducing the effects of contextual stressors by:

Initial analysis and problem solving;

Influencing inside and outside the organization;

Signaling the need for dramatic change; and

Providing visible improvement early in the turnaround process (quick wins).

Nurturing effective practice by:

Driving for results;

Maintaining a consistent focus on improving instruction;

Building a committed staff; and

Measuring and reporting.

LEA Theory of Change. Changing practice in a low-performing, high-poverty school requires an

accurate understanding of the contextual stressors and the current practices. Based on this diagnosis,

strategies have been developed and will be implemented to mediate the stressors relative to the practice,

build staff capacity for strengthening the practice, and providing incentives and opportunity to increase

staff willingness and space for change. Finally, frequent measuring of the degree of implementation is

necessary, with rapid adjustments in course in response to feedback. See Figure 3, Theory of Change.

The results from the National Staff Development Council administered at both schools in 201 0

portrayed a clear picture of the needs for teachers. See chart below. Teachers need support and intensive

50-082-1890-22


professional development in the areas of practical application of research-based strategies along with

strong leadership at the building and district level to support change.

The team realized the LEA's capacity at the district level would need to be restructured. The

LEA redesigned the chain of command at the district office, eliminating two Asst. Superintendents, hiring

a Chief Academic Officer, and removing administrative staff from current assignments. This bold reform

move on the LEA's part was to begin the transformation process in the central office to oversee change

along with strict financial oversight. This district transformation supported the LEA's decisions about

implementing a transformation model. Upon completion of the needs assessment for the two high

schools identified in Tier I, it was evident that resources needed to be aimed at developing school leaders

and building local knowledge in teachers. For the school year 20 10-20 1 1, new principals have been hired

at both Tier I schools satisfLing the requirement in Section 1003(g).

50-082-1890-22


Figure 1 : Chain of Characteristics and Stressors Affecting Staff Practices in High-Poverty, Low-Performing Schools

Low level of Low levels of - community and family I ( - learning opportunity

resources 1 1 outside the school - social capital - language development - family stability Stressors - emotional support - social organization - habit and attitude

formation to support I " I school learning

Staff Readiness Staff Practices High levels of

Disorganization - Low expectation - Randomness in

Stressors fatalism Stressors instructional planning frustration - Inconsistency in

instructional practice

I I I I - Emotional distance

Figure 2: Actions that Mediate Stress in High-Poverty, High-Performing Schools and Provide a Seedbed for Effective Practice

Community Context - Include parents and

community in candid discussion and shared responsibility for school

Student Readiness - Personalize learning

through differentiation - Extend learning

opportunities beyond the

Staff Readiness - Provide performance-

based incentives - Select staff appropriate to

the school instructional delivery improvement

Staff Practices - Collaborative and meticulous

instructional planning - Peer observations and coaching - Consistent and effective

Stress school day Strategically replace and - Communicate regularly ~ ~ d i ~ ~ ~ d Stress language Stress reassign staff - Effective classroom

Stress Mediated Provide time and with parents about their- enrichment across

children's progress - Provide parent education

for support of children's learning

- Reach out to parents in the community

Mediated management - Positive problem solving - Attention to detail of practices

and outcomes

disciplines - Support social and

emotional learning - Provide positive behavior

supports - Provide close adult-

student mentoring

discipline for team planning

- Embed professional development in work

- Establish culture of candor and shared responsibility


I Data from the National Staff Development Council Survey 20 10 Questions

% of responses

n= 106 n= 13 STANDARD CATEGORY: LEADERSHIP

10. Our principal's decisions on school-wide issues and practices are influenced by faculty input.

STANDARD CATEGORY: DATA-DRIVEN - 26. Teachers at our school determine the effectiveness of our professional development by using data on student improvement. STANDARD CATEGORY: EVALUATION

20. We set aside time to discuss what we learned from our professional development experiences.

STANDARD CATEGORY: RESEARCH-BASED

26% 25% I 2 1. When deciding which school improvement efforts to adopt, we look at evidence of effectiveness of programs in other schools. 1 I 1

4. Our school uses educational research to select programs.

14. We make decisions about ~rofessional develo~ment based on research that shows evidence of im~roved student ~erformance.

36. When considering school improvement programs we ask whether the program has resulted in student achievement gains. 3 0% 42%

41. The school improvement programs we adopt have been effective with student populations similar to ours. 28% 33%

STANDARD CATEGORY: DESIGN tt' 52. Teachers' prior knowledge and experience are taken into consideration when designing staff development at our school.

STANDARD CATEGORY: COLLABORATION

3 6%

29%

25%

25%

6. Our faculty learns about effective ways to work together.

STANDARD CATEGORY: FAMILY INVOLVEMENT

27%

8. Teachers are provided opportunities to learn how to involve families in their children's education.

55. Teachers work with families to help them support students' learning at home.

50%

STANDARD CATEGORY: EQUITY

59. Teachers receive training on curriculum and instruction for students at different levels of learning.

24%

22%

33%

42%

28% 25%

50-082-1890-22 East St. Louis School District # I 89

LEA capacity to understand fully the needs and provide the needed level of support has been

restrained due to lack of funding. With the assistance of a national lead partner, grounded in educational

research and with a demonstrated record of effectiveness, the issue can now be addressed with additional

support and funding. The LEA is building capacity among district leaders as evident in the recent

progress of students in other testing grades.

Report card data indicate a decrease in student enrollment of about 2,000 students since 2002.

Trend data show a yearly decrease of about 300 students; although there has been an increase in the

percentage of students meetindexceeding in 2008. In 2003,44.8 % of grade 3 students metlexceeded

standards in the area of reading. That number increased to 64.8% in 2008. The percentage of students

meetindexceeding standards in grade 4 has increased 1 1.9% since 2006 to 61.4% in 2008. The

percentage of students meetindexceeding standards in Grade 5 increased 17% from 2003 to 2008. The

percentage of students in grade 6 meetindexceeding standards increased 22.2% over 2006 scores to

53.4% meetindexceeding in 2008. Students in grade 7 increased 12.3% to 45.1 % in 2008. Students in

grade 8 saw a 2.1% decrease from 2003 to 49.7% in 2008. The LEA has demonstrated progress and

capacity to initiate change.

Student achievement data and lack of student achievement data clearly indicates a need to

transform. After careful consideration and discussion with critical stakeholders the decision was made by

the E. St. Louis District to proceed with planning a transformation model.

The LEA realized the need to transform the current evaluation system for teachers and

administrators at each Tier I school. The evaluation system will be rigorous, transparent, and equitable

along with taking into account data on student growth as a significant factor as well as multiple

observation-based assessments of performance and ongoing collections of professional practice reflective

of student achievement. With the support of AD1 and AIR the district's capacity to design a tool

satisfactory to all stakeholders will be accomplished. The tool will identify and reward school leaders,

teachers, and other staff who, in implementing this transformation model, have increased student

achievement and high school graduation rates. The LEA will be able to identify and remove those who,

11

50-082-1890-22


after ample opportunities have been provided for them to improve their professional practice, have not

done so. This effort will be done in collaboration with Local 1220 AFT.

The LEA will provide staff ongoing, high-quality, job-embedded professional development. The

district has selected research-based professional development providers and has designed a

comprehensive approach to build knowledge in subject-specific pedagogy and instruction that reflects a

deeper understanding of the E. St. Louis community served by the schools. All activities are aligned with

the school's comprehensive instructional program and designed with school staff input to ensure they are

equipped to facilitate effective teaching and learning. With the support of AD1 and other partners the

LEA is well positioned to move forward with implementing 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 skills necessary to meet the needs of the students in a

transformation school.

Currently at both schools the day has been extended to allow for more student learning time. The

LEA has the capacity to monitor implementation of the extended school day. The LEA will use real time

data to identify and implement an instructional program that is research-based and vertically aligned from

one grade to the next as well as aligned with State academic standards; and will promote the continuous

use of student data (such as from formative, interim, and summative assessments) to inform and

differentiate instruction in order to meet the academic needs of individual students.

The LEA will provide ongoing mechanisms for family and community engagement by

implementing a comprehensive approach to educating the community on how to support student learning.

The Superintendent hosts a monthly forum with parents and will be able to keep the public

informed on transformation progress. Currently, the district employs a full time Parent Coordinator

and provides monthly professional development to 45 district parent leaders. The E. ST. Louis Senior

High School team completed the ISBE Parent Involvement Tool 2009 and data revealed that parents are

not included in making important decisions at the school regularly. With support from AD1 the LEA will

be able to implement best practices in engaging the community and will partner with ten faith- and

50-082-1890-22


community-based organizations to create safe school environments that meet students' social, emotional,

and health needs. By engaging CASEL, a task force will be able to provide support with creating safe

school environments. Diversity of perspectives will be brought to bear in the transformation of

both schools including those of parents, teachers, business community, a variety of disciplinary

and professional fields, recipients or beneficiaries of services, or others, as appropriate. Through

the use of internet technology the LEA will be able to provide opportunity for meaningful

perspectives to be heard. Opening lines of communication between the community and school

district will be supported by the locally based Academic Development Institute Metro-East

Parent Connection (MEPC).

MEPC is the local office of the Academic Development Institute (ADI) which was

founded in 1984 to assist families, schools, and communities with children's academic and

personal development. For 1 1 years (1 995-2006), AD1 was a partner in the federally-funded

Regional Education Laboratory for the Mid-Atlantic Region (Laboratory for Student Success),

leading the Lab's projects on comprehensive school reform in more than 100 schools in 13

states. From 1997 to 2007, AD1 administered two federally-funded Parent Information Resource

Centers (PIRC) in Illinois. ADI's Solid Foundation parent program is now in place through

PIRCs in 17 states. Since 2006, AD1 has been the lead grantee and administrator of the Center on

Innovation & Improvement, one of five national content centers funded by the U. S. Department

of Education. Metro-East Parent Connection (MEPC) has been located in E. St. Louis for 10

years and is an active community partner. In the past two years approximately 4,700 parents,

teachers, administrators, community members, and mentees have been engaged with research-

based services from MEPC. Improved performance is always the destination, and arriving at that

destination requires fine tuning a variety of perspectives to impact the education system,

touching everyone whose contributions ultimately enable a student to succeed. MEPC will be the

50-082-1890-22


conduit where all the stakeholders will be able to voice ideas and be heard along with being

connected to initiatives rolled out in their schools. Crucial conversations with the community

leaders will provide needed information to complete a strategic plan for school leaders.

The LEA will give the schools sufficient operational flexibility (such as staffing, calendarsltime,

and budgeting) to implement fully a comprehensive approach to substantially improve student

achievement outcomes and increase high school graduation rates; and will ensure that the school receives

ongoing, intensive technical assistance and related support from the LEA and ADI. Progress will be

documented in meeting minutes along with budget expenditures. Comprehensive schedules for teachers,

professional development, students, parents, community meetings, and other staff will be developed and

posted.

3. Summarize key functions, systems, policies, and processes that the LEA must examine and/or

develop to support sustainable improvement efforts, specifically related to:

Leadership

The LEA proposes a comprehensive research-based approach to improve the school leadership

within both Tier I schools in the district, with the goals of (1) assessing and hiring qualified

principals/assistant principals, (2) increasing school effectiveness in providing a quality education for the

students, and (3) reducing the unacceptably high turnover rate of its principals. The district has not

made Adequate Yearly Progress in Reading or Mathematics, and is in Federal Corrective Action

Year 3 and State Academic Watch Status Year 3. The district's high turnover rate of principals is

due to both poor performance and retirement. The E. St. Louis Senior High School has had four

principals removed within the past five years. To date, the district has lacked the resources to

develop and implement a quality approach to recruit exceptional leadership candidates and

improve professional development for principals and assistant principals.

Effective principals need to perform multiple functions to ensure their schools reach their

potential in providing quality instruction and. increasing student achievement. These functions

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include defining the school's mission, cultivating the school culture and a sense of teamwork to

support its mission, providing necessary support to staff and teachers, knowing how to apply

successful school and classroom practices, and knowing how to work with faculty to implement

continuous improvement. Christie et al. (2009) describe the following important principles for

improving educational leadership: ensuring that the main focus is on instructional leadership,

attracting a greater number of qualified and potentially successful candidates to the profession,

professional development to groom principals to be instructional leaders, on-the-job mentoring

and coaching, and continuous evaluation. The LEA is prepared with board support to address

critical issues facing the district's leadership policies.

The LEA recognizes the need to use a comprehensive approach that is based on the

following conceptual framework: (1) the expectations and demands placed on principals in

underperforming schools require the placement of highly qualified school leaders with

exceptional skills beyond state certification; (2) quality recruitment, preparation, and retention

programs based on evidence-based best practices are needed to select and train candidates who

will make effective school leaders and will meet the increased expectations of principals at

today's schools; and (3) ongoing targeted professional development will improve the

effectiveness of in-service school principals and will provide the support structures necessary to

enable principals and assistant principals to meet their schools' challenges head-on.

Evaluating Principal and teacher effectiveness

The current evaluation process for principals is based on a combination of school

performance and principal performance, but is inadequate as a tool for recruiting new talent or

for identifying areas of improvement to increase administrator effectiveness. The LEA will

identify areas for improvement and will provide the needed training and support. On the basis of

this framework, the LEA will include the following components: (1) application of an effective

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50-082-1890-22 East St. Louis School District #I89

assessment tool to identify the areas of improvement needed by existing principals and assistant

principals, and to selectively hire the most qualified new principals/assistant principals; and (2)

implementation of an innovative professional development program that is tailored to the needs

of each principal as identified by a proven assessment tool, and that supports the school leaders

throughout their careers though a variety of mechanisms, including small group mini-academies,

one-on-one coaching on real-world problems, mentoring, and a professional network of support.

The proposed framework is supported by recent studies. A report by the Southern

Regional Education Board (Bottoms et al. 2003) lists the following strategies for preparing

highly qualified and effective principals: (1) Actively recruit high performers who have a

demonstrated knowledge of curriculum and instruction, combined with leadership qualities and a

passion for helping students meet high standards; (2) tailor leadership preparation programs to

emphasize curriculum, instruction, and student achievement; (3) emphasize real-world training

and field-based experiences. The Stanford Educational Leadership Institute recently published a

study of effective professional development programs for school leaders (Darling-Hammond et

al. 2007), and cited the need for skilled leadership with a focus on improving student instruction;

the need to recruit strong principals, especially in underserved communities; and a historical lack

of strong clinical training and rigorous professional development for either pre-service or in-

service principals.

Data driven decision-making

The LEA when completing the needs assessment for data driven decision making reviewed

the need to strengthen the quality of student data systems. Currently the system is user friendly

to some and to others it is not based upon verbal feedback from teachers. Only 22% of teachers

at the E. St. Louis HS and 17% at the Charter HS reported that teachers frequently or always

determine the effectiveness of professional development by using data on student achievement.

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The LEA is aware of the need to build strong data systems to drive data decisions and align

resources to support students in both schools. The LEA realizes key staff need to be assigned to

the schools to begin developing improvement efforts and are working on a more defined plan for

data collection and analysis. The LEA also realizes the defined plan must include the following:

Availability of Necessary Data

1 . The school tests every student annually with the same standardized test in basic subject

areas so that each student's year-to-year progress can be tracked.

2. The school tests each student at least 3 times each year to determine progress toward

standards-based objectives.

3. Teachers receive timely reports of results from standardized and objectives-based tests.

4. The school maintains a central database that includes each student's test scores,

placement information, demographic information, attendance, behavior indicators, and

other variables useful to teachers.

5. Teams and teachers receive timely reports from the central database to assist in making

decisions about each student's placement and instruction.

Instructional programs

Diagnostic Framework. A diagnostic framework that can be used by school leaders to

identify specific problems in their low-performing schools must include analysis of both the

stressors (and their mediation) that inhibit change and the practices that must be changed in order

to improve school performance.

Diagnosing Level of Mediation of Contextual Stressors

The diagnostic framework will enable school leaders to answer the following contextual

questions:

Community Context

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In what ways and to what extent . . .

1. are parents and community leaders included in discussions of school performance and

improvement?

2. do parents receive information about the academic progress of their children and have an

opportunity for discussion about this progress?

3. does the school provide training for parents on how to support their children's academic

progress?

4. does the school reach out to parents in the community to engage them in discussion of

school performance, school improvement, and their children's progress?

Student Readiness


1. is learning differentiated to meet the assessed needs of each student?

2. are learning opportunities provided for students beyond the school day?

3. is language enrichment stressed across disciplines?

4. does the school support social and emotional learning?

5. does the school provide positive behavior supports?

6. does the school provide close adult-student mentoring?

Staff Readiness


1. does the school provide performance-based incentives?

2. does the school select staff appropriate to the school?

3. does the school strategically replace and reassign staff!

4. does the school provide time and discipline for team planning?

5. does the school embed professional development in work?

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6. does the school establish culture of candor and shared responsibility?

Staff Practices


1. does the school provide time and discipline for collaborative and meticulous instructional

planning?

2. are teachers engaged in peer observations and coaching to improve teaching practices?

3. are effective instructional delivery practices identified, expected, observed, and

improved?

4. are effective classroom management practices identified, expected, observed, and

improved?

5. is staff engaged in positive problem solving to exercise shared responsibility for school

improvement?

6. is staff engaged in careful examination of student learning outcomes and the instructional

practices that contribute to them?

Diagnosing Degree of Implementation of Specific Practice

While this diagnostic framework is useful for identifying specific problems in a low-

performing school, metrics must also be applied to measure the presence of a specific practice in

the school and to measure the degree to which this practice is successfully introduced, nurtured,

and sustained in a transformation effort.

1. Identifying Two Specific Problems

The diagnostic framework described above is premised on the notion that strengthening and

sustaining an effective practice requires attention to both the contextual stressors that inhibit it

and the practice itself. Two specific and related problems that hinder constructive change in

low-performing schools are a paucity of collective engagement in problem solving (relative to

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improving student learning outcomes) and a pedestrian inspection of student learning data with

insufficient attention to the instructional activities that contribute to it. These problems impact on

the readiness of staff to personalize instruction by teaching based on diagnostic assessment and

adjustable time on task. Personalized instruction requires highly-functioning instructional teams

of teachers who prepare differentiated learning activities aligned with standards-based

objectives, with criteria for mastery and means of assessment. Further, personalized instruction

requires application of the prepared units of instruction in the classroom through classroom

management and delivery of instruction.

2. Describing One Practice

Practice

Characteristic of a high-performing, high-poverty school: Personalization of Instruction:

Individualized teaching based on diagnostic assessment and adjustable time on task

Practice relative to characteristic: Teacher teams prepare standards-aligned lessons and

differentiated learning activities that are used by individual teachers to address each student's

assessed mastery of standards-aligned objectives.

Desired effects of the practice: Implementation of the intervention strategies to personalize

instruction will result in evidence of operational implementation and improved student learning

in reading and mathematics.

Indicators of Effective Practice

The degree to which "teachers prepare standards-aligned lessons and differentiated learning

activities" is present as a prevailing practice in a school may be determined by assessing specific

indicators related to this practice. These indicators are stated so as to be measured with a simple

Yes-No response based on classroom observations, interviews with teachers and school leaders,

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and document review. These indicators (from Handbook on Restructuring and Substantial

School Improvement, Walberg, ed., 2007) include:

Instructional Planning by Teacher Teams

1 . A team structure is officially incorporated into the school improvement plan and school

governance policy.

2. Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional

Teams.

3. Instructional Teams meet regularly (twice a month or more for 45 minutes each meeting)

to conduct business.

4. Instructional Teams meet for blocks of time (4 to 6 hour blocks, once a month; whole

days before and after the school year) sufficient to develop and refine units of instruction

and review student learning data.

5. Instructional Teams have written statements of purpose and by-laws for their operation.

6. Instructional teams operate with work plans for the year and specific work products to

produce.

7. Instructional Teams prepare agendas for their meetings.

8. Instructional Teams maintain official minutes of their meetings.

9. The principal maintains a file of the agendas, work products, and minutes of Instructional

Teams.

10. Instructional Teams develop standards-aligned units of instruction for each subject and

grade level.

1 1. Instructional Teams use student learning data to assess strengths and weaknesses of the

curriculum and instructional strategies.

12. Instructional Teams use student learning data to plan instruction.

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East St. Louis School District # I 89

13. Instructional Teams develop materials for their standards-aligned learning activities and

share the materials among themselves.

14. Instructional Teams use student learning data to identify students in need of instructional

support or enhancement.

15. Instructional Teams review the results of unit pre-/post-tests to make decisions about the

curriculum and instructional plans and to "red flag" students in need of intervention (both

students in need of tutoring or extra help and students needing enhanced learning

opportunities because of early mastery of objectives).

Units of Instruction and Aligned and Differentiated Learning Activities

1 . Units of instruction include standards-based objectives and criteria for mastery.

2. Units of instruction include specific learning activities aligned to objectives.

3. Objectives are leveled to target learning to each student's demonstrated prior mastery

based on multiple points of data (i.e., units tests and student work).

4. Units of instruction include pre-/post-tests to assess student mastery of standards-based

objectives.

5. Unit pre-tests and post-tests are administered to all students in the grade level and subject

covered by the unit of instruction.

6. Unit pre-test and post-test results are reviewed by the Instructional Team.

Teacher Use of Aligned and Differentiated Learning Activities

1 . All teachers differentiate assignments (individualize instruction) in response to individual

student performance on pre-tests and other methods of assessment.

2. Teachers individualize instruction based on pre-test results to provide support for some

students and enhanced learning opportunities for others.

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3. All teachers are guided by a document that aligns standards, curriculum, instruction, and

assessment.

4. All teachers develop weekly lesson plans based on aligned units of instruction.

5. All teachers use objectives-based pre-tests.

6. All teachers use objectives-based post-tests.

7. All teachers maintain a record of each student's mastery of specific learning objectives.

8. All teachers test frequently using a variety of evaluation methods and maintain a record

of the results.

9. All teachers differentiate assignments (individualize instruction) in response to individual

student performance on pre-tests and other methods of assessment.

Professional development

It is well documented that the typical training received by principals from university programs

and from their districts is inadequate to prepare them for the expectations of their positions,

especially for high-need schools. As much as anyone, it is the school principal who has a

significant influence on whether quality teaching and learning spreads beyond a single

classroom, and ensures that ineffective practices are discontinued (Darling-Harnmond et al.

2007). LEA Principals currently only receive a minimum of professional development (monthly

training through the Regional Office of Education, training through Title I1 programs, and semi-

monthly superintendent in-house training). The district is experiencing unacceptably high

turnover in school administrators in an attempt to improve school quality, but without the

introduction of quality recruitment and training, such high turnover does not lead to a positive

environment or improvement at the schools, and is contradicts the ability to form effective teams

with school teachers.

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The LEA is prepared and positioned to significantly improve upon the status quo of

principal recruitment and training to result in the following system changes or improvements: (1)

more qualified principals will be identified, recruited, and certified than currently occurs; (2) in-

service principals will be better trained than they are currently, through effective, responsive, and

customized professional development and one-on-one coaching; and (3) new programs are put in

place to sustain change through mentoring and professional support network.

As a result district principals will become effective leaders and will be able to work with

other school improvement efforts to increase school performance. This in turn will lower

turnover and will further support the cohesive functioning of the schools, providing an upward

spiral of improvements to replace the current situation of low performing schools. The result of

these improvements will be reduced principallassistant principal turnover and improved school

effectiveness, leading to higher student achievement.

4. Describe the LEA's ability to support rapid improvement and systemic change to create a

thriving learning environment.

LEA board members and district administrators are in full support of rapid improvement. The

LEA has reviewed the necessary human capital strategies that will need to be implemented along with

identifying board policies and procedures that will need to be adopted. One of the most important

elements of systemic changes, after h l ly understanding change, is to have administrative support. Every

administrator at the schools is fully invested in creating a thriving learning environment. Recent

appointments of new principals at both schools demonstrate the LEA's willingness to embrace change

and move rapidly towards transforming the learning environment in both schools. Faculty members

realizing the seriousness of the situation for the students' future have been fully supportive and honest in

their feedback to the administration, as indicated in the NSDC survey. The LEA is able to provide the

support the faculty needs in understanding research and applying it successfully on behalf of students.

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The district RTI process is working to ensure that special education needs are being

addressed and that there is not an over referral of students into the special education system.

With the implementation of RTI, all teachers are responsible for teaching the core, using

scientifically researched based reading and math programs, documenting grades, assessment data

and Tier I intervention data for all students. Teachers are also responsible for documenting

academic and behavioral interventions that are used for Tier I1 and Tier 111 students, and

monitoring progress, when available, with the help of paraprofessionals. In addition, Tier I1 and

Tier I11 students receive additional intervention beyond the core program by using one or more

of the following programs: We hope the RTI process will decrease the number of students

referred to the Special Services Program.

The district provides schools with technical assistance in data analysis and using data to

make decisions regarding curriculum, instruction, professional development, and parent

needs. The Research and Evaluation Department schedules assessments (screening, diagnostic,

progress monitoring and end of the year assessments), submits data to schools and

assists schools in data analysis. This will be improved upon by providing the necessary

professional development to assist teachers with using data.

The Government Programs Department assists schools with monitoring activities and

budgeting issues related to implementing activities. A team from Government Programs meets

with building teams to review the implementation of activities in school improvement plans. A

comparability report is reviewed and submitted annually to ensure comparability of

services throughout the district. Weekly meetings are held with the FinanceIAudit Team to

discuss and resolve budget and other fiscal issues.

The district has recruited retired administrators and teachers with expertise to assist in

delivering professional development and coaching improvement at the secondary level. The LEA

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has enlisted the National Writing Project, RESPRO, and other research based consultants to support the

efforts to create a thriving learning environment. The LEA will use multiple procedures to ensure

feedback and continuous improvement of the SIG. Concerns regarding program quality and the

ability of the project to meet stated goals and objectives will be reviewed and the LEA will take

appropriate action to support measurable outcomes. Data collection procedures will be

implemented to strengthen the schools and to manage the process of applying ongoing data

feedback for improvement.

In addition to the above mentioned strategies, a district curriculum writing team has been

established and will assist in creating a relevant curriculum for all grade levels. We will

continue researching teaching strategies, early intervention programs and reading classes in

middle and high school for striving readers.

B. Develop annual goals and supporting objectives (see Attachment 8) based on identified need and

selected intervention model. Goals must be specific, measurable, attainable, relevant &timely

(SMART). Using information from Attachment 8 describe how the LEA arrived a t its annual goals

for student achievement on the ISAT and/or the PSAE in both readinghanguage arts and

mathematics. Additionally explain how the LEA will monitor its Tier I and Tier I1 schools that

receive school improvement funds to help ensure the LEA'S timely progression towards identified

goals.

The East St. Louis School District has adopted the following SMART goals to improve student learning

outcomes over the next three years:

1. There will be a 25% increase in the number of students meetingexceeding readingmath state

standards and local standards in the core content areas as measured by the PSAE (spring to spring

score reports) each year.

2. There will be a 25% increase in the number of students attending school.

3. There will be a 25% increase in the graduation rates.

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4. There will be a 25% increase in college placement rates

.C. Identify strategies that will be used to monitor the nine (9) leading indicators designated as

metrics by ED. Applicants must complete the LEA Strategies to Address Leading Indicators forms

(see Attachment 9) and submit them with the proposal.

Strategies identified for all 9 indicators:

See Attachment 9.

D. Summarize briefly the previous and current reform and improvement efforts that have occurred

within the last five (5) years and explain what supported or impeded their success.

Numerous reform efforts have occurred at the LEA and both Tier I schools over the past five

years. Efforts were not supported adequately with hnding and failure to have a sustainable plan for

supporting implementation efforts has hindered progress. Fragmentation has occurred in implementation

of past efforts due to unforeseen circumstances such as high staff absenteeism, removal of building

administrators, and lack of understanding in the application of research-based strategies.

Classroom observations and survey results show a minimal use of technology in

classroom instruction. A technology audit was conducted and the District's technology plan is

being revised based on this new information. This has allowed us to increase the use of

technology. We are also receiving professional development and support in implementing

Response to Intervention district wide. We are also looking at course offerings at the middle and

high school levels to increase the number of students taking higher level math courses while

offering reading courses in middle and high schools. Additionally, we have provided seniors

with the opportunity to take college courses at SWIC and Harris-Stowe State University. We are

have also attempted to create grade level academies to create small schools-within-a-school

program at the high school, thereby improving studentlstaff relationships, instruction and student

achievement. However, due to adequate funding this effort has not been as successfbl.

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E. Describe in detail what elements the LEA does not currently have in place to maximize

improvement efforts and what steps or procedures will be taken to obtain the additional support

and technical assistance necessary to support the systemic change and district improvement goals.

Include steps or procedures that will be taken to support systemic change.

Currently the LEA does have a strong community based partnership with an educational research

organization. By requesting ISBE to approve AD1 as a Lead Partner the LEA will be positioned to

receive research-based support along with technical assistance to support the needed change and district

improvement goals. LEA will require AD1 to complete the necessary ISBE application for approval. The

LEA does not currently have the approval from unions to remove staff based upon student achievement.

Negotiations and flexibility requests in form of waivers will need to be discussed at great lengths with

current union leaders along with board approval. Through contractual union negotiations and new teacher

evaluations the LEA will be able to support systemic change.

F. Describe the LEA's capacity to use school improvement funds to provide adequate resources and

related support to each Tier I and Tier I1 school identified in the LEA's application in order to

implement, fully and effectively, the required activities of the school intervention model it has

selected (e.g., if the LEA has selected the Turnaround and Transformation models, explain how the

LEA will help schools fulfill the required activities for each model).

The district must continue to reallocate and align resources and materials to ensure that

students in all grades have the necessary support to become proficient. The LEA will ensure that

appropriate staff and resources are applied in order to reach all goals and objectives in an

efficient manner. Resources will be dedicated to establish a sustainable educational program that

is able to continue beyond the grant period, by establishing in-district administrator oversight of

fiscal management. Dr. Theresa Saunders, Superintendent, will be responsible for approving all

funding disbursements in accordance with LEA Board Policies and the approved ISBE SIG

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1003(g) budget. Thus, the SIG funding will provide the district with long term reforms that will

impact the ability to provide leadership for effective schools into the future. Reports to the board,

the public, and to ISBE will include a detailed listing of actual expenses incurred.

Funding for the SIG 1003(g) will be tracked in a separate account from all other funding.

Reports to the LEA from the Chief Financial Officer will indicate full compliance with all

applicable laws governing the funding. AD1 is currently in good standing with the Illinois Attorney

General's office indicating nonprofit financial compliance with Illinois laws. With the support of the

Lead Partner, AD1 will be able to support providing transparency of funding while sharing in the

accountability for student achievement. The SIG budget will be made available to all staff at

both schools and will share in the accountability on the use of funds. No expenses will be

allowed that are prohibited by SIG 1003(g). Freedom of Information requests will be processed

timely and will support the transparency of utilization of funds to support activities designed to

transform secondary education. The LEA will also review the required activities and assist

schools in fulfilling the requirements for a transformation model. Detailed reports will indicate

compliance or will bring attention to what further assistance the schools may need.

G. If the LEA is not applying to serve each Tier I school, explain why the LEA lacks capacity to

sewe each Tier I school. Applicants must complete the Tier I and Tier II Schools Eligible But Not

Served forms (see Attachment 4) and submit them with the proposal.

Not applicable.

SECTION 11: Proposed Activities

The LEA must:

A. Describe actions it has taken, or will take, to:

1. Design and implement interventions consistent with the SIG 1003(g) final requirements.

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The East St. Louis School District superintendent, Chief Academic Officer, and key

administrative staff have met with the proposed lead partner, the Academic Development Institute and has

discussed via telephone conversation and email the proposed activities of other partners (the

Collaborative for Social and Emotional Learning and the American Institutes for Research) to design the

transformation project for East St. Louis High School in response to the analysis of need as described

above. The objectives for this transformation have been aligned with the requirements for a

transformation, as presented in the school proposal.

2. Screen and select external partners from the Illinois Approved Provider List found in

Appendices B and C. Describe how the LEA selected the provider(s) and include, where applicable,

letter(s) of intent from the partnering organization. Describe the measurable outcomes and time

specific services the LEA will receive from the selected partner. If the LEA wishes to use a provider

not included on the list, describe how the LEA recruited, screened, and selected external providers.

Pre-approval from ISBE is required to subcontract with a provider not included on the Illinois

Approved Provider List.

The East St. Louis School District has requested that the Academic Development Institute (ADI)

serve as the lead partner in his project. AD1 is a national leader in school improvement and administers

the Center on Innovation & Improvement, which has developed for the U. S. Department of Education

key documents relative to the School Improvement Grant program. For the past 10 years, AD1 has

maintained an office in the East St. Louis school district, has collaborated with the district on several

projects, and employees staff familiar with the district and the community it serves. Other partners have

been selected based on the needs of this proposal and their relevant expertise and experience.

3. Align other resources with the interventions.

All other resources supporting the school currently will be aligned to support the transformation

model. Once audits are completed, administrators will be able to better assess what changes need to be

made to support transformation. Currently, all federal programs will be aligned to support

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transformation. All resources for extended learning time will be coordinated with all transformation

requirements and goals. Resources which support the RTI process will also be able to support the

transformation.

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

fully and effectively, detailing how the LEA will work with the local school board and teachers'

union to accomplish necessary changes. Provide any evidence of action already initiated related to

the intervention.

Although significant numbers of our students in primary grades are meeting standards,

this trend is not true in the middle and high schools. The district is in district improvement-

corrective action status and must increase the number of students meetinglexceeding standards.

We must look at measures to accelerate the growth of our students in reading and math,

concentrate our efforts on aligning resources to goals and provide professional development to

staff, thereby improving student achievement. Additionally, we must provide scientifically based

interventions, implement a rigorous and relevant curriculum in middle and high schools and,

develop better relationships between students and teachers. In order to accomplish it will require

serious negotiations with the district union along with SIUE Charter School's union. Crucial

conversations about attendance, student outcomes, incentives, and other pertinent issues brought

to light by both parties will need to be discussed and solutions found for the sake of the students.

Students first will have to remain in the forefront of all discussions and policy changes. The

LEA along with SIUE governing boards have made substantial modifications, changes, and

elimination of several staff to prepare for a transformation.

5. Discuss district plans to develop, an evaluation system for teachers and Principals incorporating

student growth as a significant factor along with other factors as described in Public Act 096-0861

Section 24A-7, please visit http://www.iI~a.gov/legislation/publicacts/96/096-0861.htm for more

information. The LEA must assure that it will implement a new evaluation system for teachers and

3 1

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Principals no later than the start of the 2012-2013 school year. The evaluation system should fairly

and accurately differentiate teachers and identify and reward effective performance; and identify

and address ineffective performance.

The school proposals for this project specifically include objectives and plans for evaluating the

Principal (in the case of East St. Louis High School, the Operational Leader and Instructional Leader) and

teaching faculty in accordance with the requirements of a School Improvement Grant. The first phase for

developing the evaluation system will be completed prior to the opening of school in the first project year,

and the second phase (including student growth measures and incentives) will be approved by the Board

of Education by the end of the first project year and will go into effect with the second project year. With

the assistance of AIR which currently administers the National High School Content Center for the

Department of Education, the LEA will be able to develop an excellent tool that will be fair, unbiased,

and have incentives for improved student achievement.

B. Describe how the LEA will increase the capacity of the school board, central office, and district

administrators to oversee and implement the intervention activities. Please address any district

reconfiguration that may need to occur to support grant implementation (e.g., transformation

officer, turnaround officer). Provide job descriptions for newly created positions and list the names

and positions of key staff involved at both the district level and school level that will help ensure

successful implementation of the reform model (i.e., central office turnaround manager, Principal,

reading coach, intervention specialist, and school improvement coordinator) and any other

positions that would be paid with SIG funds.

The lead partner for the High School transformation, ADI, will annually provide five days of

training for key district and school administrators on the research and practice of school transformation,

the roles of the school board and school leaders, and the specific transformation plans for each school. In

addition, the district will:

1. Provide District Oversight and Support

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A. Operate with an effective District Transformation Team (DTT). The East St. Louis

School District will form a District Transformation Team consisting of the superintendent

(District Liaison to East St. Louis Senior High School), Chief Academic Officer, district

special education director, District Liaison to the SIUE Charter School, a school board

member, a representative of the teachers' union, and two community representatives. The

DTT will advise the school board on approval of transformation activities that require board

approval, meet monthly with the lead partners and supporting partners associated with this

project, and meet monthly with the Instructional Leader and Operational Leader from East St.

Louis Senior High School and the Principal from the SIUE Charter School. The AD1 Project

Manager, Instructional Leader, Operational Leader, and SIUE Charter School Principal will

provide the DTT with a monthly report of progress, including reports generated from the

Indistar system for East St. Louis High School. The DTT will operate with publically

available agendas and minutes and will include a time for public testimony at its meetings.

B. Assign a District Liaison - district point person for each school. Dr, Theresa Saunders,

the district's superintendent, will be assigned as the District Liaison to East St. Louis Senior

High School and the SIUE Charter School. The District Liaison will attend the meetings of

the Leadership Team (School Improvement Team at SIUE Charter School), meet twice

monthly with the Instructional Leader and Operational Leader at East St. Louis High School

and the Principal at SIUE Charter School, and participate as a member of the DTT. The

District Liaison will serve as the schools' primary contact with the district.

C. Contract with external providers. The DTT will negotiate with external providers

associated with this project, develop descriptions of activities and deliverables as well as

performance benchmarks, and refer the negotiated contracts to the district's legal counsel and

Board of Education. External providers will submit monthly reports to the DTT and Board of

Education, including progress toward performance benchmarks.

50-082-1890-22


D. Conduct resource audits and allocate resources to meet learning goals. The DTT will

negotiate with consultants and recommend to the Board of Education the retaining of experts

to oversee four types of audits of East St. Louis Senior High School: (1) a budget audit to

align financial resources with learning goals; (2) a staff time audit to maximize student

contact with staff for learning purposes; (3) a student learning audit to assess the time student

schedules allow for appropriate learning in core subjects; and (4) a special services audit to

review the policies and procedures by which students are referred for and placed in special

education and related services. The audits will be conducted in years 1 and 3 of the project.

2. Define School-Level Flexibility and Accountabilitv

A. Create a district-school memo of understanding regarding responsibilities and

accountability. The DTT will develop and present to the Board for approval a MOU that

spells out the responsibilities of the school leaders and teams in each school and the means by

which the district will support their efforts. The MOU will define the responsibilities of the

administrators, Leadership Team (School Improvement Team), Instructional Teams, and

School Community Council, as well as the progress reports that will be submitted monthly to

the DTT and Board by the administration. The MOU will also define the roles of the DTT

and the District Liaison and each of the external partners.

B. Set district expectations for school performance. The DTT will develop and present to the

Board for approval benchmarks for school performance relative to the leading indicators and

SMART goals.

Job Descriptions attached for the following newly created position which will provide support to

classroom teachers.

C. Submit a timeline delineating the steps the LEA will take to implement the selected school

intervention model in each Tier I and Tier I1 school identified in the application. The timeline must

span the entire term of the grant (i.e., through June 30,2013) and focus on district-level activities

that will support the implementation of the intervention models. The timeline must include phases

50-082-1890-22


such as planning, implementation, and monitoring. Include items the LEA identified in sections I-

A-4 and 11-B of the LEA Proposal Narrative Requirements section of this RFP.

See next page for timeline.

Explain how the LEA plans to sustain the reform efforts after the grant funding ends. Provide a

sustainability plan with a corresponding timeline that forecasts a t least three years beyond the

completion of the grant. Applicants must complete the Timeline and Sustainability Plan forms (see

Attachment 10) and submit them with the proposal.

See attachment 10.

50-082-1890-22


Timeline for Implementation Phases (Planning/Monitoring/Implementation) of Transformation Model in East St. Louis High School and SIUE

Charter School

I Objective

Operate with an effective District 7- I Transformation Team (DTT).

Team minutes will document

District-Level Objectives

the activities of these groups

and the participation by the

AD1 Project Manager and the

District Liaison.

D. 1.2. Reports submitted by the

AD1 Project Manager will be

Measurable Outcomes

Dl. 1. District Transformation

Team and School Leadership

entered into the board minutes.

Primary Responsibility

Superintendent

D 1.3. District Transformation

Team minutes will include the

1 Notes provided by the District

I Timeline

Reports and minutes will be filed 7- monthly throughout the three

1 project years.

50-082-1890-22


Liaison.

point person for each school

district

designate a District Liaison for each

By August 15,20 10 D2.1. The Superintendent will

1 school with duties as described in 1 1 I

Superintendent

/ each school's plan 1

Conduct resource audits and 7

Contract with external providers

1 approved by the Board of Education Education

D3.1. Final contracts will be By August 1 of each project year 1 Superintendent and Board of

by August 1 of each project year.

D4.1. Consults will conduct in Audits will be conducted in Years 1 k- 4 Superintendent and Board of

I allocate resources to meet I Years 1 and 3 of the project audits 1 Education 1 and 3 of the project. I learning goals of staff time allocation, student

learning time, resource allocation,

placing students in special

1 1 and procedures for screening and 1 I

education service

I

D4.2. The Board of Education will I

50-082-1890-22


Create a district-school memo of c understanding regarding

1 audits.

-

D4.3. 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.

maintain copies of the consulting

agreements with the groups and

individuals retained to conduct the

D5.1. A MOU outlining district and

I school responsibilities and

Superintendent k- Within 30 days prior to the

beginning of school in the first

I responsibilities and accountability 1 accountability will be prepared by 1 1 project year. 1

Set district expectations for

school performance school performance expectations I

-

Within 30 days prior to the I beginning of school in each project

the Superintendent within 30 days

prior to the beginning of school in

the first project year.

D6.1. The DTT will annually set District Transformation Team

50-082-1890-22


Objectives for East St. Louis High School and SIUE Charter High School

Objective

Provide greater district

oversight coupled with

structures for flexibility in

school-level decision making

Measurable Outcomes

1.1. The chief outcome for the

project will be significantly

improved annual student

performance as measured by:

1.1.1. 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:

1.2.1. the appointment by the

superintendent of a District

Liaison,

1.2.2. the approval of the Memo

of Understanding, and

I Primary Responsibility

Superintendent r- Timeline

Baseline for performance objectives

will be the 2009-10 school year.

Board actions preliminary to the

project will be taken by August 1 5,

2010.

Reports and minutes will be filed

monthly throughout the three

project years.

50-082-1890-22


1.2.3. the annual performance

expectations for student

achievement.

1.3. District Transformation

Team and School Leadership

Team minutes will document

the activities of these groups

and the participation by the

AD1 Project Manager and the

District Liaison.

1.4. Reports submitted by the

AD1 Project Manager will be

entered into the board minutes.

1.5. District Transformation

Team minutes will include the

Notes provided by the District

Liaison.

50-082-1890-22


Establish a formal decision

making structures and practices,

including those of the

Leadership Team, Instructional

Teams, and School Community

Council

2.1. Agendas and minutes of

Leadership Team,

Instructional 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 Instructional 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

AD1 Project Manager, Operational

Leader, and Instructional Leader

Agendas and minutes will be filed

monthly throughout the three

project years.

AD1 Project Manager analysis will

1 be submitted by January 15 and

July 1 of each project year

50-082-1890-22


Conduct audits of staff time

allocation, student learning

time, resource allocation, and

procedures for screening and

placing students in special

education service

Establish an evaluation system F- for the Operational Leader,

1 Instructional Leader, and

completion and adequacy of

the documentation.

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.

4.1. Board approval of the

evaluation system as described

above by the conclusion of the

Superintendent

Superintendent

Audits will be conducted in Years I

and 3 of the project.

Phase I by opening of school in the

first project year; Phase 2 by the

opening of school in the second I

50-082-1890-22


project year.

faculty that includes student

growth and professional

performance

first project year.

4.2. Implementation of the

evaluation system by the

beginning of the second

in student outcomes; remediate

and remove those who do not

Identify and reward personnel

who contribute to improvement

Increase student learning time

in core subjects

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.

Superintendent

6.1. Copies of the

recommendations for

adjustments in staff time

Superintendent

project year.

Board approval by conclusion of

the first project year.

Implementation by beginning of

second project year.

Recommendations submitted to

Board of Education within 60 days

of completion of each audit in years

50-082-1890-22 East St. Louis School District # 189

Improve faculty content I-- 1 knowledge in core subjects

instructional planning process

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.

project year, Instructional

Superintendent and Instructional 7- Leader

AD1 Project Manager and

Instructional Leader

A university will submit proposed I 1 course syllabi to the Superintendent

1 30 days prior to the beginning of

each school year.

A university will submit its reports

1 within 30 days of the conclusion of

each semester.

Units of instruction will be I ( completed and submitted within 15

50-082-1890-22


that aligns the taught

curriculum with standards

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 10

days of the conclusion of the first

project year and revised and

submitted annually at the same

time.

Classroom observations will begin

in the second month of school in the

first project year and continue

throughout the project as described

in objective 10.

50-082-1890-22


Ensure consistent application of

sound instructional practices in

classrooms

/ observed practices within

below) by the Instructional

Leader and AD1 Project

Manager will confirm the

appropriate application of

these units of instruction in all

core subjects.

9.1. Classroom observations

(see 10 below) by the

Instructional Leader and AD1

Project Manager, using an

observation protocol, will

confirm the application of

sound classroom management

in core subject classrooms.

9.2. With Year 1 serving as the

baseline, the percent of



Classroom observations will begin

in the second month of school in the

first project year and continue

throughout the project as described

in objective 10.

An annual report will be prepared

by the AD1 Project Manager and

Instructional Leader within 30 days

of the conclusion of each project

year.

50-082-1890-22

East St. Louis School District #189

Conduct routine observations o f k-- instructional practices

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

1 Project Manager to the ~

1 1.1. Copies of the quarterly

"patterns of practice" reviews

will be submitted by the AD1

superintendent and will be

AD1 Project Manager, Instructional

Leader, and Superintendent

posted on the district website.

1 1.2. Copies of the twice annual

teacher evaluations will be

maintained in accordance with

1 board policy, and their I completion and adequacy will

POP reports submitted to the

Superintendent and DTT by

1 December 15, March 15, and June

15 of each project year.

Teacher evaluations will be

submitted to the Superintendent and

DTT by February 1 and July 1 of

each project year.

50-082-1890-22


be certified by the

superintendent.

1 1.3. Due process procedures for

teachers on probationary status

will be documented in

accordance with board policy.

1 1.4. 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.



Provide professional

development aligned with

classroom observations and

with teacher evaluations which

include value added to student

POP reports submitted to the

Superintendent and DTT by

12.1. Copies of the quarterly

"patterns of practice" reviews

will be submitted by the AD1

Project Manager to the

superintendent and will be

December 15, March 15, and June

1 5 of each project year.

Teacher evaluations will be

50-082-1890-22


learning indicators 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.

submitted to the Superintendent and

DTT by February 1 and July 1 of

I each project year

50-082-1890-22


including engagement of

parents and the community in

support of this aim

learn and persist in education,

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.

SCC agendas, minutes, and work >I 13.1. The chief outcome will be

significantly increased student products will be documented in the

School Community Director

/ lndistar web system beginning in I the second month of the first project

year and continuing throughout the

project. I 1 The School Community Director I will submit an annual report within

30 days of the end of each school

year.

50-082-1890-22


Section 111: Level of Commitment

The LEA must:

A. Explain the process it used to consult with critical stakeholders regarding the LEA'S

application and implementation of school improvement models in its Tier I and Tier I1 schools. Use

Attachment 7 to provide names and signatures as evidence of stakeholder engagement.

East Saint Louis Public Schools District 189 (ESTLPS), located in the City of East St.

Louis, St. Clair County, Illinois utilized a comprehensive team approach. The LEA listened to what

was said and what was not said as the LEA moved through the process of engaging critical stakeholders.

The process consisted of board discussions, Dr. Saunders, Superintendent, met with LEA administrators,

she held consultations with partners and educational experts, attended staff meetings and parent meetings.

She also met with members of CBOIFBO's, and Local 1220. Several meetings occurred with the Lead

Partner to plan and discuss data prior to the actual release of the SIG RFP. The Lead Partner also had

numerous meetings with new building administrators, parents, community members, staff, and other key

LEA staff. See Attachment 7.

B. Detail how the community was given notice of intent to submit a SIG application.

The LEA notified the community during parent meetings in the district in April and May 2009 as

documented in Attachment 7. Also the Superintendent forum allowed parents to provide feedback on the

Academic Development Institute as a Lead Partner. The participants were in support of AD1 serving as a

Lead Partner and some provided written feedback confirming that along with expressing a deep concern

to engage the community.

C. Describe the LEA'S plan to support ongoing collaboration efforts and communication with

staff, families, and the community.

The LEA is committed to keeping all stakeholders abreast of current progress and transformation

strategies. Written communication, website, emails, and media will also be to support collaboration

efforts. The LEA will be responsible to have a schedule for Superintendent Forums and district hosted

50-082-1890-22


parent summits designed to support student achievement. LEA Staff will keep union protocol procedures

to ensure trust and transparency.

D. Describe the level of support from key stakeholders for the LEA'S SIG proposal. The LEA may

include letters of support, as applicable. Letters of support from the local school board, teachers' union,

school staff, partnering organizations, and other stakeholder groups will be considered most relevant.

The level of support is high. All key stakeholders realize the urgency of the crisis the district is

facing in secondary education. All understand the importance of the mission and have

demonstrated their support in numerous ways i.e. attending meetings, discussing with others the

situation children are facing without a transfonnation in secondary education, letters of support,

and the willingness to be flexible for the sake of the students. This new attitude to transform

secondary education has reached a critical mass in the LEA learning community. The LEA

leveraging resources and outside expertise will continue to assist in growing support of key

stakeholders.


ATTACHMENT 6 Page 1 of 1

FY 2011 ARRA School Improvement Grant - Section 1003(g) Selected Lead and Supporting Partners

I

NAME OF SCHOOL TO BE SERVED


East Saint Louis Senior High


NAME OF EXTERNAL PARTNER. CMO, OR EM0

Academic Development Institute

ADDRESS (Street. City, State, Zip Code)

3131 State Street, East Saint Louis, Illinois, 62205

Provide Staff for Transformation ongoing AD1 Web Systems and Support and Maintenance

I

1 Illinois Approved Provider

MEASURABLE AND TIME-SPECIFIC SERVICE(S) TO BE PROVIDED

lndistar web system for guided decision making by Leadership I Lead Partner Team

EXTERNAL PARTNER

Unit Builder web-based instructional planning tool for teacher Instructional Teams Solid Foundation web-based parent1 community engagement tool

Supporting Partner

Partner needs to be approved by ISBE

AD1 Training and Consultations AD1 Consultations AD1 Training for District and School Administration 5 days per year AD1 Training for School Faculty- High School 5 days per year AD1 Training for School Community Council 3 days per year AD1 Mentoring Consultations and Trainings AD1 CommunitylFaith Based Organizations Trainings 1. There will be a 25% increase in the number of students meetinalexceedinq readinalmath


Siu Charter School Of East St Louis

CMO

EM0



NAME OF EXTERNAL PARTNER, CMO, OR EM0

Academic Development Institute

ESTIMATEDAMOUNT TO BE PAlD UNDER SUBCONTRACT (Should be same as budget)

REGION, COUNTY, DISTRICT, N P E CODE

50-082-1 890-22


Provide Staff for Transformation ongoing AD1 Web Systems and Support and Maintenance lndistar web system for guided decision making by Leadership Team Unit Builder web-based instructional planning tool for teacher Instructional Teams Solid Foundation web-based parenti community engagement tool

AD1 Training and Consultations AD1 Consultations AD1 Training for District and School Administration 5 days per year AD1 Training for School Faculty- High School 5 days per year AD1 Training for School Community Council 3 days per year AD1 Mentoring Consultations and Trainings AD1 CommunityIFaith Based Organizations Trainings 1. There will be a 25% increase in the number of students

ADDRESS (Street. City, State, Zip Code)

3131 State Street, East Saint Louis, Illinois, 622058

EXTERNAL PARTNER

Illinois Approved Provider

Lead Partner

Supporting Partner


CMO

EM0

ESTIMATED AMOUNT TO BE PAlD UNDER SUBCONTRACT (Should be same as budget)

$87,125


FY 2011 ARRA School Improvement Grant - Section 1003(g) Selected Lead and Supporting Partners

DISTRICT NAME AND NUMBER 1 REGION. COUNTY, DISTRICT, TYPE CODE




NAME OF EXTERNAL PARTNER, CMO. OR EM0

EXTERNALPARTNER

ADDRESS (Street, City. State, Zip Code)


Lead Partner

Supporting Partner


CMO

EM0

I

ESTIMATED AMOUNT TO BE PAID UNDER SUBCONTRACT (Should be same as budget)

DISTRICT NAME AND NUMBER 1 REGION, COUNTY, DISTRICT, TYPE CODE

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


NAME OF EXTERNAL PARTNER, CMO, OR EM0 ADDRESS (Street. City. State, Zip Code)

MEASURABLE AND TIME-SPECIFIC SERVICE(S) TO BE PROVIDED EXTERNAL PARTNER


Lead Partner

Supporting Partner

17 Partner needs to be approved by ISBE

17 CMO

EM0

ESTIMATED AMOUNT TO BE PAlD UNDER SUBCONTRACT (Should be same as budget)


Page of


FY 2011 ARRA School lmprovement Grant - Section 1003(g) Selected Lead and Supporting Partners



nla



NAME OF EXTERNAL PARTNER. CMO. OR EM0

EXTERNAL PARTNER

ADDRESS (Street, City, State. Zip Code)


Lead Partner

Supporting Partner


CMO

EM0

ESTIMATED AMOUNT TO BE PAID UNDER SUBCONTRACT (Should be same as budget)




REGION, COUNTY, DISTRICT. TYPE CODE

50-082-1 890-22

NAME OF EXTERNAL PARTNER, CMO. OR EM0 ADDRESS (Street, City, State. Zip Code)

MEASURABLE AND TIME-SPECIFIC SERVICE(S) TO BE PROVIDED I EXTERNAL PARTNER

I Illinois Approved Provider

Lead Partner 1 ~ rppomng partner

I Partner needs to be approved by ISBE

CMO

EM0

I

ESTIMATEDAMOUNTTO BE PAID UNDER SUBCONTRACT (Should be same as budget)


FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 7

LEA Stakeholders Consultation and Sinnature Form Page 1 of 2

Directions: LEA must consult with stakeholders. Below please describe the consultation process and partner engagement. Key stakeholders include union representatives, school board representatives, lead or support partners andlor CMO or EMO, parents (i.e. school improvement team, parent advisory council, PTO, PTA) and any additional stakeholders. Add additional pages if necessary.

The team approached critical conversations with a variety of stakeholders on numerous occasions as documented in Attachment 7. Several meetings were held prior to the actual SIG RFP release. District Board Members and Dr. Theresa Saunders discussed at length the status of secondary education and the need to transform secondary education. The selection of a lead partner was discussed and several entities on the approved providers list were contacted to discuss how they might assist with transforming secondary education in District 189.

The LEA listened to what was said and what was not said as the LEA moved through the process of engaging critical stakeholders. The process consisted of board discussions, Dr. Saunders, Superintendent, met with LEA administrators, she held consultations with partners and educational experts, attended staff meetings and parent meetings. She also met with members of CBOIFBO's, and Local 1220. Several meetings occurred with the Lead Partner to plan and discuss data prior to the actual release of the SIG RFP. The Lead Partner also had numerous meetings with new building administrators, parents, community members, staff, and other key LEA staff. Meetings were held with stakeholders from both high school administrators along with the governing members of the SlUE Charter School as documented in attachments.

See Attachments 1-35.


FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 7

Page 2 of 2 LEA Stakeholders Consultation and Signature Form

Directions: LEA must consult with stakeholders. Below please describe the consultation process and partner engagement. Key stakeholders include union representatives, school board representatives, lead or support partners andlor CMO or EMO, parents (i.e. school improvement team, parent advisory council, PTO, PTA) and any additional stakeholders. Add additional pages if necessary.

Previously discussed on previous form.


FY 2011 ARRA School lmprovement Grant -Section i003(g) LEA Stakeholders Consultation and Signature Form

ATTACHMENT 7

35 attachments

1 Page 1 of

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

Title Print Name Representing Signature Date

FY 2011 ARRA School lmprovement Grant - Section 1003(g) LEA Stakeholders Consultation and Signature Form

c ISBE 43-45PARRA School lmprovement Grant - Section 1003(g) (5HO)

Title

ATTACHMENT 7

Page o f -

Signature Representing

Page 44; 92

Print Name

Attachment 7

SIUE East St. Louis Charter School '26 i

Meeting Date January B, 201 0

Name 1 &dCL &,Pk Agency or Program I 5 , V f

Address / sc119~)i CF ~ L - L ~ c ~ A ~ a \

I Name i

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Address Email @ I

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Name

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Agency or Program I

Phone

Agency or Program

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Phone

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Address Phone

Phone Email

i

SILJE East St. Louis Charter School :-. ::~~?i_.:2u. : _ - ~ _ ~ _ i_~ %-_.: .=.~__:.~=-_i__-li ._ .. --.~- - -- .. - ~~ - - - - - FacultylStaff-Meetin

February 19,20 10

Sign-in Sheet

Jamila Ajanaku

Tina Chaffee

Johnnie F. Fernandez

Candice Jackson

Sharon M. Joiner

Carolyn J. fi-ibs

Barbara Lane

D. Marcheta McCoy

Maurice Mosley

Sherry Nelson (on sick leave)

Jean E. Smith

Andrea Smythe

Aaron Vance

E. L. Wilkes

Jack Williams

Ledora A. Williams L+., -zk-/

Edna Woods

Willis Young

SIUE East St. Louis Charter School FacultyIStaff Meeting

February 24,201 0

Sign-in Sheet

Jamila Aj anaku -

Tina Chaffee

Johnnie F. Fernande

Candice Jackson

Sharon M. Joiner

Carolyn J. Kribs

Barbara Lane

D. Marcheta McCoy

Maurice Mosley

Sherry Nelson 7 / ~

(on sick kave) k d "7

Jean E. Smith

Andrea Smythe

Aaron Vance

E. L. Wilkes

Jack Williams

Ledora A. Williams

Edna Woods

Willis Young

- - - -----

Professional Develop

Faci

Nam

Jamila A janaku I

T/na Ch

Johnnie F: Fernandez I

Candice J: Jackson - - - - .

Sharon M. Joiner

Carolyn J Kribs

Barbara A. Lane - . .- - - - - - - - - - - --

D. Marcheta McCoy

Andrea Smythe - - - - - - -- - .- - - - - -

Aaron Vance

Earl L. Wilkes

Jack Williams

c, .-, / -* District #I 89

Lead Parent Meeting strate& Phnning

411 51201 0 4 . - .

Sherrv Simm I AM Jackson I 1 1 1

3 2 ' ? E. St.Louis School District 189

DE. trict #18gP-- - 1005 State Street Lead Parent Meeting rental involvement Program Strategic P h n n i ~ Sign-in

411 51201 0

NAME

Rita Doublin Debra Strong Joseph Moore

Anita Davis Mandela Geraldine Scott Mandela qx $4 14 2, '& 0y

SCHOOL

Jona Gardner

./I Jimmie Weathers I McHenry

SIGNATURE I DATE I SIGN-IN I

AM Jackson I- n 0 -- Alta Sita Alta Sita Alternative High

k/,d I) q / ~ ' f / d - .

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Alexandria Hannah Brown 4 $ .3,5( D,~flu[ &hJ Fi

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District #I 89 Lead Parent Meeting Strategic Phnning

411 51201 0

I - ' [ Seville Morgan I Younge Kimberly McCurry 1 Younge

District #I 89 Sign In Form

411 5/20 1 0

Print First Name Print Last Name

District # I89 Sign In Form

411 5/2010

Print First Name Print Last Name

SIUE East St. Louis Charter School Senior Portfolio Reviews Pallel

SIGN - IN SHEET

I I

Date !

N(111ze

bESte bry c , F j A rldress u

Name Agerlcj)

Nr~me

Adrlress I

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Address I city a st(lte ~ i p c o r ~ e I eMoil

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S I U C City & State & ZipcotIe

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Title -.

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Agcizcj~

Ci<y & State & Zipcorle

Title

efi4(1il

FY 2011 ARRA School Improvement Grant -Section 1003(g) LEA Stakeholders Consultation and Signature Form

ATTACHMENT 7

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

Page - of - Title Representing Print Name Signature Date


Title ( Representing

ATTACHMENT 7

Page of

Print Name . Date

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

Academic Devel, Lent Institute Meh.0-East Parent Connection

Sign-In Form

Date: 05- J%-/L, Location~Event : \J

Please indicate your role as a participant in this session by checking one of the following categories and fill out theinformation:

For Oflce Use Only: Database Date

Academic Devel bent Institute Metro-East Parent Connection

Sign-In Form

Please indicate your role as a participant in this session by checking one of the following categories and fill out the Information:

FOP OJSjce Use Only: Database Date

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ATTACHMENT 7

Title Representing Print Name Signature


FY 2011 ARRA School Improvement Grant -Section 1003(g) LEA Stakeholders Consultation and Signature Form

ATTACHMENT 7

Title - - Representing Print Name /? Signature Date


Stakeholder's Feedback District #I89

1. What do you want to see accomplished at the secondary level in District

transforming secondary education in District # 189? -. - 843 sw&!5k&Y. 3 kkJT &, L y 4 , q d - w How many years%%ve yd.u been involved with ~ b $ a n d what is your b

Stakeholder's Feedback District #I89 12010

1. What do you want to see accomplished at the secondary level in District # i s 9 ? 3 e o o ~ ~ / d hkP fir Esi s h d & ~ B\,

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2. What is the bi gest obstacle to learning at the secondary level in your estimation? P d / ? e n - / ~ AD+ S&#',@ d r h f l ~ or / u / m / ~ f l 8 -3-u~ c h l ~ m & p p ~ ~ i/h/e /c ~ f -

3. What is a solution to transform secondary education in District 189?

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4. Do you support the Academic Development Institute in being involved in transforming secondary education in District # 189?

w5' 1 How many years have you been involved with AD1 and what is your

Parent's Name: El dn~5an /sf/- f ? ~ ] Date: f--/~--/"


1. What do you want to see accomplished at the secondary level in District #189? &.- . '

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2. ' G a t is the bigiest obstacle &earning at the secondary level in your ./ L

estimation? / 7%' CU A


- - - - - - - - - - - - - - - - - - - - - - - - - - - -


- ~ o d m a n ~ years have you been involved with AD1 and what is your perspective of their community based organization?

Parent's Name: LYL-+k!. &% Date: " 1 / / ~ 5 ~ , 0 CI V

Stakeholder's Feedback District # 189


2. What is the biggest obstacle to learning at the secondary level in your estimation? nd+id&+ r7U7-f <I c: - S1Lh4& -

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Stakeholder's Feedback District #I89


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2. What is .the biggest obstacle to learning at the secondary level in your



How many years have you been involved with AD1 and what is your perspective of their community based organization?

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/ Parent's Name: l e v y y L ch,,e Date: 15 b y 10

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Stakeholder's Feedback District # 189 12010

3. What is a solution to transform secondarv education in District 189?


d what is your perspective of their community based organization?

Parent's Name: Date: 4/, 0

APR-16-2010 FRI 09:56 AM -. - . - . . - FAX NO.


How many years have you been involved wit11 AD1 and what is your

parent7s Name: Ay /a to& k Dale: dpi 1 qdo/o

MQR-23-2010 TUE 02:41PM 1D:QDI METROERST PRRENT CONNECTION ,,Dm-., =-3m., n ,-F,7 mm. ---.a -- -- - - ~

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APR-16-2010 FRI 03:18 PIY FAX NO,

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1. Wl-rat do you want to see accomplished at the secontlary level in District # 189?

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2. What is dle bigges~ obstacle to learning at the secondary level in your estimation? ,

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4. Do you support the Academic Development Institute in being involved in in District #189?

a i s your -2s

Parent's Name: Date: w b f l

APR-16-2010 FRI 03:19 PM FAX NO,

StakehoIderJs Feedback District #I89 12010

rming secondary education in District #189?

nd what i j~ your

FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA ~ o a l s and Objectives

Psna I nf 16 - - - - - -

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual@) responsible for ensuring that the obiective is completed.

Goal #: 1 & 2

There will be a 25% increase in the number of students meetinglexceeding reading and math state standards and local standards in the core content areas as measured by the PSAE (

Objective #: 1-1 4 I Measurable Outcome(s) I Evidence of lmprovement or Progress I Target Date 1 Includes

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

2. Establish a formal decision making structures and practices, including those of the Leadership Team, lnstructional Teams, and School Community Council

3. Conduct audits of staff time allocation, student learning time, resource allocation, and procedures for screening and placing students in special education service

4. Establish an evaluation system for the Operational Leader, lnstructional Leader, and faculty that includes student growth and professional performance

5. ldentify and reward personnel who contribute to improvement in - L . . A--* -..A---..-. -----,:-A- --A

1 .I . The chief outcome for the project will be significantly improved annual student performance as measured by: 1 .I .I. assessment scores, 1 . I .2. attendance rates, 1 . I .3. graduation rates, and 1 .I .4. college placement rates. 1.2. Board minutes will show: 1.2.1. the appointment by the superintendent of a District Liaison, 1.2.2. the approval of the Memo of Understanding, and 1.2.3. the annual performance expectations for student achievement. 1.3. District Transformation Team and School Leadership Team minutes will document the activities of these groups and the participation by the AD1 Project Manager and the District Liaison. 1.4. Reports submitted by the AD1 Project Manager will be entered into the board minutes. 1.5. District Transformation Team minutes will include the Notes provided by the District Liaison.

1 . I . 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 lnstructional Leader for the lnstructional Teams. 1.2. 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.

Establish a formal decision making structures and practices, including those of the Leadership Team, lnstructional Teams, and School Community Coun * 1 I -__- , - - -,--I - : - . . I - - - ' I ---,---I-:- T--- %

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.

Spring 201 1

1 Spring 201 1

District

School

Partner

Other

ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) I I

Page 45 of 92

FY 2011 ARRA School lmprovement Grant - Section 1003(g) LEA Goals and Objectives

ATTACHMENT 8 A . .

Page a of /O Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual@) responsible for ensuring that the objective is completed.

Goal #: 1 & 2


Objective #: 1-1 4 I Measurable Outcome(s) I Evidence of lmprovement or Progress Target Date Includes

5. Identify and reward personnel who contribute to improvement in student outcomes; remediate and remove those who do not 6. Increase student learning time in core subjects 7. Improve faculty content knowledge in core subjects 8. Establish a systematic instructional planning process that aligns the taught curriculum with standards 9. Ensure consistent application of sound instructional practices in classrooms 10. Ensure consistent application of sound classroom management practices in classrooms 11. Conduct routine observations of instructional practices 12. Provide professional development aligned with classroom observations and with teacher evaluations which include value added to student learning indicators 13. Promote student motivation to learn and persist in education, including engagement of parents and the community in support of this aim 14. Promote student motivation to learn and persist in education with a student mentoring program

Establish a formal decision making structures and practices, including those of the Leadership Team, lnstructional Teams, and School Community Council 1.1. 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 lnstructional Leader for the lnstructional Teams. 1.2. 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. 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 lnstructional Leader for the lnstructional 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.

I 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

1 made publicly available by posting on the district's 1 website. 4.1. Board approval of the evaluation system as described above by the conclusion of the first project year.

I 4.2. Implementation of the evaluation system by the 1 beginning of the second project year.



Spring 201 1

Spring 201 1

District

School

Partner

(Jl Other

-


FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives

Page 3 of

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(?,) responsible for ensuring that the goal is addressed, and the individual(s) responsible for ensuring that the objective is completed.

Goal #: 1 & 2


I I I I Objective #: 1-14 I Measurable Outcome(s) I Evidence of Improvement or Progress 1 Target Date I Includes

continued 5.1. Board approval of the incentive program as described above by the conclusion of the first project year. 5.2. Implementation of the incentive program as described above by the beginning of the second project year. 6.1. 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. A University will, within 30 days of the conclusion of each semester, present to the Board of Education a report showing: 7.1 .I. 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. 8.1. 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. in core subjects will be not less than 90%.



Spring 201 1

Spring 201 1

District

(JI School

Partner

(Jl Other

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

FY 2011 ARRA School Improvement Grant - Section 1003(g) LEA Goals and Objectives

ATTACHMENT 8

-

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual(s) responsible for ensuring that the objective is completed.

Goal #: 1 & 2


Objective #: 1-14

CONTINUED

Measurable Outcome(s)

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 by the lnstructional Leader and AD1 Project Manager 9.1. Classroom observations (see 10 below) by the lnstructional Leader and AD1 Project Manager, using an observation protocol, will confirm the application of sound classroom management 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%. 10.1. Classroom observations and teacher interviews by the lnstructional Leader and AD1 Project Manager, using an observation and interview protocol, will confirm the application of sound instructional practices and classroom management in core subject classrooms. 10.2. 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%. 11 .I. 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.

, 11.2. 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.

ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110)

Evidence of Improvement or Progress



Target Date

Spring 201 1

Spring 201 1

Includes

District

School

Partner

Other

1 Page 45 of 92

FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 ~ - ~

LEA Goals and Objectives Page 5 of /d

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(?,) responsible for ensuring that the goal is addressed, and the individual@) responsible for ensuring that the objective is completed.

Goal #: 1 & 2


Objective #: 1-14

CONTINUED

Measurable Outcome(s)

11.3. Due process procedures for teachers on probationary status will be documented in accordance with board policy. 11.4. 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. 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 . l . 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 14.1 The chief outcome will be number of youth successfully completing program requirements. Other outcomes will be measured by the: 14.2 number of youth served, 14.3 number of program youth exhibiting desired change in targeted behaviors, and 14.4 number of youth served with whom an evidence-based program was used.




Target Date

Spring 201 1

Spring 201 1

Includes

District

School

Partner

Other


FY 2011 ARRA School Improvement Grant -Section 1003(g) LEA Goals and Objectives

ATTACHMENT 8

Pane 4 nf 9 6

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(.!+) responsible for ensuring that the goal is addressed, and the individual(s) responsible for ensuring that the objective is completed.

Goal #: 3 & 4

There will be a 25% increase in the graduation rates and college placement rates.

Objective #: 1-14 I Measurable Outcome(s) Evidence of lmprovement or Progress

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

2. Establish a formal decision making structures and practices, including those of the Leadership Team, lnstructional Teams, and School Community Council

3. Conduct audits of staff time allocation, student learning time, resource allocation, and procedures for screening and placing students in special education service

4. Establish an evaluation system for the Operational Leader, lnstructional Leader, and faculty that includes student growth and professional performance

5. Identify and reward personnel who contribute to improvement in student outcomes; remediate and remove those who do not

rn


1 . l . The chief outcome for the project will be significantly improved annual student performance as measured by: 1 . I . I . assessment scores, 1 . I .2. attendance rates, 1 . I .3. graduation rates, and 1.1.4. college placement rates. 1.2. Board minutes will show: 1.2.1. the appointment by the superintendent of a District Liaison, 1.2.2. the approval of the Memo of Understanding, and 1.2.3. the annual performance expectations for student achievement. 1.3. District Transformation Team and School Leadership Team minutes will document the activities of these groups and the participation by the AD1 Project Manager and the District Liaison. 1.4. Reports submitted by the AD1 Project Manager will be entered into the board minutes. 1.5. District Transformation Team minutes will include the Notes provided by the District Liaison.

1 .I. 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 lnstructional Leader for the lnstructional Teams. 1.2. 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.

Establish a formal decision making structures and practices, including those of the Leadership Team, lnstructional Teams, and School Community Council 1 1 AnnnAac a n A minl l tac nf I n3Acarchin T o a m rn

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

I Target Date

Spring 201 1

Spring 201 1

Includes

District

School

Partner

Other

ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (511 0) Page 46 of 92

FY 2011 ARRA School Improvement Grant - Section 1003(g) LEA Goals and Obiectives

ATTACHMENT 8

Page . 7 of 18

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual(s) responsible for ensuring that the objective is completed.

Goal #: 3 & 4


Objective #: 1-14 I Measurable Outcome(s) I Evidence of Improvement or Progress I Target Date I Includes


6. Increase student learning time in core subjects

7. Improve faculty content knowledge in core subjects

8. Establish a systematic instructional planning process that aligns the taught curriculum with standards 9. Ensure consistent application of sound instructional practices in classrooms 10. Ensure consistent application of sound classroom management practices in classrooms 11. Conduct routine observations of instructional practices 12. Provide professional development aligned with classroom observations and with teacher evaluations which include value added to student learning 13. Promote student motivation to learn and persist in education, including engagement of parents and the community in support of this aim 14. Promote student motivation to learn and persist in education with a student mentoring program


2.1. Agendas and minutes of Leadership Team, Instructional 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 lnstructional Leader for the lnstructional 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. 3.1. 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. 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. 5.1. Board approval of the incentive program as described above by the conclusion of the first project year. 5.2. Implementation of the incentive program as described above by the beginning of the second project year. 6.1. 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.

Spring 201 1

Spring 201 1

(JI District

School

Partner

Other

ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 46 of 92

FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives

page o f - / c

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual@) res~onsible for ensurina that the obiective is comDleted.

Goal #: 3 & 4


Objective #: 1-1 4 I Measurable Outcome(s) I Evidence of Improvement or Progress Target Date Includes

CONTINUED 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. A University will, within 30 days of the conclusion of each semester, present to the Board of Education a report showing: 7.1 . I . 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.

8.1. 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 10 below) by the lnstructional Leader and AD1 Project Manager will confirm the appropriate application of these units of instruction in all core 1 subjects.



Spring 201 1

Spring 201 1

District

School

Partner

Other


FY 2011 ARRA School lmprovement Grant - Section 1003(g) LEA Goals and Obiectives

ATTACHMENT 8 a

Page Y of [O Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual(s) responsible for ensuring that the objective is completed.

Goal #: 3 & 4

There will be a 25% increase in the graduation rates and college placement rates. I I I I

Objective #: 1-14 I Measurable Outcome(s) I Evidence of Improvement or Progress / Target Date I Includes

CONTINUED 9.1. Classroom observations (see 10 below) by the Instructional Leader and AD1 Project Manager, using an observation protocol, will confirm the application of sound classroom management 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%. 10.1. Classroom observations and teacher interviews by the Instructional Leader and AD1 Project Manager, using an observation and interview protocol, will confirm the application of sound instructional practices and classroom management in core subject classrooms. 10.2. 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%. 11 . I . 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. 11.2. 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. 11.3. Due process procedures for teachers on probationary status will be documented in accordance with board policy. 11.4. 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.



Spring 201 1

Spring 201 1

District

School

Partner

(Jl Other

Page 46 of 92 - -

ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110)

FY 2011 ARRA School Improvement Grant -Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives

Page --/O of&

Directions: The LEA must provide the annual goals for improving student achievement on state assessments in both readingllanguage arts and math. Goals must be Specific, Measurable, Attainable. Relevant and Timely (S.M.A.R.T.). Supporting objectives must be provided with a target date for completion. Identify the individual(s) responsible for ensuring that the goal is addressed, and the individual@) responsible for ensuring that the objective is completed.

Goal #: 3 4


Objective #: 1-1 4 I Measurable Outcome(s)

CONTINUED 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 . l . 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.

14.1 The chief outcome will be number of youth successfully completing program requirements. Other outcomes will be measured by the: 14.2 number of youth sewed, 14.3 number of program youth exhibiting desired change in targeted behaviors, and 14.4 number of youth sewed with whom an evidence-based program was used.

-

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




Target Date

Spring 201 1

Spring 201 1

Includes

IJI District

IJI School

Partner

Other

Page 46 of 92

FY 2011 ARRA School Improvement Grant - Section 1003(g) LEA Strategies to Address Leading Indicators

ATTACHMENT 9

1 1 Page of

Directions: LEA should identify strategies to address each leading indicator. As strateg~es are developed there should be a connection to the LEA proposed activities in section II of the LEA

Increasing Student Learning Time

2. Student participation rate on State assessments in reading1 language arts and mathematics, by student subgroup

-

3. Dropout Rate

Define School-Level Flexibility and Accountability

Engaging Parents and Community in Support of Student Learning, Aspiration, and Persistence

4. Student Attendance Rate Building a Committed and Competent Staff

- -

5. Number and percentage of students completing advanced coursework (e.g. APIIB), early-college high schools, or dual enrollment classes

nlc nlc Focus Leadership on Learning

Providing Rigorous Staff Development

6. Discipline Incidents

7. Truants

nlc nlc Engaging Parents and Community in Support of Student Learning, Aspiration, and Persistence

8. Distribution of teachers by performance level on an LEA'S teacher evaluation system

17.4%

nlc

Engaging Parents and Community in Support of Student Learning, Aspiration, and Persistence

Implementing Systematic Instructional Reform

9. Teacher Attendance Rate Provide District Oversight and Support

nlc


SUSTAINABILITY PLAN

YEAR ONE - 2013-2014

ATACHMENT 10 Page 1 of 3

Directions: Create a sustainability plan for each year. Please describe each strategy to sustain the implementation of the model selected. Address each area below on the three year timeline and beyond the life of the arant.

Ensure that new staff is committed to adopting the reform strategies.

Monitor behavioral change.

Explore how to maintain incentives and provide opportunities in the system for leaders to learn and change.

Make sure all staff and board members understand the purpose and workings of the transformation model.

Keep support and trust of leaders

Invite faculty and community input in the planning stage and subsequently seek continued support and involvement of all stakeholders to ensure continuity of the transformation model.

Develop systems to document and codify successful and sustainable reform efforts.

Monitor revisions of policy that would threaten the practices, structures, and attitudes that resulted in improved achievement.

Monitor the school community and school culture for warning signs of deterioration of efforts.

Create contingency plans to address possible changes in staffing and resources.

Allocate resources- human and fiscal- to support sustainability of transformation model.

Monitoring the fundamental cultural shift throughout the local education community, a shift that results in new mindsets and accompanying behaviors.

Provide dedicated time and space for teams of educators to seek ways to maintain reforms and identify strategies for further development. Will require discussed strategies to be documented utilizing the lndistar web based system.

Monitor and review data frequently.

Report to community what decisions have been made based upon data.

Develop human capital strategies and institutionalize into the system.

,

Develop and enhance a systemic process of comprehensive support to address the whole spectrum of educator quality policies.

Provide professional development to educators on how to engage in ongoing problem solving, thereby establishing a culture geared toward continuous improvement.

Identify the characteristics of the district and its schools that are attractive to teachers and seek to both market and build upon them to recruit new staff.

Develop and sustain partnerships with universities and community colleges that deliver teacher preparation in order to recruit new staff.

Additional Considerations:

ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (511 0) Page 48 of 92

SUSTAINABILITY PLAN

YEAR TWO - 2014-201 5

ATTACHMENT 10 Page 2 of 3

Directions: Create a sustainability plan for each year. Please describe each strategy to sustain the implementation of the model selected. Address each area below on the three year timeline and beyond the life of the arant.

Ensure that all staff is committed to adopting the reform strategies.


Explore how to maintain incentives and provide opportunities in the system for leaders to learn and change. Seek private funding.

Make sure all staff and board members understand the purpose and workings of the transformation model after the funding has ended.

Keep support and trust of leaders

Invite faculty and community input in the planning stage and subsequently seek continued support and involvement of all stakeholders to ensure continuity of the transformation model.

Implement systems to document and codify successful and sustainable reform efforts.


Monitor the school community and school culture for warning signs of deterioration of efforts.

Review contingency plans to address possible changes in staffing and resources.



Assess dedicated time and space for teams of educators to seek ways to maintain reforms and identify strategies for further development. Will require discussed strategies to be documented utilizing the lndistar web based system.



Maintain professional development to educators on how to engage in ongoing problem solving, thereby establishing a culture geared toward continuous improvement.

Develop human capital strategies and institutionalize into the system.

Develop and enhance a systemic process of comprehensive support to address the whole spectrum of educator quality policies.


Develop and sustain partnerships with universities and community colleges that deliver teacher preparation in order to recruit new ~ ~

staff.

L C Additional Considerations: c - -


SUSTAINABILITY PLAN ATACHMENT 10 Page 3 of 3

YEAR TWO - 2015-2016 Directions: Create a sustainability plan for each year. Please describe each strategy to sustain the implementation of the model selected. Address each area below on the three year timeline and beyond the life of the grant.

Ensure that new staff is committed to adopting the reform strategies.

BUILDING LEADERSHIP CAPACITY


Continue to explore how to maintain incentives and provide opportunities in the system for leaders to learn and change.

MONITORING OPERATIONAL EFFECTIVENESS

Make sure all staff and board members understand the purpose and workings of the transformation model after funding has expired.

Keep support and trust of leaders. Lines of communication kept open and continually listening to others in order to build capacity.

ALIGNING RESOURCES AND SUPPORT SYSTEMS

Continue to invite faculty and community input in the planning stage and subsequently seek continued support and involvement of all stakeholders to ensure continuity of the transformation model.

Assess systems that document and codify successful and sustainable reform efforts.

DATA INFORM DECISION MAKING


RECRUITING, RETAINING, AND EVALUATING QUALKY TEACHERS

AND ADMINISTRATORS

Monitor the school community and school culture for warning signs of deterioration of efforts

Review contingency plans to address possible changes in staffing and resources.



Continue to provide dedicated time and space for teams of educators to seek ways to maintain reforms and identify strategies for further development. Will require discussed strategies to be documented utilizing the lndistar web based system.



Continue to provide professional development to educators on how to engage in ongoing problem solving, thereby establishing a culture geared toward continuous improvement.

Assess progress to develop human capital strategies and institutionalize into the system.

Assess systemic process of comprehensive support to address the whole spectrum of educator quality policies.


Monitor partnerships with universities and community colleges that deliver teacher preparation in order to recruit new staff.

Additional Considerations:


Initial Budget Amendment (No. ) LEA Comprehens e Revised Initial Budget A R M [7 Regular Budget OR

1 FISCAL I SOURCE OF FUNDS I REGION. COUNTY. DISTRICT, TYPE CODE 1 SUBMISSION I YEAR

11

NOlS STATE BOARD OF EDUCATION nnovation and lmprovernent Division NAL 100 North First Street, N-242

Springfield, Illinois 62777-0001


FY 201 1 ARRA School Improvement Grant - Section 1003(g) DISTRICT NAME AND NUMBER

CODE

4855

CONTACT PERSON

Dr. Theresa Saunders E-MAILADDRESS

[email protected]

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

PLACES, e.g., 2536

50-082-1 890-22

TELEPHONE NUMBER (Include Area Code)

618.646.3000 FAX NUMBER (Include Area Code)

618.583.7186 Project Budget Year 1: 2010-2011

ATTACHMENT 11 PROGRAM APPROVAL DATE AND INITIALS

W CURRENT FUNDS m

BEGIN DATE ( END DATE 1 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 <http://www. isbe.neUfunding/pdf/fiscal-procedure-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 ACCOUNT

(2)

w z

FUNCTION NUMBER

(1)

230000 October

230000 November

230000 December

230000 January

230000 February

230000 March

7 3 0 m April

230000

SALARIES (3)

(Obj. 100s)

I I I I I I u 8 s - * a - / 2533704 11 2533704 1

If expenditures are shown, the lndlrect costs rale cannot be used y " Not applicable all grants, and in no instan&#& Capital Outlay an4 ~ o n - ~ a ~ i t a l i z & Equ~pment or Facilities Acquisition 8 Construction Services ba included in the indirect costs application

EMPLOYEE BENEFITS

(4)

(Obi. 200s)

Date Original Signature of ISBE D~vision Administrator, Innovation & lmprovernent

PURCHASED SERVICES

(5)

(Obj. 300s)


SUPPLIES AND MATERIALS

(6)

(Obj. 400s)

CAPITAL OUTLAY"

(7)

(Obj. 500s)

OTHER OBJECTS

(8)

(Obj. 600s)

NON- CAPITALIZED EQUIPMENT"

(9)

(Obj. 700s)

TOTAL (11)

PAYMENT SCHEDULE

I I

30 TOTAL BUDGET T i j 2493604 1 2493604 1

ATTACHMENT 11A

If ex~enditures are shown. the lndirect costs rate cannehbe used. 7

Initial Budget Amendment (No. ) GZ] LEA Comprehensi

Revised Initial Budget ARRA Regular Budget

ities Acqulsltion 8 Construct~on Services be included In the indirect costs application.

Date Original Signature of ISBE Division Administrator, Innovation & Improvement

ISBE 43-45P ARRA School Improvement Grant - Sect ion 1003(g) (5110) Page 52 of 92

NOlS STATE BOARD OF EDUCATION novation and improvement Division

PROGRAM APPROVAL DATE AND INITIALS

FISCAL SOURCE OF FUNDS REGION. COUNTY DISTRICT, TYPE CODE SUBMISSION BUGINAL 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 <http:Ilwww. isbe.netlfundinglpdf/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 ACCOUNT

Ij z

V) 3 U.! a 2


FY 201 1 ARRA School Improvement Grant - Section 1003(g)


PLACES, e.g., 2536

Project Budget Year 2: 2011 -2012

YEAR

11

TOTALFUNDS

CARRYC~VER FUNDS

CURRENT FUNDS

BEGIN DATE

DATE

06/14/10 CODE

4855 DISTRICT NAME AND NUMBER


END DATE

0613012012

50-082-1 890-22

CONTACT PERSON


[email protected]


61 8.646.3000 FAX NUMBER (Include Area Code)

618.583.7186

Initial Budget Amendment (No. ) LEA Comprehensiv Revised Initial Budget ARRA Regular Budget ORIG -

I FISCAL I SOURCE OF FUNDS I REGION. COUNTY, DISTRICT, TYPE CODE 1-1

I East St. Louis School District 189 I

YEAR

11

CONTACT PERSON LLz iF TELEPHONE NUMBER (Include Area Code)

618.646.3000


CODE

4855 50-082-1 890-22

IS STATE BOARD OF EDUCATION I I N k 100 ation North and First Improvement Street. N-242 Division

I


E-MAILADDRESS

[email protected]

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


PLACES, e.g., 2536 FAX NUMBER (Include Area Code)

61 8.583.7186 Project Budget Year 3: 2012-2013

ATTACHMENT 11 B

TOTAL FUNDS

CARRYOVER FUNDS

CURRENT FUNDS I BEGIN DATE t END DATE 1 06/301200 1

I - I I I I I 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 be accessed at <http:llwww. 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.

EXPENDITURE ACCOUNT

(2)

w I NON- 1 EMPLOYEE I PURCHASED I SUPPLIESAND I CAPITAL I OTHER 1 CAPITALIZED I 11 I

FUNCTION NUMBER

(1)

I SALARIES I BENEFITS I SERVICES I OUTLAY" I OBJECTS I EQUIPMENT*' PAYMENT 1 MATERIALS 13) 14) (5) 16) 171 18) 19) / Tz 1) SCHEDULE 1

I ( 0 b j . 1 0 0 s ) (Obj. 200s) I (Obi. 300s) I (Obi. 400s) I (Obj. 500s) I (Obj. 600s) I (Obj. 700s) I 11 I

I I I I I I I I

30 TOTAL BUDGET I I If exoenditures are shown, the indirect costs rate cannolbe used.

nt or Facilities Acquisition 8 Construction Services be included in the indirect costs application.

Bate Date Original Signature of ISBE Division Administrator, Innovation & Improvement


1 28 1 Total Direct Costs

ATTACHMENT 12

I I I I I I I I I

30 TOTAL BUDGET 81500 If expenditures are shown, the lndlrect costs rate cannot be used " Not applicable to all grants, and In no Instances can Capltal Outlay and Non-Capltaltzed Equipment or Facllttles Acqulsltlon 8 Construction Serv~ces be Included In the lndlrect costs appllcatlon


Initial Budget Amendment (No. ) STATE BOARD OF EDUCATION ~ev ised lnitial Budget ARRA Regular LEA Budg nnovation and lmprovement Division

isbe.nefffundinglpdflfiscaI~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.

MATERIALS

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 <http://www.

EQUIPMENT"

2 Z

V) 3 Ill m 5

FISCAL


TOTALFUNDS

CARRYOVER FUNDS

CURRENT FUNDS

BEGIN DATE

SOURCE OF FUNDS 100 North First Street, N-242

REGION, COUNTY, DISTRICT, TYPE YEAR

11 CODE

4855 Springfield, Illinois 62777-0001

50-082-1 890-22 FY 201 1 A R M


East St. Louis School District 189 School Improvement Grant - Section 1003(g) Budget Summary and Payment Schedule

CONTACT PERSON


[email protected]


61 8.646.3000 Use whole dollars only OMIT COMMAS AND DECIMAL PLACES, e.g., 2536

FAX NUMBER (Include Area Code)

618.583.7186 Project Budget Year 1 : 2010-2011

Initial Budget Amendment (No. )

Revised Initial Budget ARRA Regular LEA Budg FISCAL

CODE

4855 50-082-1 890-22

ORlG SOURCE OF FUNDS REGION. COUNTY. DISTRICT,

YEAR



[email protected] 618.583.7186

LLlNOlS STATE BOARD OF EDUCATION ,N A1 Innovation and Improvement Division 100 North First Street, N-242 Springfield, Illinois 62777-0001

FY 201 1 ARRA School lmprovement Grant - Section 1003(g)


PLACES, e.g., 2536

Project Budget Year 2: 2011-2012

ATTACHMENT 12A PROGRAM APPROVAL DATE AND INITIALS

TOTAL FUNDS

CARRYOVER FUNDS

CURRENT FUNDS

BEGIN DATE END DATE

06/30/2012 - 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 <http:/lwww. 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.

ISBE 43-45P ARRA School I m p r o v e m e n t Grant - Section 1003(g) (5110) Page 55 of 92


ATTACHMENT 128 Initial Budget Amendment (No. ) LlNOlS STATE BOARD OF EDUCATION Q RIG I #A~lnno;~;"N"~d;~~'s"E;1'"N'"N'~2iOn Revised Initial Budget ARRA Regular LEA Budg

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 < h t t p : l l w . isbe.nefffundinglpdfIfiscal~procedure_ha. 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.

3 Z

V) 3 W m 2

FISCAL YEAR

11


TOTALFUNDS

CARRYOVER FUNDS

CURRENT FUNDS


BEGIN DATE

FY 201 1 ARRA School Improvement Grant -Section 1003(g)


PLACES, e.g., 2536

Project Budget Year 3: 2012-2013

SUBMISSION DATE

06/14/10

SOURCE OF FUNDS CODE



END DATE

06130/2013

REGION. COUNTY, DISTRICT. TYPE CODE

50-082-1 890-22

CONTACT PERSON


[email protected]


618.646.3000 FAX NUMBER (Include Area Code)

618.583.7186

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

1 1 Page of

SCHOOL NAME I DISTRICT NAME AND NUMBER 1 REGION, COUNTY. DISTRICT, TYPE CODE

ATTACHMENT 13

LEA Budget

SCHOOL NAME

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

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

Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the 'State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at ~http:llwww.isbe.net~fundinglpdflfiscal~procedure~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.




LEA Budget

SCHOOL NAME

East St. Louis Senior High - -

Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at ~http:llwww.isbe.neVfundinglpdflfiscal~procedurehandbkpdf. 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.

AlTACHMENT 13




East St. Louis School District 189 REGION, COUNTY, DISTRICT, TYPE CODE

50-082-1 890-22

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

ATACHMENT 13

Page of

SCHOOL NAME

East St. Louis Senior High

DISTRICT NAME AND NUMBER REGION, COUNN, DISTRICT, TYPE CODE

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

Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at whichever is

FUNCTION NUMBER

(1)


~http:llwww.isbe.net/fundinglpdf/fiscal~procedure~handbk.pdf~. later.

EXPENDITURE DESCRIPTION AND ITEMIZATION (2)

page not needed

I

Obligations

SALARIES (3)

(Obj. 100s)

budget request,

TOTAL (11)

receipt of a

OTHER OBJECTS

(8)

(Obi. 600s)

substantially approvable

NON-CAPITALIZED --

EQUIPMENT " (9)

(Obj. 700s)

of funds based

EMPLOYEE BENEFITS

(4)

(Obj. 200s)

on this budget

PURCHASED SERVICES

(5)

(Obj. 300s)

request cannot begin

SUPPLIES AND MATERIALS

(6)

(Obj. 400s)

prior to July 1, or

CAPITAL OUTLAY "

(7)

(Obj. 500s)

ATTACHMENT 13

LEA Budget

SCHOOL NAME



Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at ~http://www.isbe.neUfundinglpdflfiscal~procedurehandbk.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.

DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE

ATTACHMENT 13


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

Directions: Prior to preparing this Budget Summary Breakdown request, please refer to the "State and Federal Grant Administration Policy and Fiscal Requirements and Procedures" handbook that can be accessed at ~http://www.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.

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

ORlG 1 NAL - Illinois State Board of Education · ISBE USE ONLY ARRA 1 Regular ILLINOIS STATE BOARD OF EDUCATION ORlG 1 NAL ATTACHMENT 1 Innovation and Improvement Division - 100

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