Early College High School 2010 School Improvement Grant Application

School Improvement Grant
Application

Section 1003(g) of the
Elementary and Secondary Education Act

EARLY COLLEGE HIGH SCHOOL
2010‐13

School Improvement Grant Application
Primary Application for LEA Due to ODE no later than May 7, 2010
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Section III: School Application Template
School Application Check List
The LEA must complete a separate Section III template for each Tier I and Tier II School identified.
# Template Component Completed
1 School Cover Sheet X
2 School Grant Abstract X
3 Planning Personnel Listed—SIG‐LT X
4 School Need Check List & Need Narrative Answer (4.1) X
5 School Capacity Check List & Capacity Narrative Answer (5.1) X
6 (6.1, 2, 3, 4, 5): LEA & School Support to Fully Implement the X
Intervention Model
7 School Improvement Goals X
8 Results Measurement Narrative X
9 School Annual Timeline of Intervention Activities X
10 Budget Information/Justification X

NOTE: Also included for reference are the Scoring Guide/Rubric for School Improvement Grant
Applications, and a list of Additional Resources.
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1. School Application Cover Sheet for School Improvement Grant
NOTE: A separate application and signed Cover Sheet must be completed, including all components of
the template, for EACH school.
Name of SCHOOL for which funds are sought: Mailing Address:

Early College High School 4071 Winema Place NE, Bldg. 50
Salem, OR 97305

Name of District Superintendent: Name of School Principal:

Sandy Husk Lorelei Gilmore

Telephone: 503‐399‐3001 Telephone: 503‐365‐4800

Email address: gilmore_lorelei@salkeiz.k12.or.us

District Superintendent (Printed Name): Telephone:
Sandy Husk 503‐399‐3001
Signature of District Superintendent: Date:
(previously submitted)

School Principal (Printed Name): Telephone:
Lorelei Gilmore 503‐365‐4800
Signature of School Principal: Date:
(previously submitted)

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

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2. School Grant Abstract
Describe the school’s overall VISION for improvement over the three-year period of the grant. Address the
school’s vision for improvement as the school implements the selected intervention.
Early College High School (ECHS) has lofty goals. Located within walking distance of the Chemeketa Community College
(CCC) campus the high school staff is committed to ensuring that all students leave ECHS with a high school diploma
and the skills to succeed in post‐secondary education. To meet those goals they understand that their students need

academic knowledge, self‐management and critical thinking skills. In order to get there by 2013, administrators,
teachers, and district level staff are committed to two professional development goals to improve their own skills and

the implementation of four new programs to promote better academic achievement among ECHS students.

Professional Development

ECHS staff recognizes their own knowledge gaps in two areas. First, although most of their students will attend CCC

and earn college credits while still enrolled in ECHS, the majority of ECHS teachers focus more on acquisition of an
Associate of Arts degree for students than transfer degrees to 4‐year institutions. Although subtly communicated, this

assumption among teachers is believed to be limiting the post‐secondary expectations of students who hear too often
“when you finish your AA degree…” rather than “when you attend your university…” ECHS students are poised to take

full advantage of their “jump start” approach to the acquisition of higher education and staff can help them do so by

learning how to create a college‐going culture across ECHS. When staff learns to use a school‐wide approach, more
students are likely to attend post‐secondary institutions after completing their CCC courses, with the goal of acquiring

Bachelor’s and even Master’s degrees.

Second, some of the ECHS students are first generation college goers from families living in poverty. These students
need additional support from teachers, administrators and support staff to be successful and excel in college. In order

to supplement what staff already knows about students in poverty, ECHS licensed and classified staff and

administrators will attend a summer workshop on education and poverty and later pursue additional self‐directed
study opportunities throughout the year in their Professional Learning Center (PLC) groups. This workshop will be

presented by Eric Jensen who focuses on research centered on the physical and behavioral challenges faced by
students in poverty. Ongoing work in the PLCs will be in these weekly meetings, when staff will be required to read

and discuss articles and books that describe research‐based best practices to promote the success of all ECHS students

but especially so, those who come from homes in poverty. Other PLC work will be focused on the implementation of
the writing component of the District’s Literacy Model into all the content areas. Staff will work together to identify

and focus on the various writing traits, universal scoring guides and imbedding the building‐wide vocabulary into each
classroom.

Implementation of New Programs

Most students who live in poverty, and many students who attend college, often lack the vocabulary required for

clarity in writing and fluency in reading. ECHS staff will be implementing a school‐wide vocabulary program across all

grade levels to ensure that when ECHS students begin taking CCC courses, they will have the necessary vocabulary to
succeed. As part of this initiative, ECHS plans to create a start‐up library as well. Although they are housed near the

CCC campus, they are one of the few high schools in the district without a school‐based library. The most recent
accreditation review noted this and strongly encouraged ECHS to have one in place prior to the next review. This

instructional reform will place a heavier financial impact on year one than on following years, due to the library start‐

up costs, and initial purchase of computers.
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2. School Grant Abstract (continued)

Second, ECHS is dissatisfied with the poor participation rates of ECHS on the OAKS (the state high
school assessment). They have identified that most students who fail to participate, do so only
because they are attending CCC courses at the time of the testing. To limit the impact of college course
attendance on OAKS participation rates, ECHS staff plans to schedule additional and multiple
administrations of the OAKS to allow for more participation. They also plan to strengthen
communication with CCC faculty and administrators to secure their support in allowing ECHS students
to make up assignments and in class activities when ECHS students must complete the OAKS during
some portion of a CCC course meeting time. Student and teacher incentives will be awarded for
increased participation and improved scores. These incentives will be in the form of spirit wear and
items that support school pride.
Third, the Salem Keizer School District has developed and will be implementing a literacy model for all
district high schools that will bring embedded activities and a school‐wide focus on literacy
enhancement. Within this model, literacy is defined and targeted among a wide range of disciplines,
including technology, mathematics, writing, reading and science. ECHS teachers are eager to join their
colleagues at other Salem‐Keizer high schools in implementing this new model. Connections with
Willamette University’s Oregon Writer’s Project have been and are expected to be a continued
resource for improving the writing skills of ECHS students.
Finally, many ECHS students face a difficult barrier in technology and the acquisition of technological
skills when they attend CCC courses without the advantages that access to computers brings to the
classrooms of higher education. Although not required in all CCC courses, many ECHS students report
that they are disadvantaged when compared to their college‐age peers if they must handwrite papers
typically required to be typed or schedule time in crowded computer labs to complete assignments
others completed during class meeting times. ECHS staff has developed two related goals in
technology acquisition. First ECHS teachers and administrators want to provide a limited number of
laptop computers with basic software to be available for checkout by ECHS students who need them.
Second, ECHS staff is committed to creating new opportunities to acquire technological skills in ECHS
classrooms. Without this students may have computer access but lack the knowledge and skill needed
to take full advantage of the access when they enroll in CCC courses during their junior year of ECHS.
That knowledge and skill will be taught in ECHS classrooms during the freshman and sophomore years
with embedded lessons, in class activities and out of class assignments. Students will be evaluated
regularly to ensure that they are learning how to use basic software (i.e. Internet browsers, word
processing software, email management systems and basic manipulation in spreadsheets) as well as
how to critically evaluate information available on the Internet, and probably the most important skill
acquisition proposed here. This technology package – loaned laptop computers, basic software skills,
and the ability to critically evaluate information, presented in a three phase purchase for each year—
form an important goal for all ECHS students but especially so for those who will be the first member
of their family to attend college.
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2. School Grant Abstract (continued)

The implementation of all these programs will be launched with the development of strong PLCs
where not only staff development is paramount, but time designed to allow for collaboration and
looking at assessment to determine next steps in driving the instruction. Although there is a schedule
revision to allow for weekly PLCs, funding is requested for additional learning time for teachers
outside the workday.
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3. Personnel Involved in the Development and Implementation Process

List the key personnel who will be working to develop the plan for the School Intervention, and
how each will be involved. Suggested categories include: Parents and other community
members, licensed staff, classified/support staff, administrators, LEA staff, Title I staff, etc. Work
collaboration as the plan, actions, and associated budgets are developed.
toward

School Improvement Grant Leadership Team (SIG—LT):
# Name Role Signature
1. (Previously submitted)
2.
3.
4.
5.
6.
7.
8.
9.
10.
Stakeholders
List any additional stakeholders that were consulted and worked with in the development of this School
Application. Briefly describe their role in that planning process.
All of ECHS has been involved in the participation around forming the vision and direction of the SIG
application. (Please refer to meeting schedule) Several all staff meetings were held, inclusive of the
Salem‐Keizer Education Association, to gather ideas and build a common student centered vision. A
team formed to meet on several occasions to build the direction of the grant and incorporate student
input and community feedback. District level staff including the Assistant Superintendent, Director of
High Schools, Technology Director, Instructional Services and Curriculum staff, and CCC staff were also
actively involved in the planning. Additional Community partners and key stakeholders will be further
involved in the implementation of this vision.
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4. School Need Check List

This set of questions pertains to the school’s NEED for School Improvement Grant Funds to implement
the intervention selected. To help you formulate your answers to question 4.1, please consider and
mark the following (include this when you return the application.)
Foundation for Change:

1) Assessment and Data Collection
Great extent. Multiple data sources will
form a comprehensive assessment plan for
ECHS. Data will include common formative
assessments, district interim assessments
in reading and mathematics, and high
a) The district/school has identified the stakes assessments (OAKS, PSAT, SAT, and
sources of data/assessments that will be
ACT.) To encourage better participation on
used to establish a need for
implementation funds for the the OAKS assessment, ECHS will schedule
intervention selected. additional test administration times, and
communicate better with their CCC
colleagues the importance of their shared
students participating in the OAKS testing
dates.
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Great extent.
The structure of the model is designed for a
5‐year HS in which students forego a 4‐yr
diploma to attend a community college to
achieve an Associate of Arts degree or
credits toward one. Graduation rates
appear low at the end of the fourth year
because of this model, even though over 95
percent of students will graduate during
their fifth year, most with community
college credits, some with an AA degree
and nearly all with a high school diploma.
Poor participation rates on the OAKS may
be the result of students participating in
b) The district has helped the identified community college courses at the time of
school pinpoint the reasons for the OAKS test administration thereby omitted
persistently low‐achieving status. from the aggregated scores. Plans to
improve communication with CCC faculty
and to offer more administrations of the
OAKS test are expected to yield improved
scores. Plans for student and teacher
incentives will be awarded as well for
improved participation and scores on
student assessments.
Finally the district’s selection of the new
principal last year demonstrates a
commitment to change at ECHS. The new
principal was chosen because of her proven
and successful practices employed
elsewhere in the district.
Great extent.
District leadership has been involved with
c) The district shows clear support for the the development of all strategies proposed
changes required at the identified school here and fully supports these interventions
for the selected intervention. and approaches for ECHS.
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2) Leadership and Decision‐making
Great extent. The district will be supporting
a) Plans are under way for modifying
the new leadership team during the next
district structures and/or practices in the
first year of implementation of the three years and beyond to ensure this
selected intervention. transformational model is successful.
Moderate extent.
A diversity of educators has been involved
in the planning and proposal development
via faculty meetings and school‐wide
b) District and school leaders have involved planning sessions held in March and April
a diversity of other educators and people 2010 at ECHS. These planning sessions
from the community when included the entire ECHS teaching and
implementation plans for the selected administrative staff, SK district staff, CCC
intervention are discussed and adopted.
staff, and team members of the Salem
Chamber of Commerce’s Ready to Work,
Ready to Learn consultants.
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3) Curriculum and Instruction
Great extent.
Salem‐Keizer School District’s strategic plan
requires that a common literacy model be
implemented for all students but especially
focused on improved literacy for English
Language Acquisition (ELA) students. To
ensure the plan’s success, the district will
dispatch curriculum specialists to work
a) The district will help the identified school
identify existing curriculum and closely with the new principal and the
instruction that will be modified to meet administrative team at ECHS to improve
intervention goals. instruction.
In addition, the inclusion of the new literacy
coach proposed here will be responsible for
professional development and training of
ECHS staff in utilizing these new methods in
the classrooms of ECHS.
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ECHS staff will be teaching technology skills
and the use of computers to students using
in class activities and out of class
assignments requiring the use of the new
laptop computers and basic software such
as Internet browsers, word processing
software, email packages and spreadsheet
programs. Students will also learn how to
critically evaluate the credibility of the
Continued from a) above source behind information they obtain to
enhance their critical thinking skills.
Finally because of the close connection
between ECHS and CCC staff, the literacy
coach and principal will work directly with
the faculty at CCC to fully understand and
support the district’s literacy model,
especially in math, technology, reading,
writing and science.
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Great extent.
A school‐wide focus on literacy instruction
will improve teaching and learning in all
content areas. Teachers will receive
professional development on teaching
standards in the content areas listed
previously as part of the district‐wide
implementation of a literacy model for
delivering instruction.
ECHS staff will be also implementing a new
school‐wide vocabulary enhancement
curriculum, and embedding the literacy
model across the curriculum, supported and
delivered via the ECHS‐based literacy coach
and district curriculum specialists using the
b) Scientifically based research strategies weekly Professional Learning Community
that strengthen the core academic meetings. These meetings will also include
program are being used as a basis for the continuation of the poverty training
planned intervention efforts.
and conversations of research based
readings.
Finally, researchers employed by the Center
for Educational Policy Research at the
University of Oregon will be delivering
trainings and consulting with ECHS teachers
about how to create a college‐going culture
within ECHS. This training is based on
published research about those schools
across the US whose practices ensure that
all high school students leave college and
career ready.
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Great extent.
Using the newly developed and district‐
wide “data warehouse” released during the
current academic year, district and ECHS
administrative staff will use these data,
along with the newly adopted Edusoft for
online assessments, to identify areas of
c) The district will help the school identify weakness and strength to ensure data
instructional practices that are not driven curriculum decisions are employed
effective, with the intent of changing to at ECHS. This new plan also includes the use
match the requirements of the selected of teachers’ written assessments on student
intervention. performance that will be shared with
colleagues for developing common
instructional practices across classrooms.
Finally, the ECHS leadership team will
collect evidence of student learning and
instructional practice which will inform
professional development and evaluation
of programs and staff.
Great extent.
The district will help ensure that all staff,
administrators and teachers will receive
professional development training in a 2‐
d) The district is helping the school develop day August 2010 workshop. Also planned is
plans for administrator and teacher ongoing professional development via
professional development to match the
Professional Learning Communities and
implementation actions of the selected
intervention. research study groups of best practices
throughout the school year. This ongoing
approach was selected to ensure the
successful implementation of the new
strategies and practices.
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Great extent.
The district supports the implementation of
the new literacy model, the increased
access to OAKS testing for students
attending classes at CCC, the improved
communication with CCC faculty, the new
e) The district is helping the school develop vocabulary instructional model and the
plans to target the needs of low
professional development training in
achieving students.
August 2010 and throughout the academic
year to understand the special barriers for
students of poverty, the unique challenges
for first generation college‐goers and how
to help develop a college‐going culture for
ECHS.
Great extent.
All stakeholders are actively involved in
f) There is a general feeling among developing this plan that ensures that the
LEA/district and school planners that the school is a learning environment for
new goals will contribute to the students, includes intensive and ongoing
likelihood that the identified school will professional development for staff, and
improve with the selected intervention. implements a comprehensive student
support system to successfully affect
improvement efforts at ECHS.
Great extent.
There are planned changes to extend the
school day to create after‐school learning
opportunities. ECHS will use the extended
day to offer workshops from 4‐year
g) If extended time and/or a change of universities. The first one planned will be
school day or year are part of the from Oregon State University on
implementation plan for the selected
Environmental Science. There will also be
intervention, there are plans for how
that will happen. reading and book clubs, opportunities for
tutoring sessions and access to open use of
the technology facilities and the laptop
computers. No changes are planned for the
school day schedule. In that schedule
students take high school courses
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in a full‐day program in years 1, 2 and a
portion of year 3 typically. But in year 3,
they begin to take college courses in
addition to their high school courses. By
years 4 and 5, most students are taking
Continued from g) above regular college courses alongside their
college‐age peers. Proposed changes
instead are to purchase a cadre of laptop
computers to support their college
classroom success.

4) Human Capital (Personnel)
Moderate extent.
ECHS staff plans to initiate an art literacy
open house for parents in order to improve
student performance through parent
participation.
Also proposed are plans to initiate a college
night for parents of ECHS students to
introduce them (many who have not
attended college) to ways they can support
a) District and school staff has taken into their students in college courses. These
consideration the need for parental
informational evenings will allow ECHS
involvement for implementation of the
staff to present information on what to
intervention selected?
expect when their high school junior enters
the adult environment of a community
college including how to communicate with
professors, how to ensure students’ safety
on campus, the importance of taking a
college entrance exam such as the SAT or
ACT and how to complete a FAFSA financial
aid form.
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Great extent.
The district and school staff has identified a
national expert on the role of poverty for
students’ education to lead the August
training and provide written materials for
b) District and school staff has identified the ongoing self‐guided training that will
the sources and types of outside
occur in the Professional Learning
technical assistance that will be needed
Communities. They have also developed a
to implement the selected intervention?
partnership with the Center for Educational
Policy Research at the University of Oregon
to provide technical assistance in
developing a college‐going culture for
ECHS.
Great extent.
Yes, the district and school community
understand that staffing changes may
occur in order to accomplish the goals of
the transformation for ECHS. One expected
change will be improved communication
c) Is there an understanding at the with CCC administrators and faculty about
LEA/district level that there may be the needs of the ECHS students. Another
staffing changes to support that already been implemented for next
implementation of the selected year is the exchange of two science teacher
intervention? at different programs to better match their
skill sets to the student population. District
leadership and school staff members are
committed to building capacity with all
stakeholders even if that requires the
reassignment and/or realignment of
resources, including staff.
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Great extent.
The district plans to provide curriculum and
instructional resources for implementation
of the school transformation plan at ECHS.
District support will include support and
training from curriculum specialists, and
d) Will the district be able to provide
support services. The district also supports
curriculum and instructional resources
for implementation of the intervention the plan to hire a school‐based instructional
selected? coach. This coach will be shared with
Roberts High school and collaborate with
district curriculum specialists and district
coaches to fully implement the
intervention.
Great extent.
e) Is the selected intervention
implementation supported in the district Yes, the transformational model is included
budget? in the district budget.

5) Student Support
Great extent.
District and school staff has identified all
changes that will affect students, including
improved access to OAKS testing, better
communication between ECHS and CCC and
a) District and school staff has identified all
the access to loaned student laptop
changes that will affect students when
the selected intervention is computers. Students will also participate
implemented. with their teachers in an incentive program
to reward improved student success on test
scores and increased credit attainment at
the high school and college level.
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A great extent.
Students were surveyed in their Advisory
classes about proposed school changes and
asked to provide feedback. Those results
were given to the leadership team prior to
the development of this proposal so that
student needs could be incorporated into
this planning. The students’ description of
their intensive need for laptops originated
b) District and school staff has paved the from this survey.
way with students and their parents for
the implementation of the selected ECHS parents were invited to participate
intervention actions. also in a written survey at a parent Open
House. Parents were asked to provide
feedback on the successes and challenges
experienced by their ECHS students. Their
responses and recommendations have also
been included here including their
recommendation for the proposed college
night described previously.

6) Budgeting
Great extent.
The district and school have reallocated
a) District and school fiscal planning has staffing in order to supplement the
occurred (e.g., reallocation of funding, implementation of the school‐wide strategy
concentration of funds to particular
of support for students who struggle in all
intervention expenditures, etc.) to
forms of literacy. The commitment requires
support the implementation of the
intervention selected? substantial support in allocating staffing,
supplies, curriculum, and professional
development for teachers.
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Great extent.
Together the district and school staffs have
identified the desired improvements in
student learning as a result of the
transformation plan. Some of these targets
include increased student success in
completing courses for college credit,
increased success on high stakes
assessments (OAKS, PSAT, SAT, and ACT),
b) District and school staff has identified and improved attendance rates. Strategies
HOW these fiscal changes will have an
include a deepened connection between
impact on student achievement with the
high school and college via the curriculum
selected intervention?
of the advisory class in how to succeed in
college. The additional FTE requested for
the school counselor will be used in the
Academic Council Review that operates for
students who fall below acceptable
performance and attendance standards.
This additional FTE will allow the part‐time
counselor to be hired full‐time to develop
student‐centered intervention plans.

4.1. Evidence of Need
Using the data analyzed, including the previous needs inventory, explain why the school has a need
for School Improvement Funds to implement the intervention selected. Incorporate multiple sources
of data into the analysis of need of the Tier I or Tier II school identified in the LEA’s application.
Establish a clear relationship between the specific needs of the Tier I and Tier II school identified in the
LEA’s application and the selected intervention. Include the needs of both the LEA and the school in
relation to the intervention model.
In the academic year that spanned 2008‐2009, 510 students attended Early College High School
(ECHS). Most were students who had been unsuccessful in traditional high school programs in the
district and elsewhere. Many came to ECHS with a goal of completing two degrees: a high school
diploma earned at ECHS and an Associate of Arts degree earned at Chemeketa Community College
(CCC). ECHS is located near the CCC campus and offers its students a 5‐year, 9th to 13th grade
curriculum.
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But the students who attended ECHS in that academic year and now arrive with a cadre of
characteristics that present challenges to their ability to succeed. Many come from homes of poverty,
and many from extended family systems that include few college graduates. English Language
Acquisition (ELA) students account for 14 percent of the student body. Most ECHS students have left
other high school programs when they were not successful in them, and they are often surprised at the
challenge level expected of them in their college courses when they attend ECHS and CCC. ECHS
operates smaller high school classrooms to help them, teaches students the skills they will need in
their high school advisory course to be academically successful, and supports them as they enter CCC
and graduate with college credits and a high school diploma in the 5‐year curriculum.
At school, ECHS students in 2008‐2009 attended an average 88 percent of the time a few percentage
points below the SKSD district average of 90 percent. They participated in state testing at a rate of
only 81 percent (Oregon’s state average was 99 percent that year), and graduated in their senior year
from this five‐year program at a rate of only 31 percent. This is not surprising, since ECHS is designed
to encourage attendance in the 5th year to allow the students to acquire both a high school diploma
and college courses at CCC earned toward an Associate of Arts degree. Nearly all do so, and some
students complete all requirements for the AA degree by the end of the five years.

On Oregon’s state test (the Oregon Assessment of Knowledge and Skills OAKS) only 61 percent of ECHS
met the standard on writing, 54 percent on reading, 33 percent on mathematics, and 31 percent on
science. These aggregated scores may be low because of the low participation rate, since only four out
of five ECHS students take the OAKS. ECHS staff believes that those students who do not take the
OAKS fail to do so because they are attending classes at CCC when the tests are given. This proposal
describes a plan to test this speculation and improve participation rates. If the staff is correct, these
may be the highest performers among the students enrolled at ECHS.
ECHS has had four principals in its short four‐year life. The current one is entering her second year at
ECHS, and was brought in as a transformational principal to improve outcomes for ECHS students. She
is identifying teachers and support staff who share her commitment to improved student outcomes as
she builds a strong leadership team.
Needs are reflected in the project abstract above. To summarize them here, ECHS staff needs
professional development in working with students in poverty and creating a school‐wide culture to
ensure that students not only complete their AA degree but have the skills to succeed in 4‐year degree
programs as well. They need enhanced vocabulary skills as part of a technological, reading, writing,
mathematics and science literacy model being implemented across the district. The need loaned
laptops to ensure they have access to the tools required to succeed in their college courses. Finally
they need strengthened communication between their two institutions (CCC and ECHS) to ensure that
they are not dismissed from their college courses in order to take the statewide, and high school level,
OAKS test.
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5. School Capacity Check List

Please rate the extent to which the following capacity elements are observable in your school. Use your
answers for the narrative required in Question 5.1 and following.

The next questions pertain to the school’s capacity to support implementation of the intervention
selected. For the purposes of this application, CAPACITY is defined as “the ability of the organization to
fulfill the functions needed to implement and sustain the intervention successfully.”

1) HUMAN CAPACITY: Refers to the
knowledge, understanding, and
commitment of individuals in the
LEA/district.
a) Is district staff knowledgeable about the Great extent.
requirements for implementing the
intervention selected? Yes, district staff members understand and
support the planned intervention model
that will guide the transformation of ECHS.
b) Is the Tier I school staff receptive to the N/A
c) Is the Tier II school staff receptive to the Great extent.
School staff, including teachers, classified
staff, and administrators are receptive to
the planned interventions at ECHS because
they believe the plan will be a good one for
students.
d) Do local school board members Great extent.
understand the requirement of the
selected intervention? Yes, School Board members understand and
support the planned intervention model
that will guide the transformation of ECHS.
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e) Is there a written Vision for the district’s Great extent.
intervention implementation?
Yes, the district’s strategic plan focuses
extensively on improving instruction to
support academic achievement. Strategic
plan goals such as the comprehensive K‐12
literacy model including the program model
for ELA supports, differentiation for all
students, core standards and quality
curriculum, formative assessments and the
frequent and systematic use of data, all are
integral to the implementation of the
transformation model. In addition, the
district is working with Chalkboard on the
CLASS project to review and revise the
evaluation model for Salem‐Keizer schools
including licensed and classified staff. This
also supports the tenets of the
transformation model.
f) Is district leadership committed to Great extent.
complete and full implementation of the
intervention selected? District leadership is committed to the
completion of every ingredient of the
transformation plan at ECHS and fully
prepared to provide any method of support
in order to ensure the success of the plan.
2) ORGANIZATIONAL CAPACITY: Refers to
relationships among individuals both within
the LEA/district and with individuals
outside the district to support intervention
implementation (i.e., collaboration,
networking, partnerships, and culture).
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a) Will teachers receive professional Great extent.
development to build their capacity for
implementation of the selected All staff, administrators and teachers will
intervention? receive professional development training
in a 2‐day August 2010 workshop on
working with students living in poverty.
Also planned is ongoing professional
development via Professional Learning
Communities and research study groups of
best practices throughout the school year.
This ongoing approach was selected to
ensure the successful implementation of the
new strategies and practices. Staff will also
receive training in creating a college‐going
culture from researchers at the Center for
Educational Policy Research and training in
literacy instructional strategies from the
new school‐based literacy coach and
curriculum specialists from the district
office.
b) Do teachers have the opportunity to Great extent.
network with others to learn about and
share intervention practices? All teachers will meet weekly to collaborate
with colleagues in order to ensure the
implementation of effective instruction,
ongoing training in working with students
of poverty, monitor student learning on
common assessments, learn research‐based
strategies for creating a college‐going
culture and use student learning data to
guide curriculum, instruction, and
assessment.
24

c) Has the district partnered with external Great extent.
organizations for support with
implementation of the selected The district has partnered with the
intervention? University of Oregon’s Center for
Educational Policy Research in order to use
and take full advantage of educational
consultants there and researched based
evidence for how to create college and
career readiness in high school students. In
addition, the district will use Eric Jensen for
in August training in poverty and education
and continue to work closely with CCC and
the Salem Chamber of Commerce partners
described previously.
d) Has the district created a shared Moderate extent.
understanding of the selected
intervention implementation across the Staff members at the district and school
district? have communicated details of the planned
interventions with school leaders at other
high school locations. Several presentations
have been made to key stakeholders
including Leadership (district wide), IL
Content meetings (Principals and APs),
school staff at all levels, School Board,
Budget Committee, community groups, and
key school‐community leaders. Local media
(newspapers) provided extensive coverage
on the SIGs and the transformation model
while working with district leadership and
staff. Inside 24J—a district publication
provided an article on SIGs and the
transformation model and its benefits to us
as a district. The superintendent and other
district leaders also covered this on school
visits.
25

3) STRUCTURAL CAPACITY: Refers to the
functional elements of the system such as
LEA/district policies, procedures, and
practices to support implementation.
a) Has the district adopted local policies or Great extent.
requirements for selected intervention
implementation? The School Board is very supportive of the
district’s vision and commitment for this
model. There is no need to develop policy
for implementation since the Salem‐Keizer
Board governance model delegates
authority to the superintendent to
implement appropriate strategies and
instructional models that support the
district’s goals and strategic plan.
b) Are the selected intervention Great extent.
implementation actions coordinated
with other district standards‐based Yes, the planned interventions are
school improvement efforts? coordinated with other district standards‐
based school improvement efforts including
the literacy model. Specifically, the district
is committed to helping teachers come to
agreement on identification of core
standards, aligning curriculum to the
standards, securing time agreements for
aligned curriculum, and ensuring that
instruction and assessment are supported
by effective practice in every classroom.
c) Will the district have the capacity to Great extent.
monitor intervention implementation
practices in schools? The district plans to utilize district‐level
directors, departmental leaders, curriculum
specialists, and the office of data and
assessment to monitor school progress
toward the identified goals. In addition,
school leaders will be evaluated on the
achievement of the transformation goals
using identified data points of progress.
26

d) Is there recognition of student Moderate extent.
involvement in the actions called for
with the selected intervention? Student feedback was a key component
used in developing the proposed planned
changes to ensure the success of the
transformation plan at ECHS. Students will
be impacted by new policies to promote
better student learning and improved
attendance. They will continue to be
involved when they provide additional data
via the formative assessments, OAKS and
other district‐level data collected and stored
in the new data warehouse.
4) MATERIAL CAPACITY: Refers to the fiscal
and material resources available to support
implementation in the district.
a) Are resources allocated to provide time Moderate extent.
for teachers to work together on the
implementation of the intervention Administrators, teachers and support staff
selected? will attend the 2‐day August training
described previously. During the academic
year ECHS will collaborate weekly in PLC
teams to engage in ongoing training of new
instructional practices to promote the
literacy model, use research‐based practices
to improve student learning, and
incorporate the professional development
materials on poverty that were provided by
the poverty speaker. They will also work
closely with researchers from the University
of Oregon on creating a college‐going
culture, and learn how to embed technology
skills and knowledge into their classroom
instruction.
27

b) Is current district staffing sufficient to Great extent.
support implementation of the selected
intervention? The goal is to build capacity among
administrators, teachers and staff to align
curriculum, instruction and assessment, and
staff the highly needed supports for
students to improve literacy skills. In
addition, the district and school are
requesting fiscal support of a new literacy
coach to be shared with Roberts High
School, a small portion of FTE to fully fund
the college counselor at ECHS and a
technology data coordinator shared with
Roberts HS to collect and analyze student
data to guide curricular decisions at ECHS.
c) Is there an understanding at the Great extent.
LEA/district level that there may be
staffing changes to support The district understand that staffing
implementation of the selected changes may occur in order to accomplish
intervention? the goals of the transformation for ECHS as
evidenced by their decision to replace the
ECHS principal last year. District leadership
is committed to building capacity in all
stakeholders and support the reassignment
and/or realignment of resources, including
staff if required to ensure the success of the
transformation model designed here.
28

d) Will the district be able to provide Great extent.
curriculum and instructional resources
for implementation of the intervention The district plans to provide curriculum and
selected? instructional resources for implementation
of the school transformation plan at ECHS.
District support will include support and
training from curriculum specialists,
instructional coaches, and support services.
In addition the district supports the use of
Professional Learning Communities to
promote weekly collaboration, and ongoing
training in research based best practices as
well as using common assessment results to
inform planning and instruction.
e) Is the selected intervention Great extent.
implementation supported in the district
budget? Yes, the transformational model is included
in the district budget.

29

5.1. Evidence of Capacity
Describe the school’s capacity to carry out the selected intervention model. Indicate the process you will
use to determine that the school has the capacity to fully and effectively implement the required
activities of the intervention model selected. Please refer to the School Capacity Checklist and address
all areas listed.

HUMAN CAPACITY: Refers to the knowledge, understanding, and commitment of individuals in the
LEA/district.
District leadership, SK School Board members, ECHS administrators and teachers all support these
proposed changes and are committed to ensuring their success including the ongoing professional
development, the improved communication with CCC, the improved OAKS participation rates and the
literacy model and new vocabulary improving strategies. They also endorse the emphasis on
incorporating strategies learned about how best to educate students from poverty, first generation
college goers and preparing all students to be college and career ready. All groups are eager for
change if it is based on evidence of best practices and promotes improved student outcomes.
ORGANIZATIONAL CAPACITY: Refers to relationships among individuals both within the LEA/district
and with individuals outside the district to support intervention implementation (i.e., collaboration,
networking, partnerships, and culture).
ECHS teachers will receive several opportunities for professional development during a summer
workshop on poverty, close collaboration with researchers at the Center for Educational Policy
Research at the University of Oregon and ongoing self‐guided learning in Professional Learning
Community “study groups” during the academic year. ECHS staff will improve communication with
their faculty colleagues at CCC to ensure that students arrive ready to succeed in college courses.
Connections with Willamette University’s Oregon Writer’s Program have been and are expected to be
a continued resource for improving the writing skills of ECHS students. ECHS staff will collect and
analyze student data to make data‐driven decisions, identify goals for improvement and use the
resources to achieve the level of college readiness they seek for their students. Teachers will also learn
ways to teach‐‐ and be expected to include‐‐ technology skills and knowledge in their classroom. This
comprehensive network of summer trainings and school year ones, consultations with university
researchers and data driven decision‐making will ensure that the organization builds capacity to
improve instruction at ECHS.
STRUCTURAL CAPACITY: Refers to the functional elements of the system such as LEA/district policies,
procedures, and practices to support implementation.
Aligning curriculum across grade levels, aligning curriculum with state standards, aligning curriculum
with the national Common Core State Standards when they are released during this three year grant‐
funded period, and working with district leaders, school leaders, teachers and students is a
comprehensive and ambitious plan. But according to research done at the Center for Educational
Policy Research structural alignment is key to ensuring that all students who want to enroll in college,
30

regardless of family economic means, come from a fully aligned high school curriculum, in a school
where the adults believe they can succeed. The district is prepared to support school‐based efforts by
helping to monitor progress, analyze school‐based data and assist with the development of
instructional strategies to ensure student success at ECHS.
MATERIAL CAPACITY: Refers to the fiscal and material resources available to support implementation
in the district.
ECHS leaders and staff will have full access to all district resources to ensure the success of the
proposed plan. Additional services provided by the district curriculum specialists, the literacy coach,
the materials and curriculum of the literacy model, the data and the analyst, and the professional
development planned for both teachers and administrators demonstrate the commitment of the
district and school planning team in this educational plan to change ECHS policies, practices and
culture.
31

6.1 School Support to Fully Implement the Intervention model
Describe actions the school has taken, or will take, to:
1. Design and implement interventions consistent with the final requirements.

ECHS will bring both the internal and external school community in an ongoing process of
implementing the transformational model designed to improve student success at Early College High
School. Communication sessions with parents, students, staff, and community members will take
place on an ongoing basis and will provide a process for stakeholder input and evaluation of the
interventions. The process for identifying the specific components included in the transformation plan
has enlisted the various professionals from both the school and the district.
Both the school and district have been engaged in curriculum alignment to core standards and
developing learning targets within the classroom. Our continued work will also be with the alignment
with CCC in coursework. The work of developing common assessments to guide instruction is slowly
moving forward. Our plan is to create avenues for acceleration of these important aspects of
curriculum, assessment, and instruction. Currently, we have a building leader who is working with
both his colleagues within the school as well as the district to plan for ongoing formative assessment
and proficiency based exams. Our plan is designed to build capacity in school leaders around these
components, as well as develop the knowledge and skills among instructional staff to implement
highly effective practice in every classroom.
School and district staff has devoted many hours in identifying research‐based strategies that meet
the improvement needs of Early College High School. Staffing included in the grant proposal will add
to the ongoing technical and systemic support to ensure the success of the intervention strategies and
staff development needed to build strong foundations and sustainability.
While the intervention strategies that are proposed will have a school wide effect on all students, the
populations most in need are the students who often live in poverty and/or are first time college
attendees. By analyzing data on student attendance, academic performance, and behavior, students
with the highest needs for support will be identified and supported by school staff and the strategic
interventions they employ to meet the unique needs of these individual students.
Early College High School has strategically developed a plan to align general fund dollars and SIG
support in order to ensure maximum focus on the goals of the transformation plan. The alignment of
resources in the school and district to support this plan for improvement is strong and supported by
school, district and school board leadership.
32

6.2 School Support to Fully Implement the Intervention model

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

Staff at ECHS will have for the first time the opportunity to work with a literacy coach who will be
trained and supported by district personnel. Additionally Oregon Writer’s Project with Willamette
University will work with the coach and administration to implement the writing component of the
literacy model in all content areas.
Existing partnerships and newly developed ones with community and state‐level businesses and
organizations will be used to create strong comprehensive rewards and incentives for teachers, staff
and students to recognize improved student performance in academics, attendance and behavior.
Partnerships with University of Oregon consultants at the Center for Educational Policy Research will
support the staff in their movement toward a culture of college for all.
33

6.3 LEA & School Support to Fully Implement the Intervention model

1. Align other resources with the intervention.

The school and district staff has identified alignment of budget items in order to focus resources on the
successful implementation of the model. The interventions described in the SIG will only partially
support the improvement developed for Early College High School. The grant resources will be aligned
with the general school budget and general district budget in order to implement the transformation
at full capacity. The alignment will occur in the plan to use SIG funds to cover the cost of salaries for
staff to attend a two‐day August Academy that focuses on poverty awareness. The general budget
will be utilized to purchase the book study entitled, Teaching with Poverty in Mind: What Being Poor
Does to Kids’ Brains and What Schools Can Do About it, along with the companion training CD. The
transformation principal is a former Ruby Payne trainer‐‐ trained in workshop tools for educators to
use when dealing with children from poverty—(http://www.lecturemanagement.com/speakers/ruby‐
payne.htm) and is qualified to support staff in this year‐long work.
Another important component will be to work with Chemeketa Community College to maximize
student contact time at both the high school and college locations by the creation of a joint schedule.
The proposed model with allow students to plan their days around half day college, half day high
school, rather that traveling back and forth, losing valuable instructional time.
34

6.4 LEA & School Support to Fully Implement the Intervention model
Describe actions the LEA & school has taken, or will take, to:

1. Modify its practices or policies, if necessary, to enable it to implement the interventions fully
and effectively.

We will modify one school day each week to create professional development time that is on‐going
and embedded into the curriculum. Proposed changes to practices and policies include this
modification of the start and end times for one school day per week, the implementation of
Professional Learning Communities for professional development in literacy and understanding how
poverty impacts student learning, attendance at a two‐day August workshop, collaboration with
Chemeketa Community College faculty to ensure a more seamless transition for our shared students,
the use of continuous student data and reporting measures to identify students who need significant
interventions early and throughout the school year, and the development of a reward and incentive
program for students and teachers. Additional training will be planned for implementation of greater
technology into the classroom.
Those staff working on the reward and incentive program will collaboratively develop a method to
recognize individual staff members that have had a significant impact on student learning and
progress toward meeting school wide goals described in the SIG. Staff will work collaboratively with
students to identify criteria for recognizing individual students and groups of students for recognition
and incentives. A comprehensive assessment plan will be in place to help capture students for OAKS
and other assessments.
6.5 LEA Support to Fully Implement the Intervention model. Describe actions the LEA/school has
taken, or will take, to:

1. Sustain the reforms after the funding period ends.

By restructuring the high school schedule to match more closely with Chemeketa, students will have
greater opportunity to access multiple assessment opportunities. Changing the school day will allow
for increased time for staff to engage in professional development and collaboration in PLC teams.
The staff development planned for the August workshop will allow for the front‐loading of school wide
strategies for implementation. All of these procedural time changes are fully sustainable beyond the
scope of the SIG. For those that include new staff hires using SIG funds, those staff persons will be used
for development and start‐up of the new practices at ECHS and may be continued in those positions
with alternative funding sources after the SIG ends.
35

Specific interventions include:
1. Implement additional staffing to provide supports for student assessment and academic
success. These supports include an additional shared Assistant Principal focused on improved
instructional research based best practices. A part‐time librarian will support the small media
center, raising the level of service delivery for student literacy. In addition, the additional .20
counselor time will allow for support and greater transition between the college program and
the high school site.
2. Two shared half‐time positions with Roberts in the area of literacy and data coordination will
provide students and staff with continuity in PLC work and student assessments. Technology
training will be supported both by the school district and a technology instructional leader who
will train teachers and work in classrooms to fully implement the new technology initiative.
Finally, the addition of a .50 classified staff member will support the use of new technology for
the students in the classroom year two and three.
3. Extension of the school day for specific events, i.e.: book club, environmental workshop and
field trips, math tutoring. Teachers will support these evenings and paid additional hours with
SIG funds.
4. Parent and community engagement effort focused on developing school/college awareness
events.
5. August Workshop for professional development in the week prior to the start of the school year
in order to provide significant focus on school‐wide instructional strategies in utilizing
technology, understanding poverty and creating PLC’s. Other work will center on building
teacher capacity to use common assessments to drive collaboration and inform instruction. In
addition, a comprehensive, job‐embedded professional development plan will be implemented
which provides weekly time for staff to engage in training and collaboration in PLC teams.
36

7. School Improvement Goals
What improvement will be made with the funded school? List specific SMART GOALS for improvement for
this school?

OAKS participation rate improvement
1. By June, 2011; we will increase the OAKS participation rate among students by two percent over
the 2008‐2009 percentages to 83 percent participation.

Vocabulary skills improvement

1. By June, 2011; we will increase the vocabulary skills of 50 percent of ECHS students as measured by
the vocabulary assessments of the new curriculum
2. By June, 2012; we will increase the vocabulary skills of an additional 10 percent of ECHS students as
measured by the vocabulary assessments of the new curriculum
3. By June, 2013; we will increase the vocabulary skills of an additional 10 percent of ECHS students as
measured by the vocabulary assessments of the new curriculum

Mathematics and reading improvement‐A measurement of improved literacy

1. By June, 2011; we will increase the number of students meeting the cut‐score on OAKS in
mathematics and reading by five percent for 38 percent on mathematics and 59 percent on
reading.
mathematics and reading by another five percent for 43 percent on mathematics and 64 percent on
reading.
mathematics and reading by another five percent for 48 percent on mathematics and 69 percent on
reading.

Student use of loaned computers‐A measurement of improved technology literacy

1. By June, 2011; laptops will be used 50 percent of the time and indicate improved student literacy in
technology.
technology.
technology.

37

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

If ECHS’s attempts to work closely with CCC on increased participation rates among students enrolled at
CCC to take the OAKS exam are unsuccessful, we will likely not see these rates improve. To address these
barriers, ECHS has also built into the new plan the multiple administrations of the test that will likely be
effective. If the checkout system fails or the software is not sustained, the laptop loan program may be
unsuccessful. ECHS will need to develop an alternate checkout and usage system for students if the first is
not effective.

Finally, if either the literacy improvement model or the vocabulary enhancement strategies are ineffective
the district and/or ECHS may elect to omit them but this is unlikely since both are research based effective
tools.

38

8. Results Measurement

How will you measure progress toward the stated improvement goals? Pay particular attention to
mathematics and reading/language arts progress measurements. Be specific, and relate these measures
to the intervention selected.

ECHS students must meet improved participation rates on the OAKS test each of the three years of this
grant funding (and beyond). To do so, they will need to take advantage of two methods to enhance
participation. First they will need to secure permissions to make up assignments and assessments in
their courses if the test administration time conflicts with attendance in their CCC courses as ECHS
staff now speculate. Or they will need to take advantage of the additional opportunities to take the
test via multiple administrations of it. If these are the students who had not previously taken the OAKS
we would expect to see the rate of “meets or exceeds” increase since these are the more advanced
and successful students if they are taking CCC courses.

If the laptop computer loan program is successful, we would expect to see more technology literacy,
more efficient use of student time and improved academic success in courses where the instructor
expects students to have easy access to the Internet, data analytic tools and word processing
programs.

Finally when ECHS staff begin to use their newly acquired knowledge of how to work with students of
poverty, first generation college goers, the newly implemented district‐wide literacy model and the
vocabulary program, rates of student success should increase on the OAKS, the PSAT, the SAT and the
ACT tests over the scores of past ECHS on these same tests. We would also expect to see anecdotal
data from students talking more often about their future plans to attend a 4‐year institution and from
their parents demonstrating increased knowledge about how to support their college‐going students.
39

10.1. Proposed Activities to Accompany Budget—Transformational Model

A. The LEA replaces the principal and implements professional development model for all staff.
August training on how poverty Provide professional development opportunities in a 2‐
impacts student learning day workshop format in August 2010. PD will include
training by a national expert on poverty and its impact
on student learning. Materials provided by the
speaker will later be used throughout the academic
year for ongoing PD.
Establish Professional Learning Establish weekly self‐directed training through
Communities to promote ongoing Professional Learning Communities (PLCs). Targeted
PD throughout the academic year learning will be in four areas: 1) implementation of
district‐wide literacy model, 2) using student data to
influence curriculum and instruction, 3) consultations
with college and career ready experts from the
University or Oregon to create a college‐going culture,
and 4) ongoing development using materials from the
poverty workshop.
Teacher study groups to learn Promote professional development with reading
best practices groups/book study by departments and teacher teams
to stimulate intellectual capacity and consider best
practices relative to the education field.
Employ an Assistant Principal as Task new Assistant Principal with leading new reform
Instructional Leader efforts to ensure that all PLCs are learning new
strategies, to work directly with district curriculum
specialists, work directly with teachers to embed
technology knowledge and skills into the curriculum
and develop and implement teacher evaluation
system to ensure best practices strategies are
implemented in all ECHS classrooms.
Replace principal The principal at ECHS has been replaced with a new
principal who began during the 2008‐2009 academic
year.
B. Implement consistent school‐wide approach to ensuring that all students are college and
career ready, especially first‐generation college goers.

College night for parents Develop and deliver “college night” for parents to
teach them ways they can support their children in
college. Such topics might include how to complete a
FAFSA and the importance of doing so, how to
encourage students to take a college entrance exam
and noting the importance of granting permission on
those tests to allow colleges to send recruitment
materials to student homes.

40

Purchase laptop computers with Purchase and store laptop computers available for
basic software and supplemental loan to students who need them to complete college
literacy materials. level assignments. The purchases of both computers
and software are phased in over the three years of the
grant, culminating in a very close 1:1 computer
initiative. Supplemental literacy materials are slated
for year 2 and 3 when it can be better defined by the
student need.
Purchase consulting services for Purchase consulting services from national experts at
creating a college‐going culture the University of Oregon to create a college‐going
culture for all students. Materials will be provided to
the PLCs and experts will be available for ongoing
consultations throughout the academic years.
Paid staff time for extended Provide extended after school program for academic
school day support programs (i.e. reading/book clubs,
environmental science workshop and tutoring
services). Year two and three provides Saturday
School support for students as another extension for
learning.
Employ college counselor Employ college counselor to ensure students are
college and career ready and to improve connections
with CCC.
C. Implement Literacy Model, Use of Data and Professional Development for Improved
Instruction

Use multiple student level data to Use multiple data sources to identify evidence of
assess student learning student growth (might include classroom assessments,
improvements classroom learning products, common course
assessments, student learning as measured by course
grade, classroom observations, as well as high stakes
assessments).
Develop faculty capacity to use Develop expertise among faculty for continuous use of
data data to ensure that instructional practices produce
evidence of improved student outcomes.
Employ data analyst technician Employ data analyst technician to ensure that data
collection and analysis is completed and used by ECHS
staff to promote data driven instructional practices.
Implement district‐wide literacy Build capacity among ECHS faculty to learn and
model implement district’s new literacy model. Continue PD
throughout the academic year to ensure consistent
teaching of the model across subject areas and grade
levels
Employ technology instructional Promote best practice instruction in technology
leader literacy in all ECHS classrooms. Instructional leader
will provide professional development for all ECHS
teachers and work closely with each to ensure that
new research based best practices are included in each
41

classroom.
Create a start up school‐based To comply with recommendations from the most
library and media center recent accreditation review, begin a small startup
library on the ECHS campus. Year two and three
purchase additional materials.
Employ librarian Librarian will staff library and media center to support
improved student literacy.

Vocabulary enhancement Implement new vocabulary enhancement program
program school‐wide to ensure that ECHS students build their
vocabulary to ensure college and career success.
Employ new literacy instructional Employ new literacy instructional coach to enhance
coach learning and consistent implementation of literacy
model to ensure improved student literacy in reading,
writing, mathematics, technology and science
Increase participation rates on Increase participation rates on assessment tests (i.e.
assessment tests OAKS, PSAT, SAT and ACT) to ensure that ECHS has
sufficient data sources to measure effectiveness of
curriculum and level of preparation among students
for college and career success.
Student and Teacher Incentives Award students and teachers for improved academic
success as measured on testing measures, improved
behavior and improved attendance.
D. Develop new and nurture existing partnerships with community resources
Strengthen connections with Improve connections with CCC faculty and
Chemeketa Community College administrators to ensure that the students shared
between the institutions are prepared for college
success and supported by both institutions.
Continue existing relationships Continue relationships with other groups such as the
and build new ones with Salem Chamber of Commerce and Willamette
community groups University’s Oregon Writer’s Program to promote a
shared responsibility for the education of ECHS
students and to build networks of community and
educational resources for improved student outcomes.
E. Required Elements

Participation in the State System Districts will be expected to access the State System of
of Support Support network providers for school and district support
coaches as well as access the Regional Support network
providers for specialized needs such as ELL, Special
Education, and others.
Technical Assistance Meetings Travel expenses to attend required meetings called by the
Oregon Department of Education for the purpose of
receiving technical assistance on school improvement and
turnaround efforts.
Reporting Requirements Time and expenses related to required reporting quarterly
42

on the use of ARRA funds and mid‐term and final reports.
Complete School Review The school is expected to complete an ODE sanctioned
review of the school's environment including a thorough
review of instruction.
Training District and school administrator teams will be expected
to attend leadership training.

Support to the district Provide district level leadership support to the school
under new principal, hold regular consultative meetings to
ensure transformational model is used to address new
practices and procedures to promote academic
achievement, improved attendance and positive student
behavior.

43

School Budget Plan: Transformation Intervention Model
ECHS
Required Activities
1. Replace Principal (except those hired previously as part of turnaround or transformation

effort)
Proposed Activity Please describe briefly how each applicable activity aligns
with a comprehensive vision for the Transformation Model
Note: If the desired activity does not fit into one of
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: New instructional leadership Implement instructional leadership development program for
model implemented members of the administrative team in order to develop…
1. Instructional Leadership model Implement instructional leadership development program
implemented for members of the administrative team to continue
expanding their knowledge of literacy, second language
learners and educational reform.
2. Additional Administrative Support Assistant Principal (shared) will round out the
instructional leadership team. AP will work closely with
district curriculum specialists and literacy coach to ensure
staff capacity in the improved literacy plan.
FTE Object Code Will this activity be $ Amount Requested from SIG Grant
111 Licensed Salaries sustainable after the grant Funds
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No below,
of 2xx Benefits students are enrolled in the school and how
and identify other funding sources
personn 310 Instructional, Professional, & Tech. much money is necessary to transform the
that may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities
Please provide object code below

.50 111 $45,605 No $62,500 Y1
FTE 2XX $16,895 $62,500 Y2
$62,500 Y3
2. Operational flexibility (calendar, time, budget, staffing)

Example: Modify school day for Modify the school day schedule from current student start time
students of 7:40 a.m. to new start time of 8:15 a.m., to improve overall
attendance for students….
1. Modify school day for students and Modify one school day each week to create professional
staff development time to implement Professional Learning
44

Communities which will focus on literacy across the
curriculum.
(Please indicate Yes or No, and
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
expire)
130 $4,651 Yes, out of general $5,760 Y1

2XX $1,109 funds. $10,000 Y2
$10,000 Y3
3. Rigorous, transparent and equitable teacher and leader evaluation systems using student
growth in significant part AND other measures AND designed with teacher/leader input
Example: Develop faculty capacity to Develop expertise among faculty for continuous use of data to
use data ensure that instructional practices produce evidence of
improved student outcomes
1. Develop faculty capacity in the use Develop a data-driven culture among staff to continuously
of data to inform instruction assess student learning, inform instruction and provide
evidence of improved student performance and
achievement with data gathered and analyzed by .50 FTE
data coordinator.
2. Develop new district evaluation The district is working with Chalkboard and stakeholders
model. on the CLASS Project to review and revise the evaluation
model for Salem-Keizer licensed and classified staff.
expire)
.50 111 $28,650 Yes, will be embedded $41,500 Y1

FTE 2XX $12,850 as a result of the culture $41,500 Y2
change. $41,500 Y3
45

4. Identify/reward effective personnel & remove ineffective personnel

Example: Recognize school-wide and Recognize departmental and school-wide achievements with
departmental achievements in rewards and incentives (Examples: gift certificates, school
improved student learning celebrations….)
1. Teacher Reassignment and Transfer Staffing changes have been implemented. Two teachers
have been transferred to ensure highly qualified staff in
math and science. In addition, the new transformation
principal swapped two science teachers, from schools
which are under her leadership, to match their skill sets
for the benefit of the student population.
2. Recognize school-wide achievement Recognize and reward teachers based on student
in improved student performance. performance and achievement with rewards and incentives
(i.e. gift certificates, school pride wear, school
celebrations).
expire)
4XX $7,500 Yes, from general funds. $7,500 Y1

$10,000 Y2
$10,000 Y3
5. High-quality, job-embedded, instructionally aligned professional development

Example: Professional Learning Use student-learning data to inform instruction and teacher
Communities planning in a Professional Learning Communities structure.
1. Create Professional Learning Staff will use student data to inform instruction. Teachers
Communities will plan and create assessment tools in a Professional
Learning Communities structure.
2. Create a culture of learning for all Engage both licensed and classified staff in professional
46

development on the topic of poverty and its impact on
student achievement.
3. Create a higher education culture University of Oregon will provide professional develop to
create and implement a college learning environment.
expire)
130 $41,739 Yes, will be embedded $57,134 Y1

2XX $9,955 as a result of the culture $48,744 Y2
310 $4,000 change. $48,744 Y3
4XX $1,440
6. Financial incentives, career opportunities and flexible work conditions

Example: Flexible work schedule Implement extended hours of operation which will allow
teachers to work days or evenings. This will allow our
students to work jobs and attend school at…
1. Embedded professional development Modify one school day each week to create professional
and planning time development time to implement Professional Learning
Communities which will focus on literacy embedded across
the curriculum. (See #5 above)
2. Recognize school-wide achievement Recognize and reward teachers based on student
in improved student performance. performance and achievement with rewards and incentives
(i.e. gift certificates, school pride wear, school
celebrations). (See #4 above)
expire)
Yes, will be embedded $0 Y1

as a result of the culture $0 Y2
change. $0 Y3
47

7. Instructional reform
Example: Literacy Support Provide literacy and writing-help resource similar to college
labs staffed with a literacy teacher and an instructional
literacy coach….
1. Common Literacy Model Implement the Common Literacy Model with a focus on
writing based on college level course work with a literacy
coach (.5 FTE). Teachers will supplement their core
content with a vocabulary program to enhance students’
academic language. Teachers will develop vocabulary
lessons. In order to address those students who need
additional reading and writing strategies a Saturday
School will be available.
2. Library Start up a library to make research materials needed for
the college course work readily available to students with
help from a .50 FTE media specialist. In years 2 and 3
supplemental reading materials will be purchased which
are age-appropriate and of high interest as classroom
libraries.
3. Post-Secondary Support Students will be better prepared with the knowledge and
skills needed to succeed in college and/or a 4 year
university. A counselor (.2 FTE) will ensure students
enroll in the appropriate course work needed to graduate
with a high school diploma and associates degree from
community college. Year 2: Work collaboratively with
Chemeketa and University of Oregon to create a college
learning environment.
4. Technology Embed technology across the curriculum for students to
develop their literacy skills and bridge the technology
divide by allowing students to use and checkout laptops. A
technology specialist (1 FTE) will provide teachers with
professional development focused on embedding
technology across curriculum. In years 2 and 3, an
instructional assistant (.5 FTE) will support students with
technology embedded instruction.
5. Recognize Student Achievement Create an incentive program for students based on
participation, performance and achievement.
48

el services activity after the SIG funds school.)
below 350 Communication expire)
2.70 111 $68,274 1. Yes, from district $355,850 Y1
FTE 112 $30,653 Title II funding. $357,500 Y2
130 $8,074 2. Yes, from general $357,499 Y3
2XX $51,999 funds
4XX $196,850 3. Yes, from general
funds
4. No
5. Yes, from general
funds
8. Student data reform

Example: Use multiple student level Use multiple data sources to identify evidence of student
data to assess student learning growth (might include classroom assessments, classroom
improvements learning products)….
1. Use of multiple student data to Use of multiple data sources to provide student evidence of
assess their performance and growth and improvement which includes teacher
achievement. generated assessments, benchmarks, authentic
assessments, student-created products and high stakes
tests results. The testing/data coordinator will coordinate
assessments as well as gather data to present teachers
during professional development to inform instruction.
(See #3 above.)
2. Counselor A counselor will ensure students participate in the
appropriate course work needed to graduate with a high
school diploma and associate degree from community
college. (See #7 above.)
expire)
1. Yes, embedded in $0 Y1
the culture. $0 Y2
2. Yes, general fund $0 Y3
49

9. Increased learning time
Example: Saturday Academy Implement a supplemental Saturday Academy focused on
English Language Learners….
1. Extended Day Implement an extended day by an hour twice a week to
offer college/university workshops, book clubs and
tutoring opportunities and provide access to technology.
2. Extended Year In order to address those students who need additional
reading and writing strategies a Saturday School will be
available.
expire)
(See # 2) $0 Y1
$0 Y2
$0 Y3
10. Ongoing family and community engagement

Example: Improve parent involvement Conduct parent education series via parent enrichment nights
on topics such as ‘how to create learning culture at home….’
1. Improve Parental Involvement Provide learning opportunities for parents to ensure their
knowledge and skills to navigate and support their child’s
dual enrollment success in high school and community
college.
expire)
640 Dues and Fees
50

supplant general fund activities
130 $3,759 Yes, from general funds. $9,656 Y1

2XX $879 $9,656 Y2
4XX $5,000 $9,656 Y3
11. Ongoing intensive technical assistance from LEA, SEA or external partner
1. Participation in the State System of

Support
School Coach and District Coach
(REQUIRED expenditure
2. Technical Assistance Meetings
(REQUIRED expenditure each year.)
3. Reporting Requirements
4. Complete School Review
5. Coaching Training
Number Object Code Will this activity be $ Amount Requested from SIG Grant

112 Classified Salaries expires?
12x Substitute Salaries
130 Additional Salaries (When planning, please consider how many
2xx Benefits students are enrolled in the school and how
310 Instructional, Professional, & Tech. much money it will take to transform the
services school.)
350 Communication
expire)
1 310 $50,000
2 310 $12,000
3 310 $4,000
4 310 $15,000
5 310 $17,500
Total Amount Requested $666,667 Y1

for Required Activities $666,667 Y2
$666,666 Y3
Indirect @ 4.24% $28,267 Y1
$28,267 Y2
$28,267 Y3
51

Early College High School 2010 School Improvement Grant Application

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Early College High School 2010 School Improvement Grant Application

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School Improvement Grant

# Name Role Signature

4. School Need Check List

5. School Capacity Check List

1. Replace Principal (except those hired previously as part of turnaround or transformation

Please provide object code below

2. Operational flexibility (calendar, time, budget, staffing)

130 $4,651 Yes, out of general $5,760 Y1

.50 111 $28,650 Yes, will be embedded $41,500 Y1

4. Identify/reward effective personnel & remove ineffective personnel

4XX $7,500 Yes, from general funds. $7,500 Y1

5. High-quality, job-embedded, instructionally aligned professional development

130 $41,739 Yes, will be embedded $57,134 Y1

6. Financial incentives, career opportunities and flexible work conditions

Yes, will be embedded $0 Y1

8. Student data reform

10. Ongoing family and community engagement

130 $3,759 Yes, from general funds. $9,656 Y1

1. Participation in the State System of

Number Object Code Will this activity be $ Amount Requested from SIG Grant

Total Amount Requested $666,667 Y1

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