1 NAL ILLINOIS STATE BOARD OF EDUCATIO. APPLICANT lnformatlon. PROGRAM CONTACT Dr. Thomas Schmitt. TELEPHONE (Include Area Code)

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1 ISBE USE ONLY Regular 1 NAL ILLINOIS STATE BOARD OF EDUCATIO ATTACHMENT I lnnovation and lmprovement Division 100 North First Street, N-242 Springfield, IL JUNE 14,2010 FY 2011 ARRA School lmprovement Grant - Section 1003(g) Cover Page SFG//pdo Yo0 INSTRUCTIONS: Submit 1 original and 4 copies. No faxed copies will be accepted. No electronic submissions will be accepted. NAME OF SUPERINTENDENTIAUTHORIZED OFFICIAL LaVonne M. Sheffield, Ph.D. TITLE Superintendent DISTRICT NAME AND NUMBER ADDRESS (Street, City State, ZIP Code) 201 South Madison Street Rockford, ll APPLICANT lnformatlon REGION. COUNTY. DISTRICT, TYPE CODE PROGRAM CONTACT Dr. Thomas Schmitt TITLE OF PROGRAM CONTACT Executive Director of Accountability ADDRESS (Street, C~ty, State, Zip Code) 201 South Madison Street Rockford, ll TELEPHONE (Include Area Code) FAX (Include Area Code) TELEPHONE (Include Area Code) FAX (Include Area Code) sheffil@rps205.com schrnitt@rps205.com AMAO El Yes NO DISTRICT STATUS Corrective Action - 3 years 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). 2m JUN Date Innovation &Improvement Ohision 1 I lsbe 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 1 of 92

2 Section I Part II. Data and Analysis EAST HIGH SCHOOL Name of School: Context 1. Grade levels (e.g., 9-12): '-I2 2. Total Enrollment: % FreelReduced Lunch: 71.6% 4. % Special Education Students: 14.3% 5. % English Language Learners: 2.7% 6. Home Languages of English Language Learners (list up to 3 most frequent): NIC 7. Briefly describe the school's enrollment area (neighborhoods, communities sewed): The RPS District offers Choice Enrollment; therefore, it is very possible students attending Jefferson High School can live in any location within the District's boundaries. Students attend from all "walks of life" from throughout the City of Rockford. 8. List the feeder schools andlor recipient schools that supply or receive most of this school's students: Flinn Middle School and West Middle School 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 Position Background and Core Competencies Years in Position Years in School Years in LEA PLEASE SEE ALL POSITIONS AND RELEVANT INFORMATION ON ATTACHED FORM - Not enough room provided on this form for all personnel. 10. Briefly describe the process by which school administrators are evaluated. By whom? How frequently? Each high school principal in the Rockford School District is evaluated once a year by the Executive Director over the high schools. Each high school principal evaluates the assistant principals of his school once a year. Evaluations are based on clear performance goals which are evidence-based established by each person being evaluated, and performance goals are tied to student achievement and performance, as well as other data derived from maintaining a positive school culture. 11. Briefly summarize the process by which teachers are evaluated. By whom? How frequently? Charlotte Danielson's Framework for Teaching14 domains; basis for teacher evaluation tool. Administration evaluates non-tenured teachers each semester for first 4 years. Cycle = 3 formal observations to collect evidence; summative evaluation of evidence collected in each domain. Admin. evaluates tenured teachers every other year; evaluated oncelyear, 3 formal observations to collect evidence; summative evaluation report of evidence collected in each of the 4 domains. 12. Briefly summarize previous and current reform and improvement efforts, within the last 5 years, and what impeded their success. For example: Adopted a model and curriculum to raise reading scores but was not able to implement with fidelity. District provided instructional coach but coach was not able to have an impact due to only visiting school twice per quarter 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. 2 major initiatives during 2000s; neither impacted achievement levelslgraduation rate. Based on best practices; inadequate resourceslcentral office leadership changes hampered effectiveness. 1st effort 5 years ago, used Standards Alignment model from Center for Performance Assessment, led by Doug Reeves; trained in decoding Illinois Learning Standards (ILS); developed Power Standardslplanning instruction to address ILS; general Power Standards developed/discussed. 2nd effort, 3 years ago; comprehensive model detailed in ISBE-approved Restructuring Plan (RP). RP-aligning curriculum to ILS; creating engaging units of instruction; developing career clusters; implementing Data Teams in core curricular areas to address learning deficits by formativelsummative assessments. RESPRO hired Gary Fields:12 dayslcoaching in high school. ISBE 4345PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 4 of 92

3 East High School's SIG Grant Information Section I Part II Data and Analvsis 8. Lincoln Middle School and Flinn Middle School are East High School's feeder schools. 9. Key Administrators lnformation Position Principal (Todd France) Principal (Mark Wallace) 12 Month Curriculum and Instruction Assistant Principal (Patrick Enright) gth Grade Curriculum 10 Month Assistant Principal (Deena Lantz) 11 Month Assistant Principal (Casey Ramas) 10 Month Assistant Principal (Rose Evans) 10 Month Assistant Principal (Larry Goodrich) Background and Core Competencies Science, Health, PE Masters of Arts in Teaching Masters in Educational Administration English, Spanish, Chemistry Masters in Instructional Strategies EDS Degree in Educational Administration Social Studies Masters in Instructional Strategies EDS Degree in Educational Administration Math, Elementary Background Masters in Educational Leadership Finance, Business Masters in Educational Administration EDS Degree Educational Administration Social Studies, English Masters in Education Certificate of Advanced Study in Educational Administration Elementary Background Masters in Leadership and Curriculum EDS Degree in Educational Administration Years in the Position New 1 year 1 year 4 years 4 years 15 years 2 years Years in the School 5 years 2 years lyear 11 years 4years 15years 2 years Years in the LEA 7 years 16 years 10 years 17 years 15 years 15 years 10 years 10 Month Assistant Principal (Kaaryn Kennington) English Masters in Curriculum and Instruction Masters in Educational Administration New New 10 years 10. Each high school principal in the Rockford School District is evaluated once a year by the Executive Director over the high schools. Each high school principal evaluates the assistant principals of his school once a year. Evaluations are based on clear performance goals which are evidence-based established by each person being evaluated, and performance goals are tied to student achievement and performance, as well as other data derived from maintaining a positive school culture.

4 11. The Rockford School District uses the Charlotte Danielson's Framework for Teaching with its four domains as the basis for its teacher evaluation tool. Non-tenured teachers are evaluated by the administration each semester for the first four years of a teacher's career in the district. The observation cycle consists of three formal observations to collect evidence followed by a summative evaluation report of the evidence collected in each of the four domains. Tenured teachers are evaluated by the administration every other year, and the evaluation cycle happens once over the course of the year, but it still consists of three formal observations to collect evidence followed by a summative evaluation report of the evidence collected in each of the four domains.

5 Performance Note: This information may also be provided by attaching the aggregate school report cards with the same information. 1. Enter the percentage of all students who tested as proficient or better on the state standards assessment test for each subject available. Subject ReadingILanguagelEngl~sh 34% 29% 29% 42% Mathematics 29% 23% 21 % 23% Sclence 28% 20% 22% 27% Soc~al Studles NIC NIC NIC NIC Writing NIC 19% 21 % 25% 2. For the most recent year available, enter the percentage of students in each student aroud who tested proficient or better on the state standards assessment test for each subject available. Test Year: Average daily attendance percentage for last complete school year: Year: Student mobility rate for last complete school year: Year: Year: 5. Graduation rate for all students for most recent year: - 6. Graduation rate-percentage (high schools only) for most recent year. All Students White, Non- Hispanic Black, Non- Hispanic Year: Asian, Pacific Island Native American English ~~~~~ Special Education 56.0% 65.4% 46.1% 49.3% 50.0% N/A NIA 50.8% 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? None of our student groups are achieving at acceptable levels (54% highest); however, lowest rates are in Special Education. Just 4% of this group scored at proficient in ReadinglEnglish, Mathematics, & Writing. 8% were proficient in Science. Our Black, Non-Hispanic group's scores were slightly better. In SciencelMath they scored 15% and 11% respectively; Writing had a 19% proficient rate, and ReadinglEnglish achievement level was 37%. Hispanic group scored 22% proficient in Science; 24% in Mathematics. Writing was lowest at 15% and ReadinglEnglish was the highest at 25%. 2. Which student groups are experiencing the lowest graduation rates, if applicable? Our Asian, Black, and Hispanic subgroups graduated at the lowest rates. Those rates respectively were: 50.0%, 46.1%, and 49.3%. ISBE 43-45P ARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 5 of 92

6 3. In which subjects are students experiencing the lowest achievement? Writing has been the subject with the lowest proficiency rating for ALL in 2007 and 2008, while surpassing Mathematics by 2% with the 2009 achievement level being 25%. Mathematics' proficiency level has fluctuated the past four years and was 23% in Science has had an inconsistent achievement level over the past four years as well, coming in at 27% in ReadinglEnglish was East's strongest subject with a rate of 42%, the highest level recorded during the past four years. 4. What characteristics of the student demographics should be taken into account in selecting a model and external partnerslproviders? East has had four principals in the past five years, and will have a new leadership team in Because of this, we believe all students will benefit from stability in staffing; one reason we chose the Transformation Model. With generalized poor achievement, we need a holistic, multi-faceted approach that is locally relevant. The Illinois Association Regional School Superintendents (IARSS) is the best lead partner, as we have worked very closely with our local Regional Office of Education and RESPRO during the past two years. They understand our student population and District initiatives. They have supported a Data Coach at East for the past two years. The generalized low achievement for each student group and in each subject area argues for a Transformation Model supported by a lead partner with local knowledge. 5. What, if any, idiosyncratic characteristics of the enrollment area should be taken into account in selecting a model and external partnerslproviders? East High School is in a traditional high school building with a proud history in the city's core. It serves an urban population in terms of ethniclracial diversity and high poverty count. It has a transient population, with its mobility rate at over 25% last school year. There are no idiosyncratic traits that argue for one model over another, but recent reform initiatives at East between the school, District, and ROE support the Transformation Model as the best choice. 6. What characteristics of administrators and faculty should be taken into account in selecting a model and external partners? There has been a high amount of staff turnover during the past 5 years, and East is led by a 3rd principal in 4 yrs. The turnover factor has created an opportunity for reform, but wholesale staffing changes required by other models could have negative consequences and cause further upheaval for this school. School staff has embraced Dr. Sheffield's Best Practices Implementation Initiative and can build upon its nascent successes. The ROE has been an integral partner in this process, making the IARSS a solid lead partner for implementation for the RPS Transformation Model at East. 7. What characteristics of past experience with reform efforts should be taken into account in selecting a model and external partners? Past efforts have laid the foundation for the Transformation Model being successful at East. Teachers have been trained in aligning curriculum and lessons to Illinois Learning Standards this year, as well as using formative assessment data to tailor instruction for students. They have just started to receive some coaching in instructional delivery, which should bear fruit if given sufficient personalized coaching in classrooms and sufficient duration to inculcate Best Practices. A wholesale restart would eliminate the seeds of success ready to sprout at East; therefore the Transformation Model is the best approach for improving student achievement. ISBE 4345PARRA Assessment School Improvement Grant - Section 1003(g) (3110) Page 6 of 92

7 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. The district engages in long-range budgetary planning and annually budgets sufficient resources to support educational programs and implement plans for improvement. - The district establishes and implements a process to assign professional and support staff based on system needs and staff qualifications. The district has authority and support to replace principals and teachers. The district has authority and support to grant new principals sufficient operation flexibility. There are clear indications of systemic support by Central Office to support improvement efforts. Considerations: Data Systems, Communication, Personnel, Accountability, Technical 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. Leadershiplprofessional development - leadership teams at each high school have been developed this year. Teams, including the principal, received professional development in data analysis, cognitive coaching, and building teams. A leadership coach will continue to be provided as part of the Leadership Academy program for professional development. This will be an on-going component of the comprehensive professional development plan. There is an Executive Director of professional development that will oversee and implement the necessary professional development for leaders in the district. Principals directly report to an Executive Director of Schools. The Executive Directors will be able to monitor and ensure implementation and the development of leadership teams. Other systems and processes: The Office of Accountability for RPS and the Professional Development Office will assist in the implementation and development of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure implementation and sustainability of the new instructional programs, curriculum implementation, and new instructional model. The Lead Partner (IARSS) will provide a SIG Implementer, and RPS will provide a SIG Specialist to oversee/monitor all grant programs/activities. Additionally, there will be a District SIG Advisory Council to help insure the implementation and monitoring of new programming, professional development, and data analysis. High school department chairs are in place at each school and will be members of the above-mentioned school level teams. ISBE 4345PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 7 of 92

8 Evaluatina Princi~al and Teacher Effectiveness The district implements a staff evaluation system that provides for the professional growth of all personnel. Strongly Agree Agree Disagree SWngb Disas= Considerations: Evaluation process takes into consideration student data and other elements such as working in collaboration to support school improvement efforts, walk-throughs, obsewations, and is designed to reflect performance over a specified period. There is a staffing 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. The district's relationship with the union will support negotiations of contract terms that support school improvement efforts, ensure the placmenl of highly effective teachers and the dismissal of low performing teachers. Considerations: Communications, community support, indepth understanding of evaluation methods, leqislationlstatutes. 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. Evaluating Principal and teacher effectiveness/professional development - Both high schools are currently using a new evaluation tool based on Charlotte Danielson's Enhancing Professional Practice. This framework is based what effective teaching looks like. Principals have received and will continue to receive professional development with regard to effective teaching and what effective feedback looks like to help teachers improve their practice. A comprehensive professional development program for teachers is currently being developed. Data from teacher evaluations will be used to help identify areas most in need of improvement. As part of the evaluation teachers will be mandated to attend professional development sessions to address their deficiencies. Using student performance as an indicator for teacher evaluations will be negotiated with the union. Executive Directors will monitor the implementation of the evaluation tool to hold principals accountable for knowing what effective teaching looks like as well how to help teachers grow professionally. Principal evaluations are conducted by the Executive Directors and contain student performance as a portion of the overall rating. Other systems and processes: The Office of Accountability for RPS and the Professional Development Office will assist in the implementation and development of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure implementation and sustainability of the new instructional programs, curriculum implementation, and new instructional model. The Lead Partner (IARSS) will provide a SIG Implementer, and RPS will provide a SIG Specialist to oversee/monitor all grant programs/activities. Additionally, there will be a District SIG Advisory Council to help insure the implementation and monitoring of new programming, professional development, and data analysis. High school department chairs are in place at each school and will be members of the above-mentioned school level teams. ISBE 4345P ARRA Assessment School Improvement Grant - Section 1003(g) (3110) Page 8 of 92

9 There is a quality student data system in place that supports a school's collection and analysis of different sources of disaggregated student data. Strongly Agrae &tee Disagraa smly Di.agr?ee 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 perspectives. There are district supports for data driven decision-making. The district uses data to drive decisions and targets resources and ongoing support to low-performing students in the neediest schools. Considerations: Data exists to support the decision to allocate resources towards a particular service, material, equipment, etc... 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. The district communicates changes resulting from data to families, staff, and communities. Considerations: Personnel, media, communications plan. 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. Considerations: Personnel, school data teams, professional development, communication. 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 driving decision making/professional development - formative assessments were developed this year for English and Math classes. Leadership teams began the process of learning to analyze and use data to inform instruction. Additional coaching next year will ensure this process is embedded as a system throughout the schools. Teachers and principals will continue to develop and refine their skills on using formative assessment to inform decision making. Classroom coaches along with leadership coaches will provide on-going job-embedded professional development in these areas. Leadership teams will also continue to use their SIP plans, which are based on data, to make improvements in teaching and learning. Other systems and processes: The Office of Accountability for RPS and the Professional Development Office will assist in the implementation and development of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure implementation and sustainability of the new instructional programs, curriculum implementation, and new instructional model. The Lead Partner (IARSS) will provide a SIG Implementer, and RPS will provide a SIG Specialist to overseelmonitor all grant programslactivities. Additionally, there will be a District SIG Advisory Council to help insure the implementation and monitoring of new programming, professional development, and data analysis. High school department chairs are in place at each school and will be members of the above-mentioned school level teams. I ISBE 43-45PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 9 of 92

10 lnstructional Proarams The District ensures that: Curriculum Assessment Instructional Practices Lead to equitable educational opportunities and outcomes for all students in its neediest schools. 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. 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 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. 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 utilizing instructional practices that best meet the needs of their students. Intervention strategies, supports, and extended learning opportunities are in place for students who struggle academically. Strongly Agree Agrse Disagrge I I I s t ~ ~ k Disagm n Considerations: Conducts extensive analysis of achievement gaps and develops strategies to address gaps. 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. lnstructional Programs AND Professional development - This year the English and math curriculums were fully aligned to state standards and college readiness standards. Teachers received professional development in this new alignment as well as how to teach to standards. Next year teachers will need additional coaching to refine and practice the skills that were learned this year. The district also has Assistant Principals of Curriculum that monitor and assist in the implementation and further refinement of the standards-based curriculum and instructional model. Reading coaches will be in place at each school to also assist in the implementation of the curriculum and instructional model as well as provide job-embedded professional development to classroom teachers. Intervention programs will be implemented for students below grade level in reading and math. Read 180 and ETA Cusinare programs will be required for identified students. Other systems and processes: The Office of Accountability for RPS and the Professional Development Office will assist in the implementation and development of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure implementation and sustainability of the new instructional programs, curriculum implementation, and new instructional model. The Lead Partner (IARSS) will provide a SIG Implementer, and RPS will provide a SIG Specialist to overseelmonitor all grant programs/activities. Additionally, there will be a District SIG Advisory Council to help insure the implementation and monitoring of new programming, professional development, and data analysis. High school department chairs are in place at each school and will be members of the above-mentioned school level teams. ISBE 4345PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 10 of 92

11 - Comprehensive district-wide professional development and recruitment strategies exist to ensure that high quality teachers are sewing students in the neediest schools. 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. Considerations: Payment for extended days or additional days, adequate pool of substitutes. clearlv defined iob embedded ~rofessional develo~ment 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: 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 welldefined plan to support the ongoing need for data collection and analysis to support and drive instructional needs and enhance teacher effectiveness. Considerations: Evaluating and documenting effectiveness, including student progress, to show impact of professional development or determine needs. 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. Instructional Programs AND Professional development - 'This year the English and math curriculums were fully aligned to state standards and college readiness standards. Teachers received professional development in this new alignment as well as how to teach to standards. Next year teachers will need additional coaching to refine and practice the skills that were learned this year. The district also has Assistant Principals of Curriculum that monitor and assist in the implementation and further refinement of the standards-based curriculum and instructional model. Reading coaches will be in place at each school to also assist in the implementation of the curriculum and instructional model as well as provide job-embedded professional development to classroom teachers. Intervention programs will be implemented for students below grade level in reading and math. Read 180 and ETA Cusinare programs will be required for identified students. Other systems and processes: The Office of Accountability for RPS and the Professional Development Office will assist in the implementation and development of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure implementation and sustainability of the new instructional programs, curriculum implementation, and new instructional model. The Lead Partner (IARSS) will provide a SIG Implementer, and RPS will provide a SIG Specialist to overseelmonitor all grant programslactivities. Additionally, there will be a District SIG Advisory Council to help insure the implementation and monitoring of new programming, professional development, and data analysis. High school department chairs are in place at each school and will be members of the above-mentioned school level teams. ISBE 4345PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 11 of 92

12 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 schooland the districu 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 Other higher performing schools in district J 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 A. Best Fit: Transformation Turnaround B. Second Best Fit: C. Third Best Fit: D. Fourth Best Fit: Restart Closure ISBE 4345P ARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 12 of 92

13 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? Principal chosen based upon proven successes with facultylstudent achievement; previous school student data also factored. Principal shows trend of increased student achievement. Training: usinglanalyzing data with staff. Principal had intense I-to-1 coaching with 2 principal coaches and learned to: createlmaintain leadership teams; conduct walk-throughsleffective teacher feedback; construct data walls; continuously use data-decision making with teachers; target specific student needs through Individualized Learning Plans. 2. How will the LEA enable the new leader to make and sustain strategic staff replacements? District changed the hiring practices for staff for FY2011; all teachers with less 4 yrs. or less experience were fired; had to reapply for positions; 100 other positions eliminated & teachers surplused. All teachers had to prove competency with specific evidence for position they were applying for; all were encouraged to bring portfolio to interviews. Principals were given tools & training to assist in selecting best qualified candidate, instead of only using seniority for hiring. Used evaluation tool based on Charlotte Danielson's work; principals identified teacher weaknesses; offered assistance. Will continue new hiring practices; use of Danielson for evaluation. 3. What is the LEKS own capacity to support the transformation, including the implementation of required, recommended, and diagnostically determined strategies? The District is working with the teacher's union (REA) to include the use of student growth as one measure of the teacher evaluation. This is the third year of the implementation of the evaluation tool based on the Charlotte Danielson's framework. Teacher leaders will be chosen to act in the "train-the-trainer" model for all professional development. There are currently high school department chairs and Assistant Principals of Curriculum to ensure the implementation and continuation of any, and all, identified strategies. 4. What changes in decision making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) must accompany the transformation? In FY 201 1, for the first time in many years, principals were given an opportunity to provide input during the budgeting process. Principals have the flexibility to spend funds according to the needs of their building. A new process for hiring has been established to ensure principals can choose staff based on qualifications, rather than just seniority, and this process will continue; it has also been memorialized in District policy. Principals have the flexibility for staff scheduling, and have additional resources to extend learning opportunities for students, such as through the use of 21st Century grant monies. The principal and hislher staff can use the monies to decide how to best assist their students achieve greater success. 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? Principals will continue to have the support from the District in the form of content area curriculum Assistant Principals. These Assistant Principals will act in the capacity as instructional coaches for teachers through building level leadership teams, and department chairs. Through a systemic approach, leadership teams will learn the strategies that show proven success, and sustain changes by assisting new staff, and continuing to work with existing staff for practice and improvement. Ongoing professional development for principals will include; leadership skills and competencies, data analysis, best practice instructional strategies, effective teaching through the lens of the Danielson Framework, and the use of formative, and summative, assessments. The Turnaround Model 1. How will the LEA begin to develop a pipeline of effective teachers and leaders to work in turnaround schools? Through the assistance of the outside Lead partner, the Illinois Association of Regional School Superintendents (IARSS), intense professional development for teachers and principals will occur. One-on-one instructional coaching for teaching, which includes the modeling of best practice instructional strategies, analysis of student data to inform and differentiate instruction, and self-reflection, will be job embedded and occur twice a month. One-on-one principal coaching will occur for the principal and assistant principals in the areas of: best practice instructional strategies, data analysis, transformational leadership qualities and abilities, implementing walk-throughs, and the use of effective feedback for teachers to improve instruction. 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? Principal chosen based upon proven successes with facultylstudent achievement; previous school student data also factored. Principal shows trend of increased student achievement. Training: usinglanalyzing data with staff. Principal had intense I-to-1 coaching with 2 principal coaches and learned to: createlmaintain leadership teams; conduct walk-throughsleffective teacher feedback; construct data walls; continuously use data-decision making with teachers; target specific student needs through Individualized Learning Plans. ISBE 43-45P ARRAAssessment School Improvement Grant - Section 1003(g) (311 0) Page 13 of 92

14 3. How will the LEA support the school leader in recruiting and retaining highly effective teachers to the lowest achieving schools? Current teacher contract language does not allow the district to move a teacher with proven success in increasing student achievement from one school to a school with lower student achievement data; however,the District changed hiring practices for teachers this year. This change only affects those teachers with 4 years, or less of experience. All teachers meeting this criteria were fired and had to reapply for a position. They were all encouraged to bring a portfolio to interviews. 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)? This can only be implemented in our District by firing teachers with 4 years or less experience who are non-tenured. The process for this is further explained in #3 above, as well as in #2 under Transformation Model. 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? Language will be negotiated as part of the new evaluation process 6. What supports will be provided to staff selected for re-assignment to other schools? A teacher mentor in the same building will be assigned to work with the transferring staff. The building principal, district instructional coaches, and professional development will also be available to assist the staff. 7. What are the budgetary implications of retaining surplus staff within the LEA if that is necessary? The District cannot maintain surplused staff. 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? The District cannot execute and support a Turnaround Model due to REA teacher union contractual obligations. 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? Budgeting flexibility was evidenced during planning for the FY2011 budget. Principals were included for the first time throughout this process; however, staffing their buildings is still primarily dependent upon teacher contract obligations and seniority issues. 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 District iwill support in the form of content area curriculum Assistant Principals; they will act in capacity as instructional coaches for teachers through building level leadership teams, and Dept. Chairs. Through a systemic approach, leadership teams will learn strategies with proven success, and sustain changes by assisting new staff, and working with existing staff for practicelimprovement. Ongoing PD for principals will include; leadership skills and competencies, data analysis, best practice instructional strategies, effective teaching through the lens of the Danielson Framework, and the use of formative, and summative, assessments. ISBE 43-45P ARRA Assessment School Improvement Grant - Section 1003(g) (3110) Page 14 of 92

15 '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? 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. 3. Based on supply and capacity, which option is most likely to result in dramatic student growth for the student population to be servedhomegrown 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? 6. What are the budgetary implications of retaining surplus staff within the LEA if that is necessary? 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? ISBE 4345PARRA Assessment School Improvement Grant - Section 1003(g) (3/10) Page 15 of 92

16 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? 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? ISBE 43-45P ARRA Assessment School Improvement Grant - Section 1003(g) (3110) Page 16 of 92

17 8. What supports will be provided to recipient schools if current staff members are reassigned? 9. What safety and security considerations might be anticipated for students of the school to be closed and the receiving school(s)? 10. What are the budgetary implications of retaining surplus staff within the LEA if that is necessary? 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 fitwithin the LEA'S overall reform efforts? ISBE 4345PARRAAssessment School Improvement Grant - Section 1003(g) (3110) Page 17 of 92

18 Jefferson High School East High School -NAME FY 2011 ARRA School lmprovement Grant - Section 1003(g) Tier I and Tier II Intervention Model Selection for Schools TIER INTERVENTION flier I AN0 II ONLY) NCES ID t I II Tune- Restad Clowre Transformaton orno D U O Requested F"*ng $ n ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) - q q q q q q q 0 0 q q q q q q q q q 0 q q q q q q 0 $ o 5 O B $ q O $ 0 $ O $ $ q O $ $ q $ q O $ q $ $ $ o 5 $ ATACHMENT 3 Partnenng Ofganizatlon IARSS-Lead IARSS - Lead Paae 33 of 92

19 NOT APPLICABLE SCHOOL NAME FY 2011 ARRA School Improvement Grant -Section 1003(g) ATACHMENT 4 Tier I and Tier II Schools Eligible but Not Served tler " NCES ID # f n 11 I RL?AS(IN FOR NOT BEING SERVED ISBE 43-45P ARRA School Improvement Grant -Section 1003(g) (5110) Page 34 of 92

20 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT Page of FY 2011 ARRA School Improvement Grant - Section 1003(g) Proposal Abstract PART A: Briefly describe the overall objectives and activities related to the grant. Do not exceed 10 pages. East High School's school improvement project follows the criteria of a transformation model of intervention. The goals and objectives of this project, along with the proposed activities, were developed after trend analysis of the state assessment data by subgroup and analyses of local formative assessments. In 2009, the percentages of students meeting or exceeding standards ranged by subgroup ranged from 54% to 4% in readingllanguage arts and 31% to 4% in mathematics. The goal of this project is as follows: A) All students in the targeted high schools will make at least one year's progress in readingllanguage arts and in mathematics on RPS local assessments, B) the percentage of students in each subgroup by grade who are non-proficient in readingllanguage arts and mathematics on the PSAE will be reduced by 10 percent or more from the prior year, and C) the high school graduation rate will increase each year by 5%. The following objectives support this goal: 1.0 lncrease teacher and school leadership effectiveness. 1.I Establish quality school leadership. 1.2 Develop evaluation system for teachers and principals based on the Danielson model with the inclusion of student performance data. 1.3 lmplement performance evaluation model at the school-level. 1.4 lmplement performance evaluation model at the individual level. 1.5 Put in place an evaluation system to ensure quality instructional staffing in the high schools. 1.6 lmplement strategies to recruit, place, and retain quality staff to address students' needs. 2.0 lmplement comprehensive instructional reform strategies. 2.1 lmplement ongoing, job embedded PD aligned with transformation, instructional program, and reform strategies 2.2 Align instruction from one grade to the next and to Illinois academic standards. 2.3 Use formative, interim, and summative assessments to inform instruction for individual students 3.0 lncrease learning time and create community oriented schools. 3.1 Provide increased learning time. 3.2 lncrease family engagement. 3.3 lncrease partnerships with community entities to support students' needs. 4.0 Allow schools the flexibility and support needed to implement the transformation model. 4.1 Align staffing and budgeting to increase student achievement. 4.2 lmplement ongoing, intensive technical assistance through lead and secondary partners. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 35 of 92

21 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE 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. ATTACHMENT Page of An external partner will support East High School's transformation effort: the Illinois Association of Regional Superintendents of Schools (IARSS) will serve as the Lead Partner. The IARSS will help ensure fidelity of implementation of all SIG-related grant activities and will provide professional development. The IARSS will work closely with the BooneNVinnebago Regional Office of Education on select professional development activities including coaching and the development of learning communities. Professional development, oversight, monitoring, and evaluation support will also be provided by Rockford Public Schools. The specific activities that comprise this project are as follows: Objective 1.O: Increase teacher and school leadership effectiveness. Learning-Centered Leadership Institute for emerging leaders; Development of a new teacher system that includes a student growth model to evaluate teachers using student achievement; Administrator and teacher coaching; Building of internal coaching capacity; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. Objective 2.0: Implement comprehensive instructional reform strategies. Teacher coaching; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; Teacher Tours; Enhanced differentiated interventions using newly acquired educational products; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. Objective 3.0: Increase learning time and create community oriented schools. Zero hour and after school tutoring for struggling students, particularly in the area of reading; Peer mentoring program (Link Crew); PBlS coaching for teachers and parents; and Activities that promote family and community engagement, including parent academies. Objective 4.0: Allow schools the flexibility and support needed to implement the transformation Learning-Centered Leadership Institute for emerging leaders; Administrator and teacher coaching; Building of internal coaching capacity; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (511 0) Page 36 of 92

22 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT 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. Two new positions have been created to ensure that all activities are monitored and implemented on time and within budget. These positions include: 1) a SIG lmplementer from the RPS Leader Partner, the Illinois Association of Regional School Superintendents (IARSS), and 2) a SIG Specialist from the RPS District who will work in close partnership with all school and district personnel and project partners. At the school level, the key personnel include the Principal, two Assistant Principals of Curriculum and Instruction, and the Assistant Principal for 9th Grade Curriculum. At the district level, key personnel include the Executive Directors of Curriculum, Professional Development, and Accountability. In addition, a part-time reading teacher and PBlS coach will be hired to support this project. Students, families and community members were notified of the district and school's intent to apply for ISBE SIG funding through various means of communication, including community education summits, focus meetings, individual school websites, and televised Board of Education meetings. News of these meetings and forums have been made public knowledge through the Rockford Register Star (local newspaper), and broadcast on local TV stations. Additionally, the District leadership has been working at length with the Rockford Education Association (REA) teacher's union to ensure all staff is aware of and "onboard" with this initiative. The district and school have plans in place to communicate with all stakeholders throughout this project to inform them of project activities and progress, and to engage them in implementing or supporting certain activities. East High School is confident that it has designed a transformation project based on a careful analysis of needs and assets, based on research and best practice, with financial responsibility in mind, and with the input of all major stakeholders. East High School believes that through this proposed intervention, it will be able to meet its goal so that A) All students in the targeted high schools will make at least one year's progress in readingllanguage arts and in mathematics on RPS local assessments, B) the percentage of students in each subgroup by grade who are non-proficient in readingllanguage arts and mathematics on the PSAE will be reduced by 10 percent or more from the prior year, and C) the high school graduation rate will increase each year by 5%. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 37 of 92

23 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE I 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. ATTACHMENT Page of Jefferson High School's school improvement project follows the criteria of a transformation model of intervention. The goals and objectives of this project, along with the proposed activities, were developed after trend analysis of the state assessment data by subgroup and analyses of local formative assessments. In 2009, the percentages of students meeting or exceeding standards ranged by subgroup ranged from 52% to 7% in readingllanguage arts and from 40% to 10% in mathematics. The goal of this project is as follows: A) All students in the targeted high schools will make at least one year's progress in readingllanguage arts and in mathematics on RPS local assessments, B) the percentage of students in each subgroup by grade who are non-proficient in readingllanguage arts and mathematics on the PSAE will be reduced by 10 percent or more from the prior year, and C) the high school graduation rate will increase each year by 5%. The following objectives support this goal: 1.0 lncrease teacher and school leadership effectiveness. 1.I Establish quality school leadership. 1.2 Develop evaluation system for teachers and principals based on the Danielson model with the inclusion of student performance data. 1.3 lmplement performance evaluation model at the school-level. 1.4 lmplement performance evaluation model at the individual level. 1.5 Put in place an evaluation system to ensure quality instructional staffing in the high schools. 1.6 lmplement strategies to recruit, place, and retain quality staff to address students' needs. 2.0 lmplement comprehensive instructional reform strategies. 2.1 lmplement ongoing, job embedded PD aligned with transformation, instructional program, and reform strategies 2.2 Align instruction from one grade to the next and to Illinois academic standards. 2.3 Use formative, interim, and summative assessments to inform instruction for individual students 3.0 lncrease learning time and create community oriented schools. 3.1 Provide increased learning time. 3.2 lncrease family engagement. 3.3 lncrease partnerships with community entities to support students' needs. 4.0 Allow schools the flexibility and support needed to implement the transformation model. 4.1 Align staffing and budgeting to increase student achievement. 4.2 lmplement ongoing, intensive technical assistance through lead and secondary partners. An external partner will support Jefferson High School's transformation effort: the Illinois Association of Regional Superintendents of Schools (IARSS) will serve as the Lead Partner. The IARSS will help ensure fidelity of implementation of all SIG-related grant activities and will provide professional development. The IARSS will work closely with the BooneNVinnebago Regional Office of Education on select professional development activities including coaching and the development of learning communities. Professional development, oversight, monitoring, and evaluation support will also be provided by Rockford Public Schools. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 35 of 92

24 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT 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. The specific activities that comprise this project are as follows: Objective 1.O: Increase teacher and school leadership effectiveness. * Learning-Centered Leadership Institute for emerging leaders; Development of a new teacher system that includes a student growth model to evaluate teachers using student achievement; Administrator and teacher coaching; Building of internal coaching capacity; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. Objective 2.0: Implement comprehensive instructional reform strategies. Teacher coaching; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; * Teacher Tours; Enhanced differentiated interventions using newly acquired educational products; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 36 of 92

25 DISTRICT NAME AND NUMBER I REGION, COUNTY, DISTRICT, TYPE CODE I FY 2011 ARRA School Improvement Grant - Section 1003(g) Proposal Abstract PARTA: Brieflv describe the overall obiectives and activities related to the arant. Do not exceed 10 Daaes. ATTACHMENT Page of Objective 3.0: Increase learning time and create community oriented schools. Zero hour and after school tutoring for struggling students, particularly in the area of reading; Peer mentoring program (Link Crew); PBlS coaching for teachers and parents; and Activities that promote family and community engagement, including parent academies. Objective 4.0: Allow schools the flexibility and support needed to implement the transformation Learning-Centered Leadership Institute for emerging leaders; Administrator and teacher coaching; Building of internal coaching capacity; Development of building-level professional learning communities; Participation in an online nationwide professional learning community; and Cross-content and cross-level data teams that analyze student data and modify instruction based on student needs; new assessment tools and data management systems will facilitate this process. Two new positions have been created to ensure that all activities are monitored and implemented on time and within budget. These positions include: 1) a SIG lmplementer from the RPS Leader Partner, the Illinois Association of Regional School Superintendents (IARSS), and 2) a SIG Specialist from the RPS District who will work in close partnership with all school and district personnel and project partners. At the school level, the key personnel include the Principal, two Assistant Principals of Curriculum and Instruction, and the Assistant Principal for 9th Grade Curriculum. At the district level, key personnel include the Executive Directors of Curriculum, Professional Development, and Accountability. In addition, a part-time reading teacher and PBlS coach will be hired to support this project. Students, families and community members were notified of the district and school's intent to apply for ISBE SIG funding through various means of communication, including community education summits, focus meetings, individual school websites, and televised Board of Education meetings. News of these meetings and forums have been made public knowledge through the Rockford Register Star (local newspaper), and broadcast on local TV stations. Additionally, the District leadership has been working at length with the Rockford Education Association (REA) teacher's union to ensure all staff is aware of and "onboard" with this initiative. The district and school have plans in place to communicate with all stakeholders throughout this project to inform them of project activities and progress, and to engage them in implementing or supporting certain activities. Jefferson High School is confident that it has designed a transformation project based on a careful analysis of needs and assets, based on research and best practice, with financial responsibility in mind, and with the input of all major stakeholders. Jefferson High School believes that through this proposed intervention, it will be able to meet its goal so that A) All students in the targeted high schools will make at least one year's progress in readingllanguage arts and in mathematics on RPS local assessments, B) the percentage of students in each subgroup by grade who are non-proficient in readingllanguage arts and mathematics on the PSAE will be reduced by 10 percent or more from the prior year, and C) the high school graduation rate will increase each year by 5%. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 37 of 92

26 School Improvement Grant Program LEA PROPOSAL NARRATIVE REQUIREMENTS Section I: Overview and Rationale A. Demonstrate we have analyzed the needs of EACH school & selected model. COMPLETE AND ATTACH Section 1 of Needs Assessment (in Attachment 2) to narrative. Additionally, respond to EACH of the,follouring items: 1. Describe process utilized to complete N.A. and explain how performance data informed our selection of model. Rockford Public Schools worked closely with East High School and Jefferson High School to complete the needs assessment that informs the proposed project. Principals at each high school worked with their leadership teams. Data used to complete the needs assessment and to inform selection of a model included internal formative and summative data, School Improvement Plans, and school report cards. The SIG PlanningIDeveloping Team met to discuss and review all answers as a team. 2. Describe how team's responses to SECTION I1 of N.A. impacted decision(s) about appropriate model and our capacity to support requirements of models. The data for Jefferson and East High Schools indicated that we have subgroups that need targeted intervention. Table 1. Percentages of Students Meeting or Exceeding Standards on the PSAE

27 As shown in Table 1, there is a significant achievement gap in reading at both schools between White students and Black and Hispanic students. All subgroups at both schools struggle with math, where not even 50% of students per subgroup are meeting or exceeding standards. The data clearly indicates that our instruction is not meeting the needs of students. In the high school reading and math curriculum was fully aligned to state standards and the College Readiness Standards. Teachers were trained in how to specifically deliver a standards-based lesson. This occurred in job-embedded professional development through consultants that were instructional coaches in the classroom. This process occurred monthly, and only with the English and Math teachers. We would like to further implement and embed this type of professional development with more teachers to build capacity within our staff With a newly aligned curriculum, teachers need additional training on how to implement the standards-based lessons. This type of teaching model is a change from the way lessons are normally constructed and delivered at the high school level. In order to make long-lasting sustainable change, the staff will need two to three years of intense coaching and reflection on current instructional methodologies. Rockford Public Schools has selected the Transformation Model based on the following reasons: Keeping staff that has already been trained is financially responsible. The training to transform instruction has begun. The new methods need to be implemented completely with all staff Staff also began to familiarize themselves with the use and analysis of formative data. This process is also new and teachers need on-going practice to refine their new skills,

28 Table The two high schools implemented the district's new evaluation tool based on Charlotte Danielson's Framework for Effective Teaching. The next phase will be negotiations with the union to include student performance as a portion of the evaluation. The East principal has been replaced and the Jefferson principal was recently placed at Jefferson. The district has the capacity to support the requirements of transformation, as outlined in Table 2. District Support for Transformation Model Develop reward system for teachers who increase student achievement Provide job-embedded professional development and coaching for teachers Offer a Learner-Centered Leadership Institute Implement regular classroom walkthroughs The union has signed the MOU for the SIG and Race to the Top which signifies they are willing to incorporate contract language that states student performance is tied to monetarily if student achievement continues to show RPS offers a Learner-Centered Leadership Institute for current and emerging leaders. RPS has provided support for planning, and will provide monitoring and evaluation

29 Strategic partnerships that RPS has developed with the Illinois Association of Regional Superintendents of Schools, the Boone~Winnebago Regional Office of Education, and the University of Illinois College of Medicine will also be integral to helping to implement the requirements of the Transformation Model. 3. Summarize key functions, systems, policies, and processes we must examine and/or develop to support sustainability improvement efforts specifically related to: 1)

30 Leadership; 2) Evaluatingprincipal & teacher effectiveness; 3) Data-driven decision-making; 4) Instructional programs; and 5) Pro fessiorr a1 development, 6) Safe Schools. Leadership 1 Professional Development - Leadership teams at each high school have been developed this year. Teams, including the principal, received professional development in data analysis, cognitive coaching, and building teams. A leadership coach will continue to be provided as part of the Leadership Academy program. This will be an ongoing component of the comprehensive professional development plan. The Executive Director of Professional Development will oversee and implement the necessary professional development for leaders in the district. Principals directly report to the Executive Director of Schools. The Executive Directors will monitor and ensure development and implementation of leadership teams. Evaluating Principal and Teacher Effectiveness / Professional Development - RPS has been strengthening its principal and teacher evaluation systems in the last few years, and it will continue to do in order to build its human resources capacity. RPS' reforms in its principal and teacher evaluation systems is informed by the mandates in the Performance Evaluation Reform Act of Principal evaluations are conducted by the Executive Directors of Schools and contain student performance as a portion of the overall rating. In addition, principals are held accountable for knowing what effective teaching looks like and for helping teachers develop professionally so that they teach effectively. For teacher evaluations, both East and Jefferson high schools are currently using a new evaluation tool based on Charlotte Danielson's Enhancing Professional Practice fi-amework for effective teaching. Principals have received and will continue to receive professional development with regard to what effective teaching and effective feedback look like to help teachers improve their practice. A comprehensive professional development program for teachers is currently being developed. Data from teacher evaluations will be used to help identify areas most in need of improvement. As part of the

31 evaluation, teachers will be mandated to attend professional development sessions to address the areas in which they need improvement. Use of student performance as an indicator for teacher evaluations will be negotiated with the union. Executive Directors will monitor the implementation of the evaluation tool to hold principals accountable for recognizing effective teaching and supporting teachers' professional growth. Data Driving Decision Making / Professional Development - Formative assessments were developed this year for English and Math classes. Leadership teams began the process of learning to analyze and use data to inform instruction. Additional coaching next year will ensure that this process is embedded as a system throughout the schools. Teachers and principals will continue to develop and refine their skills in using formative assessment to inform decision making. Classroom coaches along with leadership coaches will provide ongoing job-embedded professional development in these areas. Leadership teams will also continue to use their data- based SIP plans to make improvements in teaching and learning. In addition, RPS is moving to adopt the SunGard data system, and provide every teacher in the district a laptop to make full use of this system (laptops are to be provided through a separate funding source). SunGard offers a comprehensive, real-time data management system that will enable the district to store a variety of district, school, and student data in one place and will offer easy yet secure access to data to administrators and teachers throughout the district. The move to this technology-based system is a significant one for RPS, which has not made extensive use of technology for data management in the past. The introduction of this new data management system at a time when school data teams are in place is opportune and holds much promise for data-driven instructional decision making.

32 Instructional Programs / Professional Development - This year the English and math curriculums were hlly aligned to state standards and College Readiness Standards. Teachers received professional development in this new alignment as well as how to teach to standards. Next year teachers will need additional coaching to refine and practice the skills that were learned this year. Additional support to teachers will come fiom the district's Assistant Principals of Curriculum that will monitor and assist in the implementation and Wher refinement of the standards-based curriculum and instructional model, and fi-om reading coaches that will be placed at each school to assist in the implementation of the curriculum and instructional model and provide job-embedded professional development to classroom teachers. Finally, intervention programs will be implemented for students below grade level in reading and math. Read 180 and ETA Cusinare programs will be required for identified students. Safe Schools - To promote a safe, orderly environment conducive to teaching and learning, a Positive Behavioral Interventions and Support External Coach will hired. The coach will instruct parents and teachers on how to implement PBIS strategies at home and in school, and will hold PBIS parent and teacher trainings. In addition, the Link Crew peer mentoring program is being put into place. In Link Crew, juniors and seniors will be paired with incoming fieshman to serve as mentors. The mentor-mentee pairs will attend at least 2 functions together during the school year. Link Crew serves as a complement to fi-eshman academies that are in place currently. Other Systems and Processes - The Office of Accountability for RPS will assist in the development and implementation of the systems and professional development being planned for next year. School improvement teams will continue to work together to ensure

33 implementation and sustainability of the new instructional programs, curriculum implementation, and instructional model. There will be a SIG advisory team at the building level to also help ensure the implementation and monitoring of new programming, professional development, and data analysis. High school English and math department chairs are in place at each school and will be members of the above-mentioned school level teams. 4. Describe the LEA'S ability to support rapid improvement and systemic change to create a thriving learning environment. In the last year, RPS has shown its commitment to turning around low performing schools, and to support rapid improvement and systemic change to create a thriving learning environment. A top priority of the newly hired (July 2009) RPS Superintendent, LaVonne M. Sheffield, Ph.D., is to turnaround Rockford's numerous underperforming schools. In the last school year, 524 individuals were let go in an effort to re-organize the district to better support turnaround. Changes in leadership took place in numerous schools, and principals were given the flexibility to have greater input into the staffing of their schools. Support for current and emerging leaders is provided through the district's Learning-Centered Leadership Institute, focused on developed strong organizational and instructional leaders. RPS continues to seek funding and develop partnerships to strengthen its leadership development program because the district recognizes that strong and effective leadership is essential for successful turnaround of low performing schools. The district has hrther demonstrated its commitment to turnaround through its negotiation with UnionIRockford Education Association to jointly develop and implement a new teacher evaluation system, reflecting the Charlotte Danielson fiamework. RPS has also submitted a Memorandum of Understanding in partnership with the ISBE for Race to

34 the Top (RT3) hnds i?om the USDOE, which embodies the principles of the ISBE SIG for turning around low performing schools. B. Develop annual goals and supporting objectives (Attachment B) based on identified need and selected intervention model. Goals must be SMART. (Page 12) Use info,from Attachment 8 to describe how we arrived at annual goals.for student achievement on ISAT and/or PSAE in both reading/language arts AND math. additionally, explain how we will monitor schools receiving funds to help ensure District's timely progression toward identified goals. Explain how LEA arrived at its annualgoals for student achievement. A trend analysis of the state assessment data by subgroup and analyses of local formative assessments were used to identify the annual goals for student achievement. In the past three years and longer, significant numbers of students in each subgroup failed to meet the State standards. In 2009, the percentages of students meeting or exceeding standards ranged by subgroup fi-om 52% to 7% in readingllanguage arts and fiom 40% to 10% in mathematics at Jefferson High School. At East High School the percentages ranged from 54% to 4% in readingllanguage arts and 3 1 % to 4% in mathematics. The following goal was developed in response to these findings: Goal 1: A) All students in the targeted high schools will make at least one year's progress in readingllanguage arts and in mathematics on RPS local assessments, B) the percentage of students in each subgroup by grade who are non-proficient in readingllanguage arts and mathematics on the PSAE will be reduced by 10 percent or more fiom the prior year, and C) the high school graduation rate will increase each year by 5%. In addition, the following objectives were developed to support progress towards the goal. The objectives are grouped according to criteria of the transformation model: 1.0 Increase teacher and school leadership effectiveness. 1.1 Establish quality school leadership.

35 Develop evaluation system for teachers and principals based on the Danielson model with the inclusion of student performance data. 1.3 Implement performance evaluation model at the school-level. 1.4 Implement performance evaluation model at the individual level. 1.5 Put in place an evaluation system to ensure quality instructional staffing in the high schools. 1.6 Implement strategies to recruit, place, and retain quality staff to address students' needs. 2.0 Implement comprehensive instructional reform strategies. 2.1 Implement ongoing, job embedded PD aligned with transformation, instructional program, and reform strategies 2.2 Align instruction fiom one grade to the next and to Illinois academic standards. 2.3 Use formative, interim, and summative assessments to inform instruction for individual students 3.0 Increase learning time and create community oriented schools. 3.1 Provide increased learning time. 3.2 Increase family engagement. 3.3 Increase partnerships with community entities to support students' needs. 4.0 Allow schools the flexibility and support needed to implement the transformation model. 4.1 Align staffing and budgeting to increase student achievement. 4.2 Implement ongoing, intensive technical assistance through lead and secondary partners. As can be noted in Attachment 8, a measurable outcome has been identified for each objective, along with evidence of outcome attainment. This outcome evaluation plan will facilitate the district's monitoring of the project.

36 Explain how LEA will monitor schools to help ensure LEA'S timely progression towards identified goals. To help ensure timely progression towards the goal, RPS will use local formative assessments and ACT assessments to track student growth. These assessments provide multiple data points by which to track progress and complement the PSAE, which is given only in the 1 lth grade. RPS has developed formative assessments with established reliability and validity for the core high school subjects. A summative assessment for each year will be given in a pre-post design to allow us to measure annual student growth. During the year, formative assessments aligned to the pre-post exam will be administered to help teachers identify students not maintaining adequate progress and to help develop appropriate interventions for the student. In addition, both high schools will fully implement Teachscape's Classroom Walkthrough (TCW) to provide data for monthly "dashboard" reports on how well the school is implementing instructional programs and effective instructional strategies. These monthly reports will be used to generate building-wide and departmental reflective discussions, data analysis, and action planning. Lastly, each student will be tracked on hislher progress on Explore (8-9'h grade), Plan (1 oth grade), the ACTIPSAE (1 1 th grade), and a college placement assessment such as Accuplacer ( 12~~ grade). Data will be used to identify individual students who are below standards andlor not progressing and to provide the necessary interventions. C.Identifj strategies that will be used to monitor 9 leading indicators designated as metvics by ED. MUST COMPLETE LEA Strategies to Address Leading Indicators forms (Attachment 9) and submit. Indicators are: 1) Number of minutes within SCHOOL year; 2) Student participation rate on ISAT or PSAE in readingllge arts and in math, BY STUDENT SUBGROUP; 3) Dropout rate; 4) Student attendance rate; 5) Number and %age of students completing AP, IB, early-college high schools, or dual enrollment classes; 6) Discipline incidents; 7) Truants; 8) Distribution of teachers BY PERFORMANCE LEVEL on our teacher evaluation system; and 9) Teacher attendance rate.

37 Table 3. Strategies that Address Leading Indicators. Baseline Data is for the school year. 53,320 minutes Increase minutes Zero hour tutoring for struggling students in reading. After school tutoring for students struggling in all subjects. After school PSAE prep program. Technology embedded into the deliverv curriculum. Decrease the drop-out rate Before and after school tutoring. Literacy across the curriculum. Professional development for teachers that will make school more engaging for students. Student learning plans put in place early in the school year. Technology embedded into the delivery curriculum. Number and % of Continue to improve PSAE prep class, before and after school students completing advanced course work tutoring. Relevant teaching strategies, advanced coursework, ( %) Quadrant D Lessons and Parent academies. The academies will touch on dual credit, advance placement course, NCAA guidelines and financial aid process. Technology embedded into the deliverv curriculum.

38 Decrease truancy Student engagement strategies, PBIS, teacher professional development, Danielson teacher evaluation tool. Before and after school tutoring to improve achievement. Technology 96.7% Improve teacher Teacher rewards program, st& development, attendance professional coaching process and the teacher evaluation tool. Technology embedded into the deliverv curriculum. D. Briefly summarize previous and current reform and improvement efforts that have occurred within last 5 years and explain what supported OR impeded their success. The District has understood the need to reform its high school program to increase student achievement and graduation rate for several years. Two major initiatives were started during the 2000s, but neither one significantly impacted achievement levels nor the graduation rate. The efforts were based on best practices, however inadequate resources and central office leadership changes hampered their effectiveness. The first effort, undertaken five years ago, used the Standards Alignment model fiom the Center for Performance Assessment, led by Doug Reeves. Teachers and building-level administrators were trained in decoding Illinois Learning Standards (ILS), developing Power Standards, and planning instruction to address ILS. General Power Standards were developed and discussed at the high school level, and some teachers reported a change in practice. This effort, while enjoying limited success, failed to have major and systemic impact due to leadership change and limited resources.

39 The Chief Academic Officer who initiated this effort assumed a similar position in another District and the new administrator did not sustain this effort. Without the support, financially and programmatically, of the central office, the training and implementation ended. The effort also was limited in it success due to inadequate resources. Coaching in actual classrooms was scarce, so while some teachers understood the concepts, they did not have the assistance to put them into practice. As a result, classroom instruction and instructional planning were little changed. The second effort, which was started three years ago, was a comprehensive model detailed in an ISBE-approved Restructuring Plan (RP). The RP called for aligning the curriculum to ILS, creating engaging units of instruction, developing career clusters, and implementing Data Teams in core curricular areas to address learning deficits uncovered by formative and sumrnative assessments. A coach, Gary Fields, was hired through a partnership with the RESPRO to provide 12 days of coaching in the high school. There were some successes with this effort, but again leadership and resource issues limited its effectiveness. When the Assistant Superintendent of Curriculum and Instruction retired during the second year of implementation, the program was not continued. Coaching, when provided, was not sufficient to impact classroom practice. The coach made visits to classrooms and wrote reports on what should be done, but failed to assist teachers in developing the lesson plans, designing instructional methods, and using that would net substantive improvement. Twelve days of coaching for approximately 100 FTE teachers was inadequate. Funds were also lacking to develop career clusters. In the fall of 2009, a new major initiative was launched to improve achievement and graduation performance at the high school. This effort is using established best practices and has

40 engaged teachers in curricular alignment to College Readiness Standards, as well as ILS. A limited amount of coaching, along with a substantial amount of technical assistance, has been provided through the use of ARRA funds. The effectiveness of this effort hangs in the balance at this time. If adequate resources can be acquired, then the effort will be able to have a widespread impact. The seeds of curricular alignment, standards-based lesson planning, using data to target instruction, and using Response to Intervention principles have been sown. Coaching is needed to assist each teacher to implement the reforms. The lessons learned regarding coaching fiom the two previous reform attempts is that models that offer coaching to teachers once or twice a month for a short time are not effective. Intentional, regularly scheduled coaching must be based on teachers expressed needs and on teacher evaluations. Coaching must be a combination of observation and modeling, and must involve interaction both during class and outside of class. Coaches must be prepared to work with teachers to design standards-based lesson plans that use differentiated instruction to meet the needs of diverse learners, and they must help teachers reflect on the lesson afterwards, including reflecting on student performance on classroom activities and assessments. In addition to assigning more resources to coaching, lessons fiom past reform efforts have also influenced changes made to the leadership structure. The new superintendent is committed to staying with the district for the next three years, and she has also introduced a series of reforms that ensures that the focus on "best practices" is shared by leaders at multiple levels. Through the district's leadership development program, principals and assistant principals are learning about best practices in administration and management, and instructional leadership. Both East and Jefferson high schools have new principals, with the principal of East recently hired, and the principal of Jefferson hired in the last two years. Principals now have

41 more control over their staff A significant number of district personnel were let go this year, and principals had the opportunity to hire new staff members based on the needs of their school. This change gives principals more flexibility, but also holds them more accountable. Assistant principals who once focused mainly on discipline now also focus on instructional content areas. In addition, there is a strong commitment to the development of instructional coaches who have the correct credentials for their work. Overall, the combination of organizational structure changes, professional development, and train the trainer models will help sustain the "Best Practice Initiative" that the district is currently focused on, and help it to meet the goals that the previous two reform efforts were unable to meet. E.Describe in detail what elements we do not currently have in place to maximize improvement efforts and what steps(nrocedures will be taken to obtain add'l support & technical assistance necessary to support systemic change & district improvement goals. Include steps/procedures that will be taken to support systemic change. We need more external classroom coaches, to complement district staff, who will assist teachers in standards-based instruction and data analysis. This year English and math teachers received classroom coaching fi-om consultants once a month. This was not sufficient to create sustainable change. More classroom coaching is needed to assist teachers one-on-one in designing and implementing standards-based, differentiated instruction and using data to enhance instructional decisions. In addition, principal coaching is necessary to help leaders develop systems within the buildings to sustain the instructional and organizational changes, such as data teams, that need to occur for sustainable change. The district currently has systems in place to support systemic change. These include an Office of Accountability, a Professional Development department working for both principals and teachers; Executive Directors that monitor and assist principals, and instructional leaders at the district level as well as building level.

42 F.Describe the LEA'S capacity to use school improvement funds to provide adequate resources and related support to each Tier I and Tier 11 school identified in the LEA'S application in order to implement,,fully and effectively, the required activities ofthe 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 RPS will help ensure effective and successful implementation for the SIC Transformation Model that will be facilitated at both District Tier I1 schools (East and Jefferson High Schools). Considerable thought and planning has been directed to developing and utilizing current district resources in order to provide essential support during all phases of implementation of this SIG proposal and ensuing Transformation Model implementations. Specific resources and support that will reinforce the effectiveness of implementation include: 1. Strong leadership and guidance at the Cabinet level. A top priority of the newly hired (July 2009) RPS Superintendent, LaVonne M. Sheffield, Ph.D., is to turnaround Rockford's numerous underperforming schoo Is. 2. Working with the Illinois Association of Regional Superintendents of Schools (IARSS) as our Lead Partner. The IARSS will oversee implementation of Transformation Model intervention activities, and ensure that guidelines, goals, and objectives are met. The IARSS will also provide oversight of implementation, and conformity of activities, to all RPS SIG support partners/subcontractors. The IARSS will work closely with select staff from the BooneIWinnebago Regional Office of Education (ROE) on professional development for relevant RPS staff trainings, as well as to help ensure fidelity of implementation of all SIG- related grant activities. The RPS, IARSS, and ROE have agreed to obligate dollars fi-om the SIG budget to hire a qualified educational administrator as an IARSS SIC Implementer to assist with oversight of the project. Additionally, during years two and three of implementation, the IARSS will provide cluster coaching in core curricular areas at East and

43 Jefferson High Schools. Coaching clusters provide focus, structure and assurance of forward progress on selected topics in a group coaching format. 3. A SIG Specialist will also be hired. This person already has extensive experience with SIG implementation. She currently oversees and coordinates SIG implementation of six existing RPS SIG Programs in six elementary schools throughout the district. 4. Expert principals. Todd France at East High School was selected by Cabinet and Board of Education members for his proven leadership successes as principal of Flinn Middle School. In addition, Mr. France has served as assistant principal at East High School. Don Rundall will remain at Jefferson High School to continue the turn around success he has already achieved at Jefferson in the less than 2 years he has been its principal. 5. The RPS has extensive experience in grant implementation at all levels of competition, including numerous State, Federal, and Foundation grants. Additionally, the RPS was fortunate to have received the most SIG awards (6) in the State of lllinois, and has received excellent evaluations regarding their progress and implementation. 6. The RPS has developed a longtime partnership with the University of Illinois, College of Medicine in Rockford. This partnership provides the RPS the assistance of a highly qualified external evaluator (Dr. Penny Billman) for technical assistance throughout the development of this SIG proposal. Dr. Billman will be hired to evaluate all phases of implementation of this SIG award to ensure the RPS meets or exceeds all goals, objectives, and outcomes established for this SIG project. 7. A School Improvement Grant Advisory Council (SIGAC) will be formed. To assure fidelity of project oversight and implementation, the SIGAC will include the SIG Implementer, SIG Specialist, representativels from each partnership, RPS administrators,

44 external evaluator, current school principals/assistant principals, teachers, representatives fi-om REA, community leaders, parents, and students. This Council will work closely with the SIG Implementer and Specialist to evaluate program data, monitor grant progress and implementation, and facilitate changes in SIG programming as necessary. The SIGAC will also serve as a medium to help ensure a diversity of perspectives is provided throughout project implementation. 8. The RPS offers a Learning-Centered Leadership Institute as a comprehensive professional development program for its district leaders, and aspiring school leaders. Participants engage in customized and core element activities aligned with individualized growth plans. 9. UnionIRockford Education Association (REA) support. The REA signed off on the SIG agreement and has worked together with RPS administration to develop and implement a new teacher evaluation system reflecting the Charlotte Danielson framework. 10. The RPS has submitted a Memorandum of Understanding in partnership with the ISBE for Race to the Top (RT3) funds from the USDOE. This commitment by the RPS confirms priorities for turning around schools, as the RT3 embodies the principles of the ISBE SIG initiative and draws a parallel to activities proposed in this proposal. 11. Commitment to sustaining initiatives of turning around schools, as shown in the RT3 MOU, as well as the sustainability timeline outlined in this proposal, (attachment 10). The SIG programs are recognized by district administrators, principals, assistant principals, teachers, parents, and community members as being a high priority effort, and as such, resources (monetary and human) have been, and will continue to be, allocated to ensure successfu1 and long-term implementation of the SIC program after knds fi-om the SIG grant award are expended.

45 Turning around the lowest-achieving schools involves change at several levels. Principals and assistant principals need to establish new expectations for teachers in the classroom and for students, which will require different instructional strategies than teachers are currently using. Bottom line: the status quo is not producing the necessary results, so changes are necessary. The school leaders will be challenged to support exemplary teachers, mentor andlor let go those who struggle with new pedagogy, and find resources to support the new approaches. Open, honest, ongoing performance evaluation of teachers will be needed to ensure instructional strategies are data-driven and do in fact lead to increased student learning. G. DOES NOT APPLY TO RPS SIG APPLICATION Section 11: Proposed Activities A. Describe actions we have taken, or will take, to: 1. Design & implement interventions consistent with final requirements (from USDOE guidance -APPENDIX A - Page 23 for TRANSFORMATION MODEL). We are complying with all of the required components for the Transformation Model. Develop and increase teacher and school leadership effectiveness. The first component is a new principal present at both East and Jefferson High Schools. The second component is the use of the Charlotte Danielson's Framework for teaching for the teacher's evaluation tool. This tool calls for teachers to show evidence of growth in four domains. Domain 3, which deals with instruction, calls for teachers to use assessments and instruction to reflect upon and revise their teaching through the use of data. Administrators in RPS have about half of their evaluation tied to student academic performance on the PSAE exam as well as other incremental test measures and factors. Through the evaluation process, principals are being held accountable for providing help for those teachers who are not increasing students' academic achievement. After providing

46 help for those teachers, if the teachers still are not producing results for increasing student achievement, then principals are being held responsible for evaluating those teachers out. A teacher evaluation system has been developed and implemented with the collaboration of UnionIRockford Education Association reflecting the Charlotte Danielson fi-amework. Both East and Jefferson High Schools have been and will continue to conduct all meetings where at least 75% of the meeting is based on the activities of teaching and learning rather than just management. In faculty meetings, department meetings, data team meetings, and school improvement meetings, the administration will provide job-embedded staff development on standards-based classrooms, the Rigor and Relevance Framework, Quadrant D lessons, literacy strategies, differentiation strategies, and data driven decision making techniques. External coaches will provide one-on-one coaching in these areas as well. Cluster coaching will be introduced in years 2 and 3. Teachers will also have the opportunity to conduct "teacher tours" where they can see exemplary staff in action. Staff will also be made aware of relevant and ongoing professional development opportunities both in and outside of the district. RPS will also offer its Learning-Centered Leadership Institute to current and emerging school leaders. Sessions are developed based on personalized professional development plans and will include offerings by the Boone/Winnebago County Regional Office of Education, a Leadership Speaker Series of Workshops, Cultural Competence Seminars, and the RPS Superintendent's Forum. School leaders will also be trained in conducting classroom "walkthroughs" using handheld technologies to quickly collect data about critical instructional practices. Comprehensive instructional reform strategies. Using effective instructional data is a central part of East High School's academic program. Our curriculum has been aligned to the

47 College Readiness Standards and has helped us implement a number of incremental formative tests in both English and math fi-om which to derive instructional data. Teachers are organized into data teams by both content and grade-level to evaluate this data and to adjust their instructional decisions. Teachers are expected to implement Target Teach Fundamental Lessons to bring up proficiency in basic skills where students are weak, as well as utilize Robert Marzano's effective teaching strategies to help with the differentiation of instruction. The school also has support services such as before and after school tutoring to help students achieve proficiency in the standards where they are weak or struggling. In addition, schools will purchase a variety of instructional and curriculum materials to support learning, including technology-based products. Teachers will engage in collaborative learning to develop new lessons using these products. Increase learning time & creating community-oriented schools. Recognizing that some students need additional instructional time to meet grade level expectations, zero hour activities will be offered to students. These activities will be classroom-based, with an approximate student-teacher ratio of 14: 1. Group instruction rather than individual tutoring will be provided, and technology will play an important role in activities, e.g. Read 180, System 44, Student Edge, Study Island, etc. To improve school climate, and make for a more safe and positive learning environment, a coach specializing in Positive Behavioral Interventions and Support (PBIS) will work with both teachers and parents and will provide training sessions. A peer mentoring program, Link Crew, will also be introduced; it will pair up juniors and seniors with fi-eshman in a structured To reach out to parents, families, and community members, each school will offer educational and enrichment events to help strengthen school, family, and community

48 connections. Events will allow students to showcase their skill sets and work with their parents, and the community at large. Both schools already provide various activities for the larger school community, but SIG fbnding will permit the schools to enhance their activities. In addition, Parent Academies will be held with workshops covering school, student, and district-related processes; the parent component ofthe new RPS SunGard informational system; computer classes; completion of FAFSA forms; required college preparatory classes; parenting skills; sand so forth. Workshop topics will depend on parentlfamily needs and resources and partnerships available. Provide operational flexibility and sustained support. Principals were given a great deal of flexibility in the last year to make adjustments that could improve educational achievement among all subgroups. Principals had the chance to be involved in the staffing of their schools in a way that had not been characteristic of the district in the past. A great deal of staffing changes were also made in the last year, and the district is committed to continuing these changes as necessary. In addition to greater flexibility in regards to human resources, principals also had a more flexibility regarding budgets. The bulk of the SIG budget is school-based. Support for schools in the implementation of this transformation model will be provided by Executive Director of Schools, the Executive Director of Curriculum, the Executive Director of Accountability, the Executive Director of Professional Development, and the Executive Director of Research, Federal Programs, and Grants (to help with coordination between Title 1 initiatives and the SIG), along with technology support. Table 4. Summary of Interventions

49 Develop and increase teacher and school leadership effectiveness Replace principal Develop evaluation systems for teachers and principals Develop reward system for teachers who increase student achievement Provide job-embedded professional development and coaching for teachers and principals, and cluster coaching Offer a Learner-Centered Leadership Institute Increase learning time & creating comm unity-oriented schools * Zero-hour activities for struggling students and primarily fbcused on reading Provide PBIS training for teachers and parents Develop the Link Crew peer mentoring program Hold Parent Academies and other events that promote school familv. and communitv connections 2. Screen & select external partners. Describe how selected partners and include Letters of Intent from partnering organizations. Describe measurable outcomes and time specific sewices we will receive from each partner. If we use partner not on approved provider list, we must describe how we recruited, screened, and selected such a partnerlprovider. Preapproval from ISBE is required prior to subcontracting with provider not on list. The RPS has selected the Illinois Association of Regional Superintendents of Schools (IARSS) as the Lead Partner for each Tier I1 high school (East and Jefferson) in this proposal. The IARSS is an approved provider for school transformation, and RPS has had a long-standing relationship with the organization. The IARSS will oversee implementation of Transformation Model intervention activities, and ensure that guidelines, goals, and objectives are met during all three years of the grant. The

50 IARSS will also provide oversight of implementation, and conformity of activities, to all RPS SIG support partnerslsubcontractors. The IARSS will work closely with select staff fi-om the Boonelwinnebago Regional Office of Education (ROE) on professional development for relevant RPS staff trainings, as well as to help ensure fidelity of implementation of all SIG- related grant activities. The RPS, IARSS, and ROE have agreed to obligate dollars fiom the SIG budget to hire a qualified educational administrator as an IARSS SIG Implementer to assist with oversight of the project. Additionally, during years two and three of implementation, the IARSS will provide cluster coaching in core curricular areas at East and Jefferson High Schools. Coaching clusters provide focus, structure and assurance of forward progress on selected topics in a group coaching format. Given the IARSS oversight role, all outcomes and measures identified in Attachment 8 will be tracked as part of monitoring and evaluation of the work of the IARSS. IARSS activities will contribute to the following measures associated with objectives 1 and 2 of this project. Annually, 100% of staff success~lly complete PD identified for them personally and for all high school teachers. By year 3, 100% of curriculum in core subject areas is research-based and aligned fiom grade to grade and with the Illinois Standards and implemented with fidelity. By year 3, 100% of classrooms will have evidence of differentiation instruction where student assessment data indicates the approach is appropriate. 100% of teachers meet or exceed performance standards established for the district. 3. Align other resources with interventions.

51 A number of resources and interventions are in place at East and Jefferson High Schools. Currently, many staff development ideas and initiatives are developed by the Principal's Advisory Committee (the school's leadership team) which is comprised of administration members, faculty members fi-om each department, as well as a few parents, and students. Each High School has coaches, department heads, and administrative team members who conduct classroom formative walk-throughs based on standards-based classroom components. Data teams by content and grade-level assess instructional data to drive their instructional decisions. After and before school tutoring is offered, but it needs to be expanded to accotnmodate more opportunities for students in a variety of subject areas. Both schools have extended learning opportunities for students who are struggling in particular standards. Students receive targeted assistance with those standards fi-om their teacher and then are reassessed to see if they have achieved proficiency in those standards. 4. Modify our practices/policies if necessary to enable our school to implement interventions, fully & effectively, detailing how we will work with the school board and teachers' union to accomplish changes. Provide any evidence of action already initiated related to intervention. Principals have selected and hired the administrative team that they needed to move student achievement forward in each building. Principals also hired teachers to fill their open positions based on certification, training, education and evidence of successfu1 performance. Based on these changes to the hiring process, principals will be held accountable for student achievement. In conjunction with these changes, RPS has worked closely with the teachers union, the Rockford Education Association, to develop and implement a new evaluation system reflecting the Charlotte Danielson kamework. The district and the REA have worked together to train administrators and teachers in the use of the new evaluation tool and process based on the Danielson kamework. Building this evaluation system continues to be an ongoing endeavor, as

52 the most recent review training is scheduled for May 25, 2010 and for summer The REA has signed off on the memo of understanding for the district's Race to the Top application. In addition to the above, the school administrators have worked closely with their respective teachers, other staff and community members to critique student data and the SIP initiatives for each school. 5. Discuss our plans to develop an evaluation system for teachers and principals incorporating student growth as a significant factor along with other factors described in Public Act Section 24A-7. Website address listed on page 13. We must assure a new evaluation system for teachers AND principals no later than the start of the school year. The Superintendent of Rockford Public Schools and the President of the Rockford Education Association have signed the Memorandum of Understanding to negotiate in good faith on all reform aspects contained within Race to the Top (Phase I and Phase 11), including our current teacher evaluation process. The process of moving teacher and administrator evaluation tools to more objective measures began in the school year. RPS and the REA adopted the Charlotte Danielson model of evaluation based on the Framework for Effective Teaching and have been jointly training administrators and teachers since August Ten schools in and ten additional schools in implemented the new process. The remainder of our schools will implement the new process during the school year. This new process has sparked healthy dialogue among many educators about effective instruction, constructive evaluation methodology, and using data and other objective items to demonstrate professional excellence. This three-year process has set the stage extremely well for the next phase of improving teaching and learning through evaluation.

53 Our commitment also includes continuing negotiations with the union on all reform aspects contained in the Race to the Top requirements such as, and including, incorporating student growth as part of the evaluation system and allowing for piloting of concepts, testing notions, and implementing a refined tool by The District has nearly completed a massive overhaul of its technology backbone and Student Information System (SIS) with the support of SunGard that will now allow us to track students, teachers, and assessments over the course of time, an ability that has not been present. When the new system is launched on July 1, 201 0, we will be able to extract data to support using a student growth model for teacher and administrator evaluation. The specific mix of assessments will be the focus of work groups during and The outcome of the negotiations will be presented to the Board of Education and Rockford Education Association for approval and implementation at the start of the school year. It is expected that the plan adopted for implementation will meet all criteria for the FY2011 School Improvement grant. B. Describe how we will increase capacig of school board, central office, & district administrators to oversee & implement intervention activities. Address any district reconfiguration needed to occur to support implementation (e.g. transformation officer, turnaround offficer, etc.). Provide job descriptions for newly created positions and list names and positions of key staff involved at BOTH the district level AND school level that will help ensure successful implementation (i.e. principal, central office transformation oficer, reading coach, intervention specialist, SIG coordinator, etc.) and any other positions that will he paid.from SIG funds. The Board of Education was made aware of the RPS' intention to apply for this SIG funding opportunity several weeks ago and have expressed their commitment and support as we work toward turning around our district's schools. The President of the Board of Education has provided a Letter of Support indicating their agreement to this proposal, and also their hopes that RPS is awarded funding.

54 The RPS will assign oversight and implementation of SIG initiatives to qualified and experienced Executive Directors, as well as creating new SIG-related positions for this purpose. These RPS staff will be key implementers and monitors throughout all three years of implementation, as well as all years of sustainability: Executive Director of Accountability; Executive Director of Curriculum; and the Executive Director of Professional Development. Additionally, two new positions will be hired to ensure all activities are monitored and implemented on time and within budget, as outlined in this proposal. These positions include: 1) a SIC Implementer fiom the RPS Leader Partner, the lllinois Association of Regional School Superintendents (IARSS), and 2) a SIC Specialist fi-om the RPS District who will work in close partnership with all of the aforementioned personnel. The SIG Implementer will oversee all implementation components of the SIG project to ensure all grant activities are implemented as per final approved ISBE grant application and award contracts. The SIG Implementer will actively participate in all ISBE auditlmonitoring activities along with all relevant RPS SIG oversight staff (i.e. SIG Coordinator, Executive Director of Accountability, Executive Director of Curriculum, Executive Director of Professional Development, etc.) The SIG Implementer will provide support and resources in all phases of implementation during the 3-year grant period and help ensure that all phases of implementation are on time and within budget per grant requirements and regulations. Oversight of the SIG Implementer will be provided by local BooneIWinnebago Regional Office (ROE) of EducationIIARSS. The SIG Specialist will report to RPS Executive Director of Accountability. The SIG Specialist will provide oversight and implementation of all grant activities for East and Jefferson High Schools; will schedule and coordinate all grant activities, including staff development, and

55 external evaluation activities; provide support and resources in all phases of implementation of grant during the 3-year grant period; act as liaison with all grant partners and contractual vendors; ensure that all phases of implementation are on time and within budget per grant requirements and regulations; and ensure completion of all annual and final report requirements. It is the hope of the RPS to fill the position of the RPS SIG Specialist with the person who currently holds this position as the RPS SIG Specialist for six current SIG elementary programs that will end as of September 30, Table 5 represents the names (if known) and positions of key personnel who will have responsibility to oversee and monitor all phases of SIG implementation and activities: Table 5. SIG Key Personnel I Dr. Caesar Mickens Executive Director of District I I Open Position *SIG lmplementer from the District and School IARSS I I Ryan Reinecke Curriculum & Instruction Jefferson High School I

56 I Assistant Principal I *Job descriptions are included for these new positions. Table 6 represents the positions of newly created positions that will be filled if SIG hnding is awarded. Job descriptions are included for these new positions. Table 6. Additional SIG Personnel I Intervention & Support I C. Submit a timeline delineating the steps the LEA will take to implement the selected school intervention model in each Tier I and Tier 11 school identified in the application. The timeline must span the entire term of the grant, and focus on district-level activities that will support the implementation of the intervention models. The timeline must include phases such as planning, implementation, and monitoring. Include items the LEA identified in Section I-A-4 and 11-B of the LEA Proposal Narrative Requirements section of this RFP. Explain how the LEA plans to sustain the reform efforts afier the grant-finding ends. Provide a sustainability plan with a corresponding timeline that.forecasts at least three years beyond the completion of the grant. Applicants must complete the Timeline and Sustainability Plan.forms and submit them with the proposal. Table 7. Implementation Timeline PLANNING TIMELINE 1. Attended ISBE SIG RPS receives word that March 29,2010 ISBE and RPS informational meeting in the SIG program will administration Bloomington. soon be available.

57 RPS begins official SIG Team Planning meetings. 3. Planning meetings and conference calls held. 4. Official ISBE SIG application released SIG meetings scheduled Apr~l 13,2010 with appropriate staff and partners. Meetings include RPS Cabinet members, LeadISupport partners, teachers' union members, external evaluator, Tier II school principals, current SIG Program Specialist, grant writer, and community members. Number of days for April, May, and meetings andlor June 2010 conference calls: e 5 meetings April 15 meetings May 2 Meetings June RPS receives notice of Week of May application timelines. 10,2010 Grant writer coordinates SIG planning and writing meetings. SEG Planning and writing teams Superintendent, Cabinet members, Grant Writer 5. Planning and writing SIG application for RPS, June 14,2010 Grant Writer continues until East High School and application submitted Jefferson High School completed and submitted. IMPLEMENTATION AND MONITORING TIMELINES (Note: Timeline dates are ~roiected based on a~~roximate date of AWARD notification1 1. RPS Board of SIG Awards announced August 9,2010 Superintendent, Education approval - RPS receives award Board of Education and Board of Education approves award and all implementation activities. 2. Prepare for SIG AwKts announced August 9,2010 Superintendent; implementation during - RPS receives awards SIG Planning and review by ISBE Writing Teams

58 Notification of key Notification made to: By August 13, Superintendent's RPS stakeholders and East & Jefferson 2010 office RPS Board of Education principals members SIG planning and writing teams RPS Community 4. Contact Lead and Partners notified. By August 13, Superintendent's Support Partners 2010 office SIG Program Monitoring Begins with #4; Superintendent's Office ensures steps 4-8 are implemented until SIG Specialist hired in step #8. 5. Advertise position Advertisement placed in By August 20, IARSSIROE for SIG Implementer selected marketing 2010 (Lead Partner - larss mediums and ROE) 6. Advertise RPS SIG Advertisement placed in By August 20, Superintendent Specialist Position selected marketing 2010 and RPS Human mediums Resources Dept, 7. Advertise RPS Advertisement placed in By August 20, Superintendent clerical position for SIG selected marketing 2010 and RPS Human program. mediums Resources Dept, 8. IARSS and ROE SIG lmplementer hired By September IARSS and ROE interview applicants for 3,2010 SIG lmplementer 9. RPS interviews RPS SIG Specialist and By September Human Resources applicants for SIG clerical assistance hired 3, Dept.; Executive Specialist and SIG continues Directors of clerical assistance. through June Professional 30,2013 Development, Accountability, and Curriculum SIG Program Monitoring continues as SIG Specialist begins program monitoring with RPS Executive Directors and SIG principals.

59 10. Implementation meetings begin with key stakeholders (SIG Implementer, Specialist, Principals, Executive Directors, Lead and Support Partners, External Evaluator) 1 1. SIG Specialist meets with each SIG School Principal individually to discuss individualized SIG implementation planning 12. SIG Lead and Support Partner contracts submitted, approved, and signed. First meeting scheduled and attended by key stakeholders * Responsibilities and timelines established for implementation. Creating SIG Advisory Council discussed; contacts established Additional meetings and agendas scheduled Meeting scheduled; additional implementation meetings scheduled for remaining of first year ending June 30,2011. Contractual agreements submitted By September SIG Specialist; 13,2010 and RPS Executive ongoing Directors through June 30,2013 By September SIG Specialist; 17, SIG Principals; ongoing Executive through June Directors 30,2013 Approved by SIG Parbsrs, RPS September 17, Superintendent, SIG Specialist, reviewed and renewed each year as needed 13. SIG External Evaluator contract submitted, approved, and signed. Contractual agreements submitted for review. Approved by SIG External September 17, Evaluator, RPS ongoing Superintendent, through June3 SIG Specialist 30, SIG Specialist and Meeting scheduled; By September SIG Specialist and SIG lmplementer meet additional meetings 25, SIG lmplementer to discuss coordination schedl~led for remaining ongoing of SIG activities and of first year ending June through June implementation 30, ,2013 SIG Program Monitoring continues with SIG lmplementer (from IARSS) AND SIG External Evaluator joining RPS SIG Specialist, RPS Executive Directors, and SIG principals for implementation and monitoring activities.

60 15. SIG implementation activities begin 16. SIG Advisory Council created 17. SIG External Evaluator prepares assessments and evaluation materials 1 8. SIG Advisory Council convenes Begin SIG activities and Implementation in both high schools: Staff meetings start Professional Development activities scheduledlordered for staff SIG vendors and services ordered for students and staff Lead and Support Partners begin activities Ordering of SIG supplieslmaterials Contacts made to create SlG Advisory Council (SIGAC); include: * Principals & Staff from each SIG high school * SIG Specialist SIG lmpkrnenter LeadtSupport Partners RPS Administration External Evaluator Community members Parents, and students External evaluator works with SIGAC to develop and create required assessment and evaluation materials to collect and report data SIGAC convenes for first meeting: additional meetings scheduled for remainder of first year ending June 30, October 1, 2010 SIG Specialist; and ongoing Executive through June Directors; SIG 30,2013 Implementer; SIG secretary; RPS supporting departments By October 1, SIG Specialist; 2010 contacts RPS Executive made; SIGAC Directors created Begins by SIG Specialist, October 1,2010 SIGAC, External - ongoing Evaluator, RPS through final Executive reporting after Directors June 30,2013 grant ending. By October 15, SIG Specialist and 2010, and SIG Principals ongoing through June 30,2013 SIG Program Monitoring continues with oversighffmonitoring of newly created School Improvement Advisory Council. SIG Implementer, RPS SIG Specialist, RPS Executive Directors, SIG External Evaluator, and SIG principals work with SIGAC to monitor implementation and activities.

61 First year activities Continuous SIGAC reviewed and modified, meetings and reviews if required, to ensure ensure all goals and fidelity of program. objectives are being met on time and within budget; modifications made to program as needed. 20. SIG Reporting Continuous monitoring requirements and assessing of activities to ensure ISBE requirements are met By November SIG Advisory 15,2010 Council through June All mandated deadlines met - as required by ISBE SIG External Evaluator, SIG Specialist, SIG Implementer 21. Planning for year two continuation program. Year 2 continuation application received, completed, and submitted. Within timelines specified by ISBE SIG Specialist, Grant Writer, SIGAC 22. RPS Board of Education approval. 23. Continuation of all carry-over activities from year one, and implementation of new year 2 activities 24. SIG Reporting requirements Year 2 Continuation SIG approval. Continuous SIGAC meetings and reviews of all year two activities to ensure implementation meets all goals and objectives, remains on time and within budget, and activities are adjusted as required. Continuous monitoring and assessing of activities to ensure ISBE requirements are met By July 1,201 1 or within 30 days of award announcement by ISBE By August 1, or within one month after award announcement by ISBE. Activity ongoing through June 30, AH mandated deadlines met - as required by ISBE SIG Specialist SIG Specialist, SIG Implementer, SIGAC SIG External Evaluator, SIG Specialist, SIG lmplementer 25. Planning for year three continuation program. Year 3 continuation application received, completed, and submitted. Within timelines specified by IS BE SIG Specialist, Grant Writer, SIGAC

62 RPS Board of Education approval. 27. Continuation of all carry-over activities from year two, and implementation of new year 3 activities 28. SIG Reporting requirements Year 3 Continuation SIG approval. Continuous SlGAC meetings and reviews of all year two activities to ensure implementation meets all goals and objectives, remains on time and within budget, and activities are adjusted as required. Continuous monitoring and assessing of activities to ensure ISBE requirements are met By July 1, 2012 or within 30 days of award announcement by ISBE By August 1, or within one month after award announcement by ISBE. Activity ongoing through June 30, All mandated deadlines met - as required by IS BE SIG Specialist SIG Specialist, SIG Implementer, SlGAC SIG External Evaluator, SIG Specialist, SIG lmplementer 29. SIG Sustainability Relevant SIG grant July 1,2013 RPS Executive for at least 3 years activities for through June Directors of Transformation Model 30,2016. Accountability; sustained for at least 3 Professional years after grant funding Development; and ends. Curriculum. The RPS will sustain all relevant activities of this proposal through continuing District leadership; budgetary, staff, and material resources; and community partnerships. Table 8 outlines how transformation strategies will be sustained beyond the life of the grant. The RPS recently completed a second round Race to the Top (RT3) grant application in partnership with the Illinois State Board of Education, and is optimistic that additional turnaround funding will be received?om this source within the next few months. RT3 initiatives and guidelines mirror those of the SIG guidelines, as well as the beliefs of the RPS Superintendent, Cabinet members, and all RPS school leadership teams. If RT3 funding is received, during the fourth year of awards (FY 2014), the RPS will be able to set aside a portion of these funds for sustaining some ofthe SIG initiatives included within this proposal.

63 Other sources of sustainability will include allocating dollars fi-om the RPS general budget (Fund 1 O), individual school budgets (East and Jefferson), Entitlement funds (Titles I, II- A, 11-D, III), Individuals with Disabilities Education Act (IDEA) funds, 21" Century Grant funding, and by aggressively applying for future grant funding aligned with SIG initiatives. Non-dollar resources will also be available to sustain funding for SIG initiatives through June Resources may include: 1) curriculum coaches trained throughout all three years of the project; 2) school leadership teams; 3) data teams; 4) instructional leaders developed through intensive, ongoing professional development; 5) RPS trainers developed by expert consultants fiom contracted providers (i.e. Read 180; Teachscape, etc.); 6) partnership initiatives with Northern Illinois University (i.e. ISBE Teacher Quality Partnership grant, Illinois Math and Science Partnership, etc.); and 7) additional community initiatives and partnerships, i.e. Rockford College, Rock Valley Community College, YWCA, Alignment Rockford, etc. Table 8. Sustainability Timeline 1. Transformation Model principals at East and Jefferson High Schools 2. East and Jefferson High School Leadership teams, data teams, etc. 3. Relevant SIG school professional development (PD) activities continue for staff and principals. Funding Sources: General fund Through June 30, (Fund 10) 2016 Funding Sources: Fund 10; Through June 30, Titles I, It-A; IDEA; School 2016 Budgets RPSIindividual school led Through June 30, Professional Development via Assistant Principals of Curriculum, train-the-trainer models, consulting expert educator workshops/seminars, community partners, etc. RPS Learning-Center Leadership Institute PD activities Data teams

64 ockford Public Schools # Extended learning day student activities (Zero hour and after school) - including teacher salaries 5. SIG Specialist to monitor activities for additional 3 years of implementation 6. SIG assessments and evaluation materials (for continued implementation of initiatives) 7. Teacher Tours 8. Student Assessments & Exit Tests 9. Accuplacer Assessmentpractice tests 10. Rewardlincentive system for appropriate and relevant staff of SIG Transformation Model high schools 11. TeachScape licenses for walkthroughs - data collection Coaching Train-the-Trainer models Funding Sources: Titles I, Il-A, Il-D, Ill; IDEA; School Budgets; Fund 10; funding through community partnershipslfunds (i.e. Northern Illinois University, WCA, Univ. of Ill., College of Medicine, etc.) Funding Sources: School Budgets; IDEA; Fund 10; 21 st Century grant funding; Title I, community partnershipslfunds Funding Sources: School Budgets; IDEA; Fund 10; Titles, I, Il-A, and Ill Funding Sources: Titles I, 11-A, Ill, IDEA, School Budgets, Fund 10 Will continue as needed, primarily with new teachers entering one of the Transformation Model schools. Funding Sources: Titles I, Il-A, Ill, IDEA, School Budgets, Fund 10 Funding Sources: Titles I, Il-A, Ill, IDEA, School Budgets, Fund 10 Funding Sources: Titles I, Il-A, Ill, IDEA, School Budgets, Fund 10 Reward system continues. Initiatives may include: Per Diem payments for summer trainings Stipends and substitutes for relevant professional development Payments for accepting additional expert teachers andlor leadership role as teacher coach andlor mentor Funding Sources: Titles I, Il-A, Ill, IDEA, School Budgets, Fund 10 Funding Sources: Titles I, Il-A, Ill, IDEA, School Budgets, Fund Through June 30, Through June 30, Through June 30, Through June 30, Through June 30, Through June 30, 2016 Through June 30, 2016 Through June 30, 201 6

65 and reporting 12. Community, family, and Funding Sources: Titles I, Il-A, parent events Ill, IDEA, School Budgets, Fund Positive Behavioral Funding Sources: Titles I, Il-A, Intervention & Support Coach 111, IDEA, School Budgets, Fund SunGard Cognos report Funding Sources: Titles I, Il-A, writer system Ill, IDEA, School Budgets, Fund IARSS, BooneJWinnebago No funding will be allocated; County Regional Office hawewer, suppartive partnership support services and StG assistance will continue with this agency Through June 30, Through June 30, Through June 30, Through June 30, 2016 Section 111: Level of Commitment A. Explain process used to consult with critical stakeholders regarding our application and implementation of SIG models in schools. Use Attachment 7 to provide names AND signatures as evidence of stakeholder engagement. During the school year the high schools in Rockford worked with Gary Fields, Senior Consultant fi-om the International Center for Leadership in Education. Mr. Fields met with each high school's faculty during the opening faculty meeting in August of 2008 to explain the process that they were going to be a part of that year. In September 2008, Mr. Fields spent 2-3 days in each high school immersing himself in the culture of that school and meeting with focus groups of students, parents, teachers, administrators, counselors, support staff, and clerical and custodial staff From the information that he collected, he developed a SWOT analysis which identified each school's strengths, weaknesses, opportunities, and threats. This information was presented to the staff in September In October of 2008, a team of individuals which consisted of staff and a few parents E-om each school were brought together for two work days to analyze the SWOT information and to craft action plans for the top five

66 weakness areas, using the school's strengths to target those weaknesses. These action plans were then put into place the second semester of the school year with ongoing support and visits from Mr. Fields. During the f ~st semester of the school year, the teacher's union leadership and the school district's leadership collaboratively presented information to the staff of each high school on Race to the Top and explained how they planned to go after that funding. During October of 2009, the staffs of each high school were also brought together for an overview presentation of the staff development that was going to be occurring at the schools for the remainder of the school year. From October 2008 through May 2009, there have been 8 coach to coach training sessions for English and math department heads as well as the curriculum assistant principals from each building; the last coach to coach session for this year happened on May 19. Ongoing staff development and dialogue also occurs in each building at monthly faculty meetings, department meetings, data team meetings, and school leadership teain meetings. In the spring of 201 0, the district held three Visualize conferences, each with the focus of developing a five year strategic plan. One for the business community; one for the non-english speaking community; and one for the general public. Over 600 people participated in the conferences, including parents, teachers, union representatives and administration representatives. Currently, the superintendent has ongoing community focus groups happening surrounding attendance zones for elementary schools. B. Detail how the communitv was given notice of intent to submit SIG application. Notification of the district's intent to apply for ISBE SIG funding was made through various means of communication, including community education summits, focus meetings, individual school websites, and televised Board of Education meetings. Following are the events and dates communications occurred:

67 March 20, 2010: Community-wide forum held by Dr. Sheffield to highlight and discuss the District's five-year strategic plan. During this meeting, Dr. Sheffield extensively referenced the district's plan to apply for upcoming SIG funding through ISBE and the United State Department of Education. May 4,2010: Focus meeting May 6,2010: Focus meeting May 11, 2010: Publically televised Board of Education meeting News of these meetings and forums have been made public knowledge through the Rock$ord Register Star (local newspaper), and broadcast on local TV stations. C. Describe our plan to support ongoing collaboration eforts and communication ~ ith staff;,families, and community. As the RPS pursues FY ISBE SIG funding, and as it seeks future funding that may be available, the District will continue to use all available media resources and public forum occasions to communicate our intent to support ongoing SIG collaboration efforts with staff, families, and community. Communication sources that may be used include the following: The RPS website homepage, and individual SIG school websites, will continually post SIG- related information and announcements updating all staff, parents, students, and community. Individual family, student, and staff school events funded by SIG hnds will be announced as such. A SIG Advisory Council will be created and will include leadership members fiom the RPS, community, SIG school staff, SIG school principals, SIG school students, and family members. Members will represent key stakeholders who will be involved in all implementation activities, ensuring that word of SIG initiatives are spread community-wide.

68 Board of Education members will be kept updated on SIG program progress during special Board of Education meetings; meetings will be broadcast on public television and covered by local newspaper reporters and local TV newscasters. The RPS Chief Communication Officer will be involved in appropriate media releases and special events hnded by SIG dollars. D. Describe level of support from key stakeholders for our SIG proposal. May include Letters of Support, as applicable. LOS from school board, teachers' union, school stafj partnering organizations, and other stakeholder groups will be considered most relevant in evaluation of proposals. An extensive level of support is evidenced by the list of participants and key stakeholders who have participated in the organization and development of this SIG proposal: Superintendent, LaVonne Sheffield, Ph.D. RPS Cabinet-level administrators Board of Education members - Letter of Support included East and Jefferson High School Principals, Assistant Principals, and staff Rockford Education Association teacher's union - Letter of Support Included Strategic planning with SIG Lead (IARSSIBoone-Winnebago County ROE) Community members via surveys indicating agreement with the importance of SIG-related initiatives for turning around schools. Survey data was gathered during the Visualize community forum on March 20, SIG development and planning team members: o Executive Directors o f Accountability Curriculum Research, Federal Programs, and Grants Professional Development o RPS Grant Writer o Current SIG Specialist of six ISBE elementary school SIG programs o East and Jefferson High School Principals o Student Assessments Manager o Dr. Penny Billman, University of Illinois, College of Medicine (non-paid, voluntary assistance) o Illinois Association of Regional School Superintendents (IARSS)

69 o Boonelwinnebago County Regional Office of Education

70 ATTACHMENT 6 Page 1 of 1 FY 2011 ARRA School lmprovement Grant - Section 1003(g) Selected Lead and Supporting Partners DISTRICT NAME AND NUMBER REGION. COUNTY, DISTRICT, TYPE CODE I NAME OF SCHOOL TO BE SERVED Jefferson High School NAME OF EXTERNAL PARTNER, CMO. OR EM0 Dr. Tatia Beckwith Assistant Regional Superintendent of Schools DeKalb County REP for the Illinois Association of Regional School Superintendents MEASURABLE AND TIME-SPECIFIC SERVICE(S) TO BE PROVIDED The Illinois Association of Regional School Superintendents will provide the following measurableltime-specific services: FTE SIG lmplementer (Turnaround Administrator) - 3 years 2. Oversight/monitoring of all SIG initiativeslactivities Coordination of all professional development activities with subcontractors - 3 years 4. Coaches for Cluster Coaching -Years 2 and 3 5. Coordination of serviceslprofessional development with the local BooneNVinnebago County Regional Office of Education ADDRESS (Street, City, State, Zip Code) 2500 North Annie Glidden Road Suite C DeKalb, IL EXTERNAL PARTNER lllinois Approved Provider Lead Partne~ Supporting Partner Partner needs to be approved by ISBE [7 CMO I ESTIMATED AMOUNT TO BE PAlD UNDER SUBCONTRACT (Should be same as budget) year 1 - $1,I 14,000, year 2 - $824,000 year 3 - $766,000 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE NAME OF SCHOOL TO BE SERVED East High School NAME OF EXTERNAL PARTNER. CMO. OR EM0 Dr. Tatia Beckwith Assistant Regional Superintendent of Schools DeKalb County REP for the Illinois Association of Regional School Superintendents MEASURABLE AND TIME-SPECIFIC SERVICE(S) TO BE PROVIDED The Illinois Association of Regional School Superintendents will provide the following measurableltime-specific services: FTE SIG lmplementer (Turnaround Administrator) - 3 years 2. Oversight/monitoring of all SIG initiativeslactivities - 3 years 3. Coordination of all professional development activities with subcontractors - 3 years 4. Coaches for Cluster Coaching - Years 2 and 3 5. Coordination of serviceslprofessional development with the local BooneNVinnebago County Regional Office of Education ADDRESS (Street, City. State, Zip Code) 2500 North Annie Glidden Road Suite C DeKalb, IL EXTERNAL PARTNER lll~nois Approved Provider Lead Partner Supporting Partner [? Partner needs to be approved by ISBE CMO EM0 ESTIMATED AMOUNT TO BE PAlD UNDER SUBCONTRACT (Should be same as budget) year 1 - $1,114,000 year 2 - $824,000 year 3 - $766,000 ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 38 of 92

71 FY 2011 ARRA School lmprovement Grant - Section 1003(g) ATTACHMENT 7 LEA Stakeholders Consultation and Signature Form Page 1 of 3 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. During the school year the high schools in Rockford worked with Gary Fields, Senior Consultant from the International Center for Leadership in Education. Mr. Fields met with each high school's faculty during the opening faculty meeting in August of 2008 to explain the process that they were going to be a part of that year. In September 2008, Mr. Fields spent 2-3 days in each high school immersing himself in the culture of that school and meeting with focus groups of students, parents, teachers, administrators, counselors, support staff, and clerical and custodial staff. From the information that he collected, he developed a SWOT analysis which identified each school's strengths, weaknesses, opportunities, and threats. This information was presented to the staff in September In October of 2008, a team of which consisted of staff and a few parents from each school were brought together for two work days to analyze the SWOT information and to craft action plans for the top five weakness areas using the school's strengths to be able to target those weaknesses. These action plans that were developed were then put into place the second semester of the school year with ongoing support and visitations from Mr. Fields. During the first semester of the school year, the teacher's union leadership and the school district's leadership collaboratively presented information to the staff of each high school on Race to the Top and explained how they planned to go after that funding. During October of 2009, the staffs of each high school were also brought together for an overview presentation of the staff development and coaching work that EN1 was going to be bringing to the schools for the remainder of the school year. From October 2008 through May 2009, there have been 8 coach to coach training sessions for English and math department heads as well as the curriculum assistant principals from each building; the last coach to coach session for this year is happening May 19th. Ongoing staff development and dialogue also occurs in each building at monthly faculty meetings, department meetings, data team meetings, and school leadership team meetings. The district's instructional council also meets once a month, and the school board meetings occur once every two weeks. Notification of the district's intent to apply for ISBE SIG funding was initiated through various means of communication, including community education summits, focus meetings, individual school web sites, and televised Board of Education meetings. Following are the events and dates communications occurred: March 20, 2010: Community-wide Visualize 2015 forum held by Dr. Sheffield to highlight and discuss the District's five-year strategic plan. During this meeting, Dr. Sheffield extensively referenced the district's plan to apply for upcoming SIG funding through ISBE and the United State Department of Education. Over 200 community members participated, and included teachers, union representatives, and administration representatives. May 4, 2010: Community Focus meeting May 6, 201 0: Community Focus meeting May 11, 2010: Publically broadcast/televised Board of Education meeting Additionally, District leadership has been working at length with the Rockford Education Association (REA) teacher's union to ensure all staff is aware of, and in agreement with, SIG initiatives, as well as RT3 initiatives. News of these sessions have been made public knowledge through the Rockford Register Star (local newspaper), and broadcast on local TV stations. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 41 of 92

72 w~oj a~nleus!s pue uo!)qlnsuo3 sjaploqayqs y3-1 (~)sooc Uo!WaS - WeJ9 IuaLua~oJdUJl loo43s VtltlV CCOZ Ad

73 FY 2011 ARRA School Improvement Grant - Section 1003(g) LEA Stakeholders Consultation and Signature Form ATTACHMENT 7 Page 3 of 3 ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 43 of 92

74 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATACHMENT 8 LEA Goals and Objectives Page - I OfJy 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 #: 1.0 YEARS 1, 2, AND 3: Increase teacher and school leadership effectiveness. Objective #: 1.I Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEAR ONE: Establish quality school leadership. Principals who meet the transformational model requirement are in place by July 1, HR records indicate principals are hired and with start dates before July 1, July 1, District School Partner Other ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 45 of 92

75 FY 2011 ARRA School Improvement Grant - Section 1003(g) A'TTACHMENT 8 LEA Goals and Objectives Page - 2- offi 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 nmely (S.M.A.R T.). Supporting objectives must be provided w~th 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 #: 1.0 cont YEARS 1,2, AND 3: Increase teacher and school leadership effectiveness. Objective #: 1.2 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEAR ONE: Develop evaluation system for teachers and principals based on the Danielson model with the inclusion of student performance data. Administrators and principals recommend jointly an evaluation system that meets the mandates in the Performance Evaluation Reform Act of Contextual analysis of meeting notes show progress. Model recommended no later than May 31,2011. May 31,201 1 District IJI school Partner Other ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 46 of 92

76 I Do not type outside box areas. Use additional pages if necessary. I FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives Page 3 of j J 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 #: 1.0 COnt YEARS 1, 2, AND 3: Increase teacher and school leadership effectiveness. Objective #: 1.3 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEAR TWO: Implement performance evaluation model at the school-level. School level incentives are rewarded based on the pilot evaluation system. Data analysis records showing how incentives were rewarded and evidence of the reward being given August 31, 2012 District School Partner Other ISBE 43-45L (5110)

77 FY 2011 ARRA School lrn~rovement Grant -Section 1003(a1 ATTACHMENT 8 LEA ~oals and Objectives Page l?l of a%! 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. I Do not type outside box areas. Use additional pages if necessary. 1 Goal #: 1.0 cont YEARS 1, 2, AND 3: Increase teacher and school leadership effectiveness.-, Objective #: 1.4 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEAR THREE: Implement performance evaluation model at the individual level. Teacher-level and principal-level incentives are rewarded based on the evaluation system. Data analysis records showing how incentives were rewarded and evidence of the reward being given. August 31,2013 District School Partner Other

78 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives I Do not type outside box areas. Use addltional pages If necessary. I Page S of /Lj Directions The LEA must prov~de the annual goals for lmprovlng student achievement on state assessments In both read~ngllanguage arts and math. Goals must be Specific, Measurable, Attamable, Relevant and Tlmely (S.M.A.R.T.). Supporting objectives must be provlded w~th a target date for completion. ldentlfy the ~ndlvldual(s) respons~ble for ensuring that the goal IS addressed, and the lnd~vldual(s) respons~ble for ensurlng that the objective 1s completed Goal #. 1.0 cont YEARS 1, 2, AND 3: Increase teacher and school leadership effect~veness.

79 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives Page L Directions The LEA must prov~de the annual goals for lmprovlng student achievement on state assessments In both readlngllanguage arts and math. Goals must be Specific, Measurable, Attainable, Relevant and T~mely (S.M.A.R.T.). Supporting objectives must be prov~ded w~th a target date for completion. ldent~fy the ~ndlvldual(s) respons~ble for ensuring that the goal 1s addressed, and the indlv~dual(s) responsible for ensurlng that the objective 1s completed I Do not type outside box areas. Use additional pages if necessary. 1 Goal #: 1.0 c0nt YEARS 1, 2, AND 3: Increase teacher and school leadership effectiveness.

80 I Do not type outside box areas. Use additional pages if necessary. I FY 2011 ARRA School Improvement Grant -Section 1003(g) ATTACHMENT 8 LEA ~oals and Objectives Page 7 of /Y 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 ensurincr that the obiective is comoleted. Goal #: 2.0 YEARS 1, 2, AND 3: Implement comprehensive instructional reform strategies.

81 I Do not type outside box areas. Use additional pages if necessary. I FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives Page % of 14 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 obiective is com~leted. Goal #: 2.0 cont YEARS 1, 2, AND 3: Implement comprehensive instructional reform strategies. Objective #: 2.2 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEARS ONE, TWO, THREE: Align instruction from one grade to the next and to Illinois academic standards. By year 3, 100% of curriculum in core subject areas is research-based and aligned from grade to grade and with the Illinois Standards and implemented with fidelity. Annual review of curriculum to assess and make recommendations for change in regards to I ) vertical alignment and alignment to state standards; 2) fidelity of implementation of curriculum; and 3) changes in student achievement. July 1, 2010 (80%) July 1, (90%) July 1, 2012 (1 00%) District School IJJ Partner Other ISBE 43-45L (5110)

82 I Do not type outside box areas. Use additional pages if necessary. I FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA ~oals and Objectives Page 9 of 14 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 #: 2.0 cont YEARS 1, 2, AND 3: Implement comprehensive instructional reform strategies. Objective #: 2.3 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEARS ONE, TWO, THREE: Use formative, interim, and summative assessments to inform instruction for individual students. By year 3, 100% of classrooms will have evidence of differentiation instruction where student assessment data indicates the approach is appropriate. Monthly Teachscape's Classroom Walkthrough data will be tracked to show increasing differentiation in classrooms. June 30, (80%) June 30,2012 (90%) June 30, 2013 (1 00%) (JI District IJI School IJI Partner Other ISBE (5110)

83 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA ~oals and Objectives Page - l0ofjy 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 #: 3.0 YEARS 1, 2, AND 3: Increase learning time and create community oriented schools. I Do not type outslde box areas. Use additional pages if necessary. (

84 FY 2011 ARRA School Improvement Grant -Section 10031n) ATTACHMENT 8 LEA ~oals and Objectives ( Do not type outside box areas. Use additional pages if necessary. I Page 11 of lq 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 #: 3.0 cont YEARS 1, 2, AND 3: Increase learning time and create community oriented schools.

85 ( Do not type outside box areas. Use additional pages If necessary. I FY 2011 ARRA School Improvement Grant -Section 1003(g).- LEA ~ o a and k Objectives Page ATTACHMENT 8 /L of I$/ 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 #: 3.0 cont YEARS 1, 2, AND 3: Increase learning time and create community oriented schools.

86 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives 13 of* Directions The LEA must prov~de the annual goals for lmprovtng student ach~evement on state assessments In both readlngllanguage arts and math. Goals must be Spec~fic, Measurable, Attatnable, Relevant and Tlmely (S.M.A.R.T.). Supporting objectives must be prov~ded w~th a target date for completion. ldent~fy the ~ndiv~dual(s) responstble for ensuring that the goal IS addressed, and the lndlvidual(s) respons~ble for ensurlng that the objective 1s completed. I Do not type outside box areas. Use additional pages if necessary. I Page - Goal # 4.0 YEARS 1, 2, AND 3: Allow schools the flexibility and support needed to implement the transformation model. - Objective #: 4.1 Measurable Outcome(s) Evidence of Improvement or Progress Target Date Includes YEARS ONE, TWO, THREE: Align staffing and budgeting to increase student achievement. School staffing and budget reflect the implementation of the transformation model. Annual review of staffing and expenditures as they relate to the transformation model and SIP. July 31, July 31, 2012 July 31, 2013 District School Partner Other ISBE (5110)

87 ( Do not type outside box areas. Use additional pages if necessary. 1 FY 2011 ARRA School Improvement Grant - Section 1003(g) ATTACHMENT 8 LEA Goals and Objectives Page ~q of lq 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 #: 4.0 cont YEARS 1, 2. AND 3: Allow schools the flexibility and support needed to implement the transformation model. Objective #: 4.2 Measurable Outcorne(s) Evidence of Improvement or Progress Target Date YEARS ONE, TWO, THREE: Implement ongoing, intensive technical assistance through lead and secondary partners. Annually, 100% of the proposed technical assistance from the primary, secondary, and contractual consultants is provided and the impact of their assistance assessed. Project documentation, direct observation, and feedback from staff indicate the assistance was received and of quality. Feedback used in planning for the following year. June 30,201 1 June 30,2012 June 30,2013

88 FY 2011 ARRA School Improvement Grant -Section 1003(g) LEA Strategies to Address Leading Indicators ATTACHMENT 9 Panp nf 2 Directions: LEA should identify strategies to address each leading indicator. As strategies are developed there should be a connection to the LEA proposed activities in section il of the LEA Proposal Narrative Requirements Section of the RFP. 1. Number of minutes within the school year 3. Dropout Rate LEADING INDICATOR 2. Student participation rate On State assessments in reading1 language arts and mathematics, by student subgroup 4. Student Attendance Rate 5. Number and percentage of students completing advanced coursework (e.g. APIIB), early-college high schools, or dual enrollment classes 6. Discipline Incidents 7. Truants LEA AVERAGE 'see attached page % 'see attached page 8. Distribution of teachers by performance level on an LEA'S el-~i~h teacher evaluation system 78-Medium 9. Teacher Attendance Rate LEA AVERAGE 'see attached page 5.6% 92.1% *see attached page BASELINE INFORMATION There are 53,320 minutes of instruction in the school year (172 days X (360 minutes per day less 50 minutes per day for lunch and passing). Rate computed by the testing company for all students. The rate is also published in our School Report Card and on our AYP sheet. Have tracked rate for all students, but will disaggregate the information with our new Student Information System starting in FY2011. Track school attendance on monthly basis; offer guidance through Attendance and Truancy Office to interpret data Students involved in AP and Dual Credit courses is tracked by racelethnic categories through course registration information. Total number of Discipline Referrals tracked as written by teachers for each ethniclracial and the number of expulsions for each racelethnic group Truancy tracked by subgroup in FY2009; information also published in our SIP and School Report Card. Not all building staff are evaluated every year. STRATEGY FOR IMPROVEMENT Targeted instruction: add 50 mins. in a.m.lschool day and 50 mins after school tutoring end of day. Total = 17,200 add'l instructional mins. Actively promote ALL student participation on annual PSAE. Follow all ACT guidelines; offer test prep; publicize PSAE in community. 8th-9th gr. transition plans; if funded, train in Link Crew; training Guidance Counselors in Developmental Counseling Implement early "warning" system; added Attendance Specialist; improve student support efforts to eliminate barriers Sustain AP Prep Program-starts in 8th gr. to increase diversitylbreadth of students; Accuplacer prep course in 2011 Will implement.20 FTE PBlS external coach each school if funded; already implement PBlS at elementarylmiddle schools Implement early "warning" system allowing more time to intervene; added Attendance Specialist; expanded alternative & virtual ed. Continue to work in partnership with teacher's union (REA) to amend contract to allow this provision % 196.7% I Staff attendance rate first tracked and I Will publish monthly; promote published for FY2010. wellness initiatives group cohesiveness to improve attendance rates. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 47 of 92

89 East High School FY 2011 ARRA School Improvement Grant - Section 1003(g) LEA Strategies to Address Leading Indicators Attachment 9?4qe 2 04 LEADING INDICATOR LEA AVERAGE LEA AVERAGE BASELINE INFORMATION STRATEGY FOR IMPROVEMENT 2. Students participation rate on State assessments in reading/language arts and mathematics, by student subgroup White 98.5% Black 97.4% HlSpanlC 98.0% Economically Disadvantaged 91 5% Students with Dlrabilitier 91 5% White 95.2% Black 910% Hlrpantc 901% Econom!cally D~radvantaged 92.8% Students with Dnsab~litier 92.6% Rate computed by the testing company Actively promote ALL student participation for all students. The rate is also published on annual PSAE. Follow all ACT guidelines; in our School Report Card and on our AYP offer test prep; publicize PSAE in sheet. community. 6. Discipline Incidents Number of Expulsions As\slan/Paclflc Islander 36 Black 2111 Hispanic 865 Multiracial 104 White 1167 astanlpaafic Islander 13 Islander Black 23 Black 5 Hlspanlc 1 Htspanic NIA Multlraclal ArianlPac~f~c Islander 49 Black 2288 Hlspanlc 701 Mult~raclal 117 Whlte 1092 ArlanIPaafic NIA Multlraclal NIA Whlte 9 Whnte 1 NIA Total number of Discipline Referrals tracked as written by teachers for each ethnicfracial and the number of expulsions for each racefethnic group Will implement.20 FTE PBlS external coach each school if funded; already implement PBlS at elementaryfmiddle schools.

90 SUSTAINABILITY PLAN ATTACHMENT 10 YEAR ONE 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 orant. 1. Transformation Model principals remain at East and Jefferson High Schools 2. Principal, Assistant Principals, Leadership Teams, Data Teams, School Department Chairs - positions remain intact. 3. Appropriate instructional leadership staff receive ongoing, extensive professional development in school leadership via RPS Learning-Centered Leadership Academy, Regional Office PD, ISBE initiatives, etc. 1. Superintendent apprised of all SIG initiativeslactivities sustained. 2. Retain 1.0 FTE SIG Specialist (RPS employee) - through Department of Accountability to ensure relevant SIG initiativeslactivities continue. 3. Executive Directors of following departments partner for continual monitoringloversight to ensure relevant SIG initiativeslactivities continue: Accountability, Professional Development; Curriculum; Schools. 4. Principals, Assistant Principals, School Leadership Teams continue monitoringloversight to ensure relevant SIG initiativeslactivities continue. 5. Smaller (fewer members) SIG Advisory Council remains operational; continues activities to overseelmonitor relevant SIG initiativeslactivities. 1. FINANCIAL RESOURCES allocated for sustaining relevant SIG initiativeslactivities will only be expended from those sources of funding that will ensure supplanting is NOT an issue throughout all phases of sustainability. Financial sources may include: General Funds (Fund 10); School Budgets; Titles I, Il-A, Il-D, Ill; 21st Century Grants; IDEA; Transportation Budgets. 2. SUPPORT RESOURCES will include: a) staff from all RPS departments relevant to supporting relevant SIG initiativeslactivities, i.e. Purchasing, Accountability, Finance, Curriculum, Schools, etc., b) Partnership initiatives (professional development, mentoring, etc.) with universities, colleges, community partners, etc., c) External evaluator assistance to finalize grant reports 3.Train-the-Trainer models and instructional coaching models provide sustainability 1. Data teams and Leadership Teams will remain operational to assist in data-driven decision making 2. Stipends paid to staff, as directed, andlor contracted, for PD involving training of teachers to enhance data-driven decision making; data analysis; etc. 3. Ongoing PD in all areas of data analysis that may affect data-driven decision-making using quality data, including using formative and summative assessments. 4. Continue using non-mandated supplemental high school assessment tests (i.e. Accuplacer, etc.), and formative and summative tests developed by instructional support andlor subcontracted partners. 5. Data walls continue. 6. Data collection, disaggregation, and evaluation continues for extended day SIG-related activitieslinitiatives. 1. Intense principallassistant Principal coaching to enhance leadership skills. 2. Principals trained to analyze data with staff; teach proper skills for data-driven decision making. 3. Walkthroughs provide data relevant to teacher expertise; provides overview of skills teacher may need PD to enhance, etc. 4. Evaluation tool based on Charlotte Danielson model; student growth model to be included as one of the measures of teacher evaluation 6. Principals provided more active role in hiring teachers; no longer based strictly on teacher seniority contractual provisions. 7. Staff reward-based system continues, i.e. per diem pay may be offered for summer andlor weekend trainings. 8. Intensive PD opportunities based on teacher needs. Additional Considerations: ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 48 of 92 3

91 SUSTAINABILITY PLAN ATTACHMENT 10 Page 2 of 3 YEAR TWO 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. 1. Transformation Model principals remain at East and Jefferson High Schools 2. Principal, Assistant Principals, Leadership Teams, Data Teams, School Department Chairs - positions remain intact. 3. Appropriate instructional leadership staff receive ongoing, extensive professional development in school leadership via RPS Learning-Centered Leadership Academy, Regional Office PD, ISBE initiatives, etc. 1. Superintendent apprised of all SIG initiativeslactivities sustained. 2. Retain 1.0 FTE SIG Specialist (RPS employee) - through Department of Accountability to ensure relevant SIG initiativeslactivities continue. 3. Executive Directors of following departments partner for continual monitoring/oversight to ensure relevant SIG initiativeslactivities continue: Accountability, Professional Development; Curriculum; Schools. 4. Principals, Assistant Principals, School Leadership Teams continue monitoringloversight to ensure relevant SIG initiativeslactivities continue. 5. Smaller (fewer members) SIG Advisory Council remains operational; continues activities to overseelmonitor relevant SIG initiativeslactivities. AUWINQ RESOURCES AND SUPPORT SYSTEMS 1. FINANCIAL RESOURCES allocated for sustaining relevant SIG initiativeslactivities will only be expended from those sources of funding that will ensure supplanting is NOT an issue throughout all phases of sustainability. Financial sources may include: General Funds (Fund 10); School Budgets; Titles I, Il-A, Il-D, Ill; 21st Century Grants; IDEA; Transportation Budgets. 2. SUPPORT RESOURCES will include: a) staff from all RPS departments relevant to supporting relevant SIG initiativeslactivities, i.e. Purchasing, Accountability, Finance, Curriculum, Schools, etc., b) Partnership initiatives (professional development, mentoring, etc.) with universities, colleges, community partners, etc., c) External evaluator assistance to finalize grant reports 3.Train-the-Trainer models and instructional coaching models provide sustainability USING QUAllN DATA r0 INFORM WCISION M INO 1. Data teams and Leadership Teams will remain operational to assist in datadriven decision making 2. Stipends paid to staff, as directed, andlor contracted, for PD involving training of teachers to enhance data-driven decision making; data analysis; etc. 3. Ongoing PD in all areas of data analysis that may affect data-driven decision-making using quality data, including using formative and summative assessments. 4. Continue using non-mandated supplemental high school assessment tests (i.e. Accuplacer, etc.), and formative and summative tests developed by instructional support andlor subcontracted partners. 5. Data walls continue. 6. Data collection, disaggregation, and evaluation continues for extended day SIG-related activitieslinitiatives. RECRUITING, RETANING, AND NALUAtlNG QUAUM TEACHERS AND WNISTRATORS 1. Intense principallassistant Principal coaching to enhance leadership skills. 2. Principals trained to analyze data with staff; teach proper skills for data-driven decision making. 3. Walkthroughs provide data relevant to teacher expertise; provides overview of skills teacher may need PD to enhance, etc. 4. Evaluation tool based on Charlotte Danielson model; student growth model to be included as one of the measures of teacher evaluation 6. Principals provided more active role in hiring teachers; no longer based strictly on teacher seniority contractual provisions. 7. Staff reward-based system continues, i.e. per diem pay may be offered for summer andior weekend trainings. 8. Intensive PD opportunities based on teacher needs. Additional Considerations: ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 49 of 92

92 SUSTAINABILITY PLAN YEAR THREE ATTACHMENT 10 Page 3 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. - BUILWNG LEADERSHIP CAPACITY 1. Transformation Model principals remain at East and Jefferson High Schools 2. Principal, Assistant Principals, Leadership Teams, Data Teams, School Department Chairs - positions remain intact. MONITORING OPERATIONAL EFFECTIVENESS % Superintendent apprised of all SIG initiativeslactivities sustained. 2. Retain 1.0 FTE SIG Specialist (RPS employee) -through Department of Accountability to ensure relevant SIG initiativeslactivities continue. 3. Appropriate instructional 1 3. Executive Directors of followins leadership staff receive ongoing, departments partner for continualextensive orofessional develo~ment monitorinaloversiaht to ensure in school leaders hi^ via RPS ' I relevant <IG initia~iveslactivities ~eamin~-~enterei~eadershi~ continue: Accountability, Academy, Regional Office PD, ISBE Professional Development; initiatives, etc. 1 Curriculum; Schools. 4. Principals, Assistant Principals, School Leadership Teams continue monitoringloversight to ensure relevant SIG initiativeslactivities continue. 5. Smaller (fewer members) SIG Advisory Council remains operational; continues activities to overseelmonitor relevant SIG initiativeslactivities. ALIGNING RESOURCES AND SUPPORT SYSTEMS 1. FINANCIAL RESOURCES allocated for sustaining relevant SIG initiativeslactivities will only be expended from those sources of funding that will ensure supplanting is NOT an issue throughout all phases of sustainability. Financial sources may include: General Funds (Fund 10); School Budgets; Titles I, Il-A, Il-D, Ill; 21st Century Grants; IDEA; Transportation Budgets. 2. SUPPORT RESOURCES will include: a) staff from all RPS departments relevant to supporting relevant SIG initiativeslactivities, i.e. Purchasing, Accountability, Finance, Curriculum, Schools, etc., b) Partnership initiatives (professional development, mentoring, etc.) with universities, colleges, community partners, etc., c) External evaluator assistance to finalize grant reports 3.Train-the-Trainer models and instructional coaching models provide sustainability "ING INFORM DECISION MAKING 1. Data teams and Leadership Teams will remain operational to assist in data-driven decision making 2. Stipends paid to staff, as directed, andlor contracted, for PD involving training of teachers to enhance data-driven decision making; data analysis; etc. 3. Ongoing PD in all areas of data analysis that may affect data-driven decision-making using quality data, including using formative and summative assessments. 4. Continue using non-mandated supplemental high school assessment tests (i.e. Accuplacer, etc.), and formative and summative tests developed by instructional support andlor subcontracted partners. 5. Data walls continue. 6. Data collection, disaggregation, and evaluation continues for extended day SIG-related activitieslinitiatives. RECRUITING, RETAINING, AND EVALUATING QUALITY TEACHERS AND ADMlNlSTRATORS Intense I-to-I principallassistant Principal coaching to enhance leadership skills. 2. Principals trained to analyze data with staff; teach proper skills for data-driven decision making. 3. Walkthroughs provide data relevant to teacher expertise; provides overview of skills teacher may need PD to enhance, etc. 4. Evaluation tool based on Charlotte Danielson model; student growth model to be included as one of the measures of teacher evaluation 6. Principals provided more active role in hiring teachers; no longer based strictly on teacher seniority contractual provisions. 7. Staff reward-based system continues, i.e. per diem pay may be offered for summer andlor weekend trainings. 8. Intensive PD opportunities based on teacher needs. Additional Considerations: I ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 50 of 92

93 June 3,2010 The Illinois Association of Regional Superintendents of Schools (IARSS) offers its intent to act as Lead Partner, as defined by the Illinois State Board of Education's Partnership Zone Initiative. The IARSS supports the application of Rockford East High School (Rockford CUSD #205), and commits to working as Lead Partner in Partnership Zone activities defined by the transformation model throughout the life of the School lrr~provement (10039) Grant. It is with great pleasure that the IARSS partners with the dynamic leadership of Rockford Public Schools to move its students, schools, and community forward via this exciting investment in innovation. Dr. Tatia Beckwith Illinois Association of Regional Superintendents of Schools.

94 The Illinois Association of Regional Superintendents of Schools (IARSS) offers its intent to act as Lead Partner, as defined by the Illinois State Board of Education's Partnership Zone Initiative. The IARSS supports the application of Jefferson High School (Rockford CUSD #205), and commits to working as Lead Partner in Partnership Zone activities defined by the transformation model throughout the life of the School Improvement (1 0039) Grant. It is with great pleasure that the IARSS partners with the dynamic leadership of Rockford Public Schools to move its students, schools, and community forward via this exciting investment in innovation. Dr. Tatia Beckwith Illinois Association of Regional ~~~~erintendent~hhkhools.'", 1'<\

95 June 7,20 10 ROCKFORD PUBLIC SCHOOLS Board of Education School D~str~ct # South Madison Street Rockford, Illinois Illinois State Board of Education, On behalf of the Board of Education of the Rockford Public Schools District #205, I wish to express our enthusiastic support for our District's School Improvement Grant proposal. Over the past several years, our District has implemented a mixture of unsuccessful initiatives targeted at improving dismal statistics that represent our student achievement, truancy and dropout rates, and discipline issues. Unfortunately, the outcomes of these efforts have not made a significant, lasting impact. Additionally, frequent District administrative and school leadership transitions have also played a significant role in compounding our student achievement progress, as well as teacher quality issues. One year ago, the Board hired Dr. LaVonne Sheffield as our Superintendent; our District's turnaround agent. As a Board, we believe she possesses the expertise, and perseverance, essential to implementing the considerable number of transformational changes necessary to turnaround our schools at every level; staff, students, parents, and community. Regrettably, the amount of budget funding required to implement key transformational initiatives and activities to turn our schools around in our District is insufficient. Funding through the Illinois State Board of Education School Improvement Grant program will provide Dr. Sheffield access to resources required to implement a SIG Transformation Model at East and Jefferson High Schools, both Tier I1 high schools. It is with complete confidence that I offer the Board's full support to Dr. Sheffield, and her team, for the District's School Improvement Grant proposal. It is our belief that, if awarded this funding, she will transform and sustain student achievement at East and Jefferson High Schools, as well as establish successful turnaround models to be replicated in other District schools, and the State of Illinois. Resvectfullv, David L. Kelley Board President kelleydvd@,aol.com (8 15)

96 Roc kford Education Association Excellence Through Expectations June 10,201 0 Marci Johnson Division Supervisor, Innovation and Improvement Illinois State Board of Education 100 N. 1 st Street Springfield, IL Dear Ms. Johnson: The Rockford Education Association (REA) wishes to express their support of the School Improvement Grant proposal submitted by the Rockford Public School District #205. East High School and Jefferson High School have committed staffs and principals. The Association believes implementation of the initiatives and activities outlined in the District's proposal will assist the administration and staff at these schools in their efforts to continue to improve student achievement. Rockford Education Association 4949 HARRISON AVE. SUITE 102 ROCKFORD, ILLINOIS (81 5) FAX: (81 5)

97 Revised Initial Budget ARRA Regular Budget V I PI w 1 I ynllpnovation and Improvemen 4nn ~I-A. rip-+ c+.--+ h ATTACHMENT 11 PROGRAM APPROVAL DATE AND INITIALS TOTAL FUNDS FY 2011 ARRA U ISTRICT NAME AND NUMBER School Improvement Grant -Section 1003(g) V) Rockford School District #205 3 Budget Summary and Payment Schedule w ii,~,: "CI'C I):, id'c ~r?!,: O.I- Ci t., t, D r A m Dr. Thomas Schmitt k 2325 u> CARRYOVER FUNDS CURRENT FUNDS BEGIN DATE schmittbr~s205.com Project Budget Year 1: / I - 8 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 < isbe.net/funding/pdfifiscal_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. I I I I I I I CAPITAL OTHER CAPIT~LIZED FUNCTION EXPENDITURE SALARIES BENEFITS SERVICES MATERIALS OUTLAY" OBJECTS 1 EQUIl';ENT" TOTAL 1 PAYMENT I NUtvlBER ACCOUNT SCHEDULE October * If expend~tures are shown, the lndlrect co onstructlon Services be lncluded In the lndlrect costs appl~cation. Date Original Signature of ISBE Division Administrator, Innovation 8 Improvement ISBE 4345P ARRA School Improvement Grant - Section 1003(g) (5110) Page 51 of 92

98 Initial Budget Amendment (No. 1 LEA Comprehensi Revised Initial Budget ARRA Regular Budget FISCAL SOURCE OF FUNDS REGION, COUNTY DISTRICT NAME AND NUMBER Dr. Thomas Schrnitt schrnitt@.r~s205.com INAL I OIS STATE BOARD OF EDUCATION vation and Improvement Divis~on 100 North First Street, N-242 Springfield, Illinois FY 2011 ARRA School lmprovement Grant - Section 1003(g) Budget Summary and Payment Schedule (.;:<i. #!>& f:&j;{a:c $!!(y Qu$r C~:q?r..~s~ :,;,: 9 :;iu;,i P;.L.:~s: c.g., 2536 Project Budget Year 2: ,, AACHMENT PROGRAM APPROVAL DATE AND INITIALS I -. I I u 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 < isbe.netlfundinglpdwfsca1-procedure-handbk.pdf>. Obligations of funds based on this budget request cannot begin prior to July 1, or receipt of a substant~ally approvable budget request, whichever is later. 1 1 NON- EXPENDITURE EMPLOYEE PURCHASED SUPPLIESAND CAPITAL OTHER CAPITALIZED ACCOUNT SALARIES BENEFITS SERVICES MATERIALS OUTLAY" OBJECTS EQUIPMENT" TOTAL PAYMENT (3) (4) (5) (6) (7) (8) (91 (11) SCHEDULE (2) 3 Z $ V) 3 W m - ul TOTALFUNDS CARRYOVER FUNDS CURRENT FUNDS BEGIN DATE END DATE 06/30/2012 Fiscal Services* I I I I 30 TOTAL BUDGET n 1 'Aexpena t~res are shown the tna recr w?3r$re cabor be used 7 A 7 ition 8 Construction Services be included in the indirect costs application. Date Original Signature of ISBE Division Administrator, Innovation & Improvement ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 52 of 92

99 m Initial Budget Amendment (No'- LEA Cornprehensi OIS STATE BOARD OF EDUCATION ovation and lmprovement Division 100 North First Street, N-242 FISCAL SOURCE OF FUNDS REGION, COUNTY, DISTRICT, TYPE CODE SUBMISSION Springfield, Illinois YEAR CODE DATE FY 2011 ARRA DISTRICT NAME AND NUMBER School lmprovement Grant -Section 1003(g) Budget Summary and Payment Schedule CONTACT PERSON TELEPHONE NUMBER (Include Area Code) {isc+ i,:ih:,& &;:;aj.z. o:)j;:. O:;$; D.Y::~~;; Dr. Thomas Schmitt p.,:;~:i. c.g,, Revised Initial Budget ARRA Regular Budget ORlGlN& n ATTACHMENT 116 PROGRAM APPROVAL DATE AND INITIALS TOTALFUNDS 3 Z - ADDRESS FAX NUMBER (Include Area Code) BEGIN DATE END DATE schmitt@rps205.com Project Budget Year 3: /30/2013 I I I I I CJirections: 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 < isbe.net/fundinglpdf/fis~al_procedure-handbkp 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) EMPLOYEE PURCHASED SUPPLIES AND CAPITAL OTHER SALARIES BENEFITS SERVICES MATERIALS OUTLAY" (3) (4) (5) (6) I (7) I (8) 1 (9) I (Obj. 100s) I (Obj. 200s) (Obj. 300s) (Obj. 400s) (Obj. 500s) (Obj. 600s) (Obi. 700s) fn 3 W m u, CARRYOVER FUNDS CURRENT FUNDS TOTAL PAYMENT (11) SCHEDULE October Operation 8 Maintenance of Plant SeNices I I ( Pupil Transportation Services I I I I Food Services I I Internal Services' I I Planning, Research, Development 8 Evaluation Services I I January February Information Services I I I I I I I I I ition 8 Construction Services be lncluded in the indirect costs application. Date Original Signature of ISBE Divis~on Administrator, Innovation & Improvement ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 53 of 92

100 Initial Budget Amendment (No. ) Revised Initial Budget ARRA Regular LEA Budqe R SOURCE OF FUNDS REGION. COUNTY, DISTRICT. TYPE CODE SUBMISSION 7 [ ol DISTRICT NAME AND NUMBER CONTACT PERSON Dr. Thomas Schmitt ADDRESS schmitt@rps205.com STATE /10 TELEPHONE NUMBER (IncludeArea Code) FAX NUMBER (Include Area Code) BOARD OF EDUCATION novation and lmprovement Division 100 North First Street, N-242 Springfield, Illinois FY 2011 ARRA School lmprovement Grant - Section 1003(g) Budget Summary and Pa {j:;e&hc>ii. &;$a!: c;:!,',,, O:~;T f:i.,.,;es. e.g,: Project Budget Year 1: ATTACHMENT 12 PROGRAM APPROVAL DATE AND INITIALS CARRYOVER FUNDS BEGIN DATE END DATE 06/30/2011 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 <hnp:/lw. isbe.neufundinglpdf/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. m I 7 I -1NON- FUNCTION EXPENDITURE EMPLOYEE PURCHASED SUPPLIES AND CAPITAL OTHER CAPITALIZED SALARIES ACCOUNT BENEFITS SERVICES MATERIALS OUTLAY" OBJECTS EQUIPMENT" TOTAL (3) (4) (5) (6) (7) (8) (9) (11) (2) 1 f 1 NU!YER I I I I (Obi. 100s) I (Obj. 200s) 1 (Obj. 300s) (Obj.400~) I (Obj. 500s) I (Obj. 600s) 1 (Obi. 700s) I I I I instruction Attendance 8 Soclal Work Services I I I I improvement of Instruction Services I m ~ c a E * Y M o n amedia I Services Assessment 8 Testlng I I General Administrat~on I Ftscal Services* I 15 1 ( 2540 Operation 8 Maintenance of Plant Services I I I I I Food Services I I I Internal Services' Planning. Research. Development 8 Evaluation Services I I I Information Services I I I I I 1 I I n 1 * If expenditures are shown. the ~nd~rect costs rate cannot be used. " Not applicable to all grants, and in no Instances can Capital Outlay and Non-Capitalized Equipment or Facilities Acquisition 8 Construction Servtces be included in the ind~rect costs application. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 54 of 92

101 ln~t~al Budget Amendment (No ) ORlG 1 LlNOlS STATE BOARD OF EDUCATION Rev~sed ln~tlal Budget ARRA Regular LEA Budge REGION, COUNTY DISTRICT TYPE CODE SUBMISSION N A ~ n n Springfield, o ~ ~ ~ ; Illinois. E ~ r ~ ; ; T E ~ o n FISCAL YEAR SOURCE OF FUNDS CODE DISTRICT NAMEAND NUMBER CONTACT PERSON Dr. Thomas Schmitt ADDRESS TELEPHONE NUMBER (IncludeArea Code) FAX NUMBER (Include Area Code) DATE I FY 2011 ARRA School Improvement Grant -Section 1003(g) Budget Summary and Payment Schedule Use whole dollars only. OMIT COMMAS AND DECIMAL PLACES, e.g., 2536 AmACHMENT 12A PROGRAM APPROVAL DATE AND INITIALS BEGIN DATE schmitt@r~s205.com I Project Budget Year 2: I I I I I (0b1 100s) END DATE Directions: Prlor to preparing th~s Budget Summary and Payment Schedule request please refer to the 'State and Federal Grant Admin~stratlon Pol~cy and Flscal Requ~rements and Procedures" handbook that can be accessed at <hmp Itwww lsbe net/fund~nglpdf/f~scal~procedure~handbk pdf> Obligations of funds based on th~s budget request cannot kgln prlor to July 1 or recetpt of a substant~ally approvable budget request whichever IS later I NON- EMPLOYEE PURCHASED SUPPLIESAND CAPITAL OTHER CAPITALIZED FUNCTION EXPENDITURE SALARIES BENEFITS SERVICES MATERIALS OUTLAY" OBJECTS EQUIPMENT'' TOTAL ACCOUNT (3) (4) (5) (6) (7) (8) (9) (2) (Obi 200s) (Obl 300s) (Obj 400s) (Obj 500s) (Obj 600s) (Ob] 700s) I I I I I I I I I I I Attendance & Soclal Work Sewres I 0 If expenditures are shown, the indlrect costs rate cannot be used " Not applicable to all grants, and In no Instances can Capltal Outlay and Non-Captallzed Equipment or Fac~llt~es Acqulstlon & Construction Servlces be Included in the lndlrect costs appllcatlon ISBE 43-45PARRA School Improvement Grant - Section 1003(g) (5110) Page 55 of 92 3

102 ORIGINAL lnltlal Budget Amendment (No ) ILLINOIS STATE BOARD OF EDUCATION Revlsed ln~tial Budget ARRA Regular LEA Budge Innovation and Improvement Division 100 North First Street, N-242 FISCAL SOURCE OF FUNDS REGION COUNTY, DISTRICT, TYPE CODE SUBMISSION Springfield, Illinois YEAR CODE DATE FY 2011 ARM DISTRICT NAME AND NUMBER School Improvement Grant -Section 1003(g) Budget Summary and Payment Schedule CONTACT PERSON Dr. Thomas Schmitt ADDRESS schrnitt@rps205.com TELEPHONE NUMBER (IncludeArea Code) FAX NUMBER (Include Area Code) Use whole dollars only. OMIT COMMAS AND DECIMAL PLACES, e.g., 2536 Project Budget Year 3: ATTACHMENT 128 PROGRAM APPROVAL DATE AND INITIALS Directions: Pr~or to preparing this Budget Summary and Payment Schedule request, please refer to the 'State and Federal Grant Adm~nlstration Pollcy and F~scal Requ~rements and Procedures" handbook that can be accessed at <hhp IMww 3 Z V) 3 w a?? TOTALFUNDS CARRYOVER FUNDS CURRENT FUNDS BEGIN DATE END DATE 06/30/2013 EXPENDITURE ACCOUNT If expenditures are shown, the lndlrect costs rate cannot be used " Not applicable to all grants. and In no instances can Capital Outlay and Non-Capitalized Equipment or Facllltles Acqulsiilon & ConStruCtlOn Servlces be ~ncluded in the lndirect Costs appltcabon. ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) Page 56 of 92 9

103 LEA Budget FY 2011 ARRA School lmprovement Grant -Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME I DISTRICT NAME AND NUMBER I REGION. COUNTY, DISTRICT, TYPE CODE East High School FUNCTION NUMBER (1) Substitute Pay: To hire 10 substitute teachers per month. Substitutes will be used so classroom teachers can participate in "Teacher Tours". Teachers will visit classrooms of exemplary teachers to observe in a classroom setting. Teacher Tours will be conducted at least 2 times per month by all teaching staff in building. Substitutes will be rotated among classrooms to ensure each teacher receives ample opportunities for Teacher Tour participation. Base daily rate for short-term sub = $ subs per month x 8 months = 80 subslyear- 80 subs X $65.64 =$5251 TRS (State) 9.98% MIC 1.45% - 76 THlS % - 89 TRS (Federal) % ATTACHMENT Page of 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 < 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. 1 EXPENDITURE DESCRIPTION AND ITEMIZATION (2) Per Diem Pay: Summer Professional Development Institute held during June for groups of teachers (core curriculum and supplemental teachers) to attend 4 days, 6 hourslday of professional development for curriculum planning. Per diem payments awarded as planned financial rewardlincentive for participating SIG staff during summer trainings. 6 teachers per group x 4 Core Groups = 24 teachers for trainings. 24 teachers x 4 days = 96 days x $41 5lday - $39840 TRS (State) 9.98%- 4,389 MIC 1.45% THlS % TRS (Federal) % - 1 1,046 (3) I SALARIES (Obi. 100s) EMPLOYEE BENEFITS (4) PURCHASED SERVICES SUPPLIES AND MATERIALS (61 CAPITAL OUTLAY " (7) ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110)

104 LEA Budget SCHOOL NAME East High School DISTRICT NAME AND NUMBER FY 2011 ARRA School lmprovement Grant - Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT Page of 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 < 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. FUNCTION NUMBER (1) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) 2210 (cont.) Contractual services with Teachscape to provide services including: robust, customizable walkthroughs created for RPS, extensive reporting options, handheld software, various data collection methods. ongoing gssessment and reporting options, secure access, and extensive, ongoing technical support, and 3 full-days of trainings. Total cost for year one = $52,600 per school. (Will help ensure sustainability through train-the-trainer implementation.) Cost decreases to $500 (license fees only) each year after first year. Contractual fees for agencies and nationally recognized educational leaders to provide RPS Learning-Centered Leadership Institute offerings developed to recruit, prepare, develop, and support current and future school instructional leaders. Sessions developed and based upon personalized professional development plans, and may include offerings by the BooneiWinnebago County Regional Office of Education, a Leadership Speaker Series of Workshops, Cultural Competence Seminars, RPS Superintendent's Forum, etc. Sessions for certificated staff to enhance skills necessary to lead instructional reforms with fidelity throughout grant funding years, and to sustain beyond grant funding years. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 58 of 92

105 ATTACHMENT 13 LEA Budget FY 2011 ARRA School Improvement Grant -Section 1003(g) Page 3 of 6 DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME East High School DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE 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 < 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. FUNCTION NUMBER (1) - EXPENDITURE DESCRIPTION AND ITEMIZATION (2) SALARIES (3) (Obj. 100s) EMPLOYEE BENEFITS (4) (Obj. 200s) PURCHASED SERVICES (5) (Obj. 300s) SUPPLIES AND MATERIALS (6) (Obj. 400s) CAPITAL OUTLAY " (7) (Obj. 500s) - OTHER OBJECTS (8) (Obi. 600s) NON-CAPITALIZED EQUIPMENT " (9) (Obj. 700s) TOTAL (11) FTE RPS SIG Specialist (SIGS) (1.0 FTE base salary $55000-non-certified)- Reports to RPS Executive Director of Accountability. SlGS will provide oversight and implementation of all grant activities for East and Jefferson High Schools. The SlGS will schedule and coordinate all grant activities, including staff development, and external evaluation activities; provide support and resources in all phases of implementation of grant during the 3-year grant period; act as liaison with all grant partners and contractual vendors; ensure that all phases of implementation are on time and within budget per grant requirements and regulations; maintain contact with ISBE Program Managers, LEAD Partner Illinois Association of Regional School Superintendents (IARSS)IBoone and Winnebago County Regional Office of Education (ROE), maintain contact with external partners. Responsibilities also include all annual and final report requirements and budget amendments IMRF % - 2,943 FICA 6.20% - 1,705 MIC 1.45% Health 15,440-7, W/C 1, UNEM ISBE 4345P ARRA School lmprovement Grant - Section 1003(g) (511 0) Page 59 of 92 \ T \

106 a LEA Budget SCHOOL NAME East High School DISTRICT NAME AND NUMBER FY 2011 ARRA School lmprovement Grant - Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN REGION, COUNTY, DISTRICT, NPE CODE ATTACHMENT Page of 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 < 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 lmprovement Grant - Section 1003(g) (5110) Page 60 of 92

107 ATTACHMENT 13 LEA Budget FY 2011 ARRA School Improvement Grant -Section 1003(g) 5 6 Page of DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME East High School DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE 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 < 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. FUNCTION NUMBER (1) 4000 EXPENDITURE DESCRIPTION AND ITEMIZATION (2) Contractual Expense with LEAD Partner - Illinois Association of Regional Superintendents of Schools - IARSS. IARSS will oversee all implementation components of the SIG project - transformation model to ensure all grant activities are implemented as per final approved ISBE grant application and award contracts. IARSS will actively participate in all ISBE auditlmonitoring activities along with all relevant RPS SIG oversight staff (i.e. SIG Coordinator, Executive Director of Accountability, etc.) IARSS will provide support and resources in all phases of implementation of grant during the 3-year grant period; help ensure all phases of implementation are on time and within budget per grant requirements and regulations. IARSS will seek external partners to provide services to: build leadership capacity for school improvement and leadership development for the leadership team at the school Build teacher capacity for school improvement through teacher coaching and development in the areas of Science, Social Studies, Math, English and Special Education Teachers SALARIES (3) (Obj. 100s) BENEFITS (Obj. 200s) SERVICES (Obj. 300s) MATERIALS (Obj. 400s) OUTLAY " (Obj. 500s) OBJECTS (Obj. 600s) NON-CAPITALIZED EQUIPMENT " (9) (Obj. 700s) TOTAL (11) ISBE 43-45P ARRA School lmprovement Grant -Section 1003(g) (5110) - Page 61 of 92 \

108 [Jl LEA Budget SCHOOL NAME DISTRICT NAME AND NUMBER East High School I ATTACHMENT 13 FY 2011 ARRA School Improvement Grant - Section 1003(g) 6 6 Page of DETAILED BUDGET SUMMARY BREAKDOWN REGION, COUNTY, DISTRICT, TYPE CODE 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 < 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. FUNCTION NUMBER (1) 4000 (cont.) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) External Evaluation Services - Dr. Penny Billman from the University of IL College of Medicine of Rockford, to provide evaluative services and planning throughout 3-year term of grant to include: design and development of evaluation tools to monitor student achievement, teacher evaluation, walkthrough component, etc. Evaluator will also provide additional services that may be required to help ensure the RPS will achieve all project goals and objectives, within budget, and on time. Will assist in creating assessment instruments, will analyze and disaggregate all data for the SIG Advisory Council, SIG Coordinator, RPS Administrators, and the SIG Program. Will serve as a member of the SIG Advisory Council. Cost of external evaluator services = $10,0001year of grant. SALARIES (3) (Obi. 100s) EMPLOYEE BENEFITS (4) (Obi. 200s) PURCHASED SERVICES (5) (Obj 300s) SUPPLIESAND MATERIALS (6) (Obj. 400s) CAPITAL OUTLAY " (7) (Obj. 500s) OTHER OBJECTS (8) (Obj. 600s) NON-CAPITALIZED EQUIPMENT " (9) (Obl. 700s) TOTAL (11) I0000 ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) - Page 62 of 92

109 a [Jl LEA Budget SCHOOL NAME Jefferson High School FY 2011 ARRA School lmprovement Grant - Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT Page of 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 < 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. FUNCTION NUMBER (1) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) Substitute Pay: To hire 10 substitute teachers per month. Substitutes will be used so classroom teachers can participate in "Teacher Tours". Teachers will visit classrooms of exemplaty teachers to observe in a classroom setting. Teacher Tours will be conducted at least 2 times per month by all teaching staff in building. Substitutes will be rotated among classrooms to ensure each teacher receives ample opportunities for Teacher Tour participation. Base daily rate for short-term sub = $ subs per month x 8 months = 80 subslyear- 80 subs X $65.64 =$5251 SALARIES (3) (Obj. 100s) 5251 EMPLOYEE BENEFITS (4) (Obj. 200s) PURCHASED SERVICES (5) (Obj. 300s) SUPPLIES AND MATERIALS (6) (Obi. 400s) CAPITAL OUTLAY " OTHER OBJECTS (8) (Obj. 600s) -- TOTAL (11) 5251 TRS (State) 9.98% MIC 1.45% - 76 THlS % - 89 TRS (Federal) % Per Diem Pay: Summer Professional Development Institute held during June for groups of teachers (core curriculum and supplemental teachers) to attend 4 days, 6 hourslday of professional development for curriculum planning. Per diem payments awarded as planned financial rewardlincentive for participating SIG staff during summer trainings. 6 teachers per group x 4 Core Groups = 24 teachers for trainings. 24 teachers x 4 days = 96 days x $415lday - $ TRS (State) 9.98%- 4,389 MIC 1.45% THlS % TRS (Federal) % - 11, ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) Page 57 of 92

110 D 9 ATTACHMENT 13 LEA ~udget FY 2011 ARRA School Improvement Grant - Section 1003(g) Page 2 of 6 DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME Jefferson High School DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE 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 < 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. FUNCTION NUMBER (1) 2210 (cont.) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) Contractual services with Teachscape to provide services including: robust, customizable walkthroughs created for RPS, extensive reporting options, handheld software, various data collection methods, ongoing assessment and reporting options, secure access, and extensive, ongoing technical support, and 3 full-days of trainings. Total cost for year one = $52,600 per school. (Will help ensure sustainability through train-the-trainer implementation.) Cost decreases to $500 (license fees only) each year after first year. SALARIES (3) (Obj. 100s) EMPLOYEE BENEFITS (4) (Obj. 200s) 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) Contractual fees for agencies and nationally recognized educational leaders to provide RPS Learning-Centered Leadership Institute offerings developed to recruit, prepare, develop, and support current and future school instructional leaders. Sessions developed and based upon personalized professional development plans, and may include offerings by the BooneNVinnebago County Regional Office of Education, a Leadership Speaker Series of Workshops, Cultural Competence Seminars, RPS Superintendent's Forum, etc. Sessions for certificated staff to enhance skills necessary to lead instructional reforms with fidelity throughout grant funding years, and to sustain beyond grant funding years ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 58 of 92

111 LEA Budget SCHOOL NAME Jefferson High School FUNCTION NUMBER (1) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) -.5 FTE RPS SIG Specialist (SIGS) (1.0 FTE base salary $55000-non-certified)- Reports to RPS Executive Director of Accountability. SlGS will provide oversight and implementation of all grant activities for East and Jefferson High Schools. The SlGS will schedule and coordinate all grant activities, including staff development, and external evaluation activities; provide support and resources in all phases of implementation of grant during the 3-year grant period; act as liaison with all grant partners and contractual vendors; ensure that all phases of implementation are on time and within budget per grant requirements and regulations; maintain contact with ISBE Program Managers, LEAD Partner Illinois Association of Regional School Superintendents (1ARSS)IBoone and Winnebago County Regional Office of Education (ROE), maintain contact with external partners. Responsibilities also include all annual and final report requirements and budget amendments FY 2011 ARRA School Improvement Grant -Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN - - DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE ATTACHMENT Page of 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 ~ 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. SALARIES (3) (Obj. 100s) EMPLOYEE BENEFITS (4) PURCHASED SERVICES 151 SUPPLIES AND MATERIALS (6) -- (Obj. 400s) IMRF % - 2,943 FICA 6.20% - 1,705 MIC 1.45% Health 15,440-7,720 WIC 1, UNEM ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) Page 59 of 92

112 LEA Budget SCHOOL NAME Jefferson High School DISTRICT NAME AND NUMBER FY 2011 ARRA School lmprovement Grant -Section 1003(g) DETAILED BUDGET SUMMARY BREAKDOWN REGION. COUNPI. DISTRICT, TYPE CODE ATTACHMENT Page of 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 < Obligations of funds based on this budget request cannot begin prior to July 1, or receipt of a substantially approvable budget request, wh~chever is later. ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (511 0) Page 60 of 92

113 Jefferson High School ATTACHMENT 13 LEA Budget FY 2011 ARRA School Improvement Grant - Section 1003(g) 5 6 Page of DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME DISTRICT NAME AND NUMBER 1 REGION. COUNTY, DISTRICT, TYPE CODE 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 ~ 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. FUNCTION NUMBER (1) 4000 EXPENDITURE DESCRIPTION AND ITEMIZATION (2) Contractual Expense with LEAD Partner - Illinois Association of Regional Superintendents of Schools - IARSS. IARSS will oversee all implementation components of the SIG project - transformation model to ensure all grant activities are implemented as per final approved ISBE grant application and award contracts. IARSS will actively participate in all ISBE auditlmonitoring activities along with all relevant RPS SIG oversight staff (i.e. SIG Coordinator, Executive Director of Accountability, etc.) IARSS will provide support and resources in all phases of implementation of grant during the 3-year grant period; help ensure all phases of implementation are on time and within budget per grant requirements and regulations. IARSS will seek external partners to provide services to: build leadership capacity for school improvement and leadership development for the leadership team at the school Build teacher capacity for school improvement through teacher coaching and development in the areas of Science, Social Studies, Math, English and Special Education Teachers SALARIES (3) (Obj. 100s) EMPLOYEE BENEFITS (4) (Obj. 200s) 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) ISBE 4345P ARRA School Improvement Grant - Section 1003(g) (5110) Page 61 of 92

114 Jefferson High School I ATTACHMENT 13 LEA ~udget FY 2011 ARRA School Improvement Grant -Section 1003(g) Page 6 of 6 DETAILED BUDGET SUMMARY BREAKDOWN SCHOOL NAME DISTRICT NAME AND NUMBER 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 < 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. FUNCTION NUMBER (1) EXPENDITURE DESCRIPTION AND ITEMIZATION (2) SAIARIES (3) (Obj. 100s) EMPLOYEE BENEFITS (4) (Obj. 200s) PURCHASED SERVICES (5) - (Obj. 300s) REGION, COUNTY, DISTRICT, TYPE CODE SUPPLIESAND MATERIALS CAPITAL OUTLAY " OTHER OBJECTS NON-CAPITALIZED EQUIPMENT " (6) (7) (8) (9) TOTAL (Obj. 400s) (Obj. 500s) (Obj. 600s) (Obj 700s) (11) 4000 (cont.) External Evaluation Services - Dr. Penny Billman from the University of IL College of Medicine of Rockford, to provide evaluative sewices and planning throughout 3-year term of grant to include: design and development of evaluation tools to monitor student achievement, teacher evaluation, walkthrough component, etc. Evaluator will also provide additional services that may be required to help ensure the RPS will achieve all project goals and objectives, within budget, and on time. Will assist in creating assessment instruments, will analyze and disaggregate all data for the SIG Advisory Council, SIG Coordinator, RPS Administrators, and the SIG Program. Will serve as a member of the SIG Advisory Council. Cost of external evaluator services = $10,00O/year of grant I0000 ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5110) Page 62 of 92

115 DISTRICT NAME AND NUMBER FY 2011 ARRA School lmprovement Grant -Section 1003(g) Waivers B ATTACHMENT 18 REGION, COUNTY, DISTRICT, TYPE CODE WAIVERS: The LEA must check each waiver it intends to implement for each school it is applying for funds East H~gh School SCHOOL NAME STAWING OVER lnz$k&%r? and Ttr II sohools \ ~ NOT FOR AWL'flNG WAIVER ~ hplementiq a tummunu or restart madel SCHMXWlDE d ~ ~ El Jefferson High School El ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (5110) Page 79 of 92

116 f!w ILLINOIS STATE BOARD OF EDUCATION Innovation and lmprovement Division 100 North First Street, N-242 Springfield, Illinois FY 2011 ARRA School lmprovement Grant - Section 1003(g) Program-Specific Terms and Agreements ATTACHMENT 19 The applicant agrees to the following terms of the grant: 1. Use its School lmprovement Grant to implement fully and effectively an intervention in each Tier I and Tier II school that the LEA commits to serve consistent with the final requirements published by the United States Department of Education (ED); 2. Establish annual goals for student achievement on the State's assessments in both readingllanguage arts and mathematics and measure progress on the leading indicators in section Ill of the final requirements published by the United States Department of Education www2.ed.aovlproarams/sif/faq.html in order to monitor each Tier I and Tier II school that it serves with school improvement funds; 3. Implement a new evaluation system for teachers and principals incorporating student growth as a significant factor along with other factors as described in Public Act Section 24A-7 no later than the start of the school year. The evaluation system should fairly and accurately differentiate teachers and identify and reward effective performance; and identify and address ineffective performance; 4. Include in its contract or agreement terms and provisions to hold the charter operator, charter management organization, or education management organization accountable for complying with the final requirements httw://www2.ed.uovl~rourams/sif/faa html if it implements a restart model in a Tier I or Tier II school; 5. Establish a three year budget for each school identified in the application that does not exceed $2 million per year. Ensure that funds are spent by June 30th of each year of the award, and there is no carryover of funds into the second and third year of the grant. 6. Report to ISBE the school-level data required under section Ill of the ED 1003(g) final requirements 7. Participate in any program related evaluations or studies required for participation in this grant; 8. Report other program information required by the ISBE or ED 9. Submit quarterly financial expenditure reports as of September 30, December 31, March 31 and June 30 to ISBE within 30 calendar days after the last day of each quarter; 10. Not subcontract with any entity without prior written approval of the State Superintendent of Education. See item 7 of the Certifications and Assurances and Standard Terms of the Grant for the type of information that must be submitted with the proposal about any proposed subcontracts to be funded with the grant; 11. Contact ISBE for approval to discontinue a contract with a Lead or Supporting Partner or other approved subcontractor; 12. Contact ISBE for approval to add a new or different Lead or Supporting Partner. 13. Limit administrative costs to 5 percent of the total budget. Administrative costs include: General Administration - function code 2300, Fiscal Services - function code 2520, and Payments to Other Districts or Governmental Units - function code Name of Applicant or Entity By: Superintendent Title ISBE 43-45P ARRA School Improvement Grant - Section 1003(g) (5/10) Page 80of 92

117 Illinois State Board of Education CERTIFICATIONS ARID ASSLIRANCES AND STANDARD TERMS OF THE GRANT ATTACHMENT 20 Page 1 of 5 (InsertApplicantk Name Here) The applicantlaward recipient (hereinafter the term applicant includes award recipient as the context requires), hereby certifies and assures the Illinois State Board of Education that: 1. Applicant is a(n): (Check one) [7 Individual Corporation Partnership Unincorporated association Government entity Social Security Account Number, Federal Employer Identification Number or RegionlCountylDistrictlSchool Code, as applicable: The applicant has the necessary legal authority to apply for and to receive the proposed award. The filing of this application has been authorized by the governing body of the applicant, and the undersigned representative has been duly authorized to file this application for and in behalf of said applicant, and otherwise to act as the authorized representative of the applicant in connection with this application and any award in relation thereto. DEFINITIONS "Applicant" means an individual, entity or entities for which grant funds may be available and has made application to the lllinois State Board of Education for an award of such grant funds. "Award recipient" means the person, entity, or entities that are to receive or have received grant funds through an award from the Illinois State Board of Education. The terms "grantee" and "award recipient" may be used interchangeably. "Expenditure through dates" are from the project beginning date through September 30, December 31, March 31, and June 30 of each fiscal year and the project ending date. "Grant" means the award of funds, which are to be expended in accordance with the Grant Agreement for a particular project. The terms "grant," "award," and "project" may be used interchangeably. "Project" means the activities to be performed for which grant funds are being sought by the applicant. The capitalized word "Term" means the period of time from the project beginning date through the project ending date PROJECT 3. The project proposed in the application, and as negotiated and finalized by the parties in the Grant Agreement, is hereinafter referred to as the "project." In planning the project there has been, and in establishing and carrying out the project, there will be (to the extent applicable to the project), participation of persons broadly representative of the cultural and educational resources of the area to be sewed, including persons representative of the interests of potential beneficiaries. 4. Applicants may be asked to clarify certain aspects of their proposalslapplications prior to final agreement on the terms of the project. 5. All funds provided shall be used solely for the purposes stated in the approved proposallapplication 6. The project will be administered by or under the supervision of the applicant and in accordance with the laws and regulations applicable to the grant. The applicant will be responsible for and obtain all necessary permits, licenses, or consent forms as may be required to implement the project. SUBCONTRACTING 7. No subcontracting is allowed under this project, except as set forth in the Grant Agreement If subcontracting is allowed, then all project responsibilities are to be retained by the applicant to ensure compliance with the terms and conditions of the grant. All subconvacting must be documented and must have the prior written approval of the State Superintendent of Education. Approval of subcontracts shall be subject to the same criteria as are applied to the original proposallapplication. The following information is required if any subcontracting is to be utilized: Name(s) and address(es) of subcontractor(s); Need and purpose for subcontracting; Measurable and time-specific services to be provided; Association costs (i.e., amounts to be paid under subcontracts); and Projected number of participants to be served. The applicant may not assign, convey or transfer its rights to the grant award without the prior written consent of the State Board of Education. ISBE (3110) Page 81 of 92

118 FINANCIAL TERMS 8. Payment under this grant is subject to passage of a sufficient appropriation by the lllinois General Assembly or sufficient appropriation by the U.S. Congress for federal programs. Obligations of the State Board of Education will cease immediately without further obligation should the agency fail to receive sufficient state, federal, or other funds for this program. 9. An applicant must not obligate funds prior to the start date of the project set forth in the final Grant Agreement. The project's start date cannot precede the start of the fiscal year for which the funds are appropriated. All project activities must be completed between the project beginning date and the ending date (the "Term"). Liquidation of all obligations, including the current year's audit fee, should be completed no later than ninety (90) calendar days after the project ending date. 10. The applicant understands that payment for approved services and expenses will be made on a cash needs basis, and that payment will be made in accordance with applicable statutes, regulations, and standards after an application for payment is submitted to the State Board of Education. Vouchers for payment will be submitted to the Office of the Comptroller according to the payment schedule attached to the final Grant Agreement. 'The payment schedule shall be based on the projected date of expenditures. Payments will be withheld from scheduled amounts if expenditure reports show excess cash on hand. 11. An approved budget may be amended by completing the Budget Summary form to show the new amounts required and attaching an explanation for the changes. An amendment to the Grant Agreement must be entered into whenever any individual cell changes by more than $1,000 or 20 percent, whichever is larger. An amendment to the Grant Agreement must also be entered into whenever an award recipient proposes to use funds for allowable expenditures not identified in the currently approved budget, if the scope of the project is expected to change, or if the overall grant award must be increased. 12. Obligation of funds for items or services based on amendments cannot be encumbered prior to the date of receipt at ISBE of a substantially approvable budget amendment provided the scopelintent of the approved project has not changed. If the scopelintent of a project changes based on an amendment, programmatic approval must be obtained prior to the obligation of funds based on the amendment. ISBE shall be the final determiner of whether an amendment changes the scopelintent of a project. The begin date of the project cannot precede the beginning of the fiscal year for which the funds are appropriated. Requests for budget amendments must be received by the State Board of Education no later than thirty (30) calendar days prior to the project ending date for which the amendment is being sought. 13. Funds granted for the operation of this project must be used exclusively for the purposes stated in the approved proposallapplication and must be expended in accordance with the approved budget and the award recipient's policies and procedures related to such expenditures. Funds may only be expended or obligated for activities occurring during the Term. (a) State funded grants: All grant funds and earned interest shall be subject to the lllinois Grant Funds Recovery Act (30 ILCS 705). Interest earned on State funded grant programs and grant funds not expended or obligated by the end of the Term, as well as interest earned after the Term has expired, must be returned to the lllinois State Board of Education within forty-five (45) calendar days following the end of the Term. (b) Federally funded grants: lnterest earned in excess of $100 per year must be returned to the lllinois State Board of Education, with checks payable to the lllinois State Board of Education. For-Profit award recipients shall not utilize grant funds in any manner for normal operating expenses or to generate a profit. The applicant certifies that notwithstanding any other provision of the application, proposal, or Grant Agreement, grant funds shall not be used and will not be used to provide religious instruction, conduct worship services, or engage in any form of proselytization. 14. Financial Reports: Quarterly expenditure reports are required of all award recipients receiving funds, unless othetwise specified in the program specific terms or the request for proposals. Quarterly reports must describe the progress of the project or use and the expenditure of the grant funds. The expenditure through dates to be used in reporting expenditures and obligations are from the project beginning date through September 30, December 31, March 31, and June 30 of each fiscal year and the project ending date. Those entities with established IWAS accounts with the lllinois State Board of Education, must electronically submit expenditure reports by the required due dates specified within the Grant Agreement. Those entities not enrolled in IWAS, must request paper expenditure report forms not later than twenty (20) calendar days before the due dates specified within the Grant Agreement to the lllinois State Board of Education. Expenditure reports are due twenty (20) calendar days after the expenditure through date. Failure to tile the required reports within the timelines will result in a breach of the Grant Agreement. Upon any such breach, the State Board of Education may, without limitation, withhold the current year's payments and payments for future years' projects under the same program until the reports are properly filed. All grant funds must be spent or obligated, and all activities must be completed prior to the project ending date. Each award recipient must submit a completion report showing the obligations and the expenditures for the project no later than twenty (20) calendar days after the project ending date. If a completion report was filed through the project ending date and had no outstanding obligations, the completion report will be the award recipient's final expenditure report. Failure to submit this completionlfinal expenditure report will result in current and subsequent years' project funding being withheld until the report is received. In cases where final expenditures are less than total disbursements, the overpayment must be returned to the State Board of Education within forty-five (45) calendar days of the project ending date for all state grants or federal grants that do not expressly allow carryover funds. Failure to return the funds will result in a breach of the Grant Agreement. Upon any such breach, the State Board of Education may, without limitation, withhold current and subsequent years' project funding until the overpayment is returned. If a completion report was filed with outstanding obligations, then a final expenditure report showing total project expenditures (with all prior obligations paid) must be submitted no later than ninety (90) calendar days after the project ending date. Failure to submit the final expenditure report will result in current and subsequent years' project funding being withheld until the report is received. In cases where final expenditures are less than total disbursements, the overpayment must be returned to the State Board of Education within ISBE (311 0) Page 82 of 92

119 forty-five (45) calendar days from the date of first notice of the amount due for all state grants or federal grants that do not expressly allow carryover funds. Failure to return the funds will result in a breach of the Grant Agreement. Upon any such breach, the State Board of Education may, without limitation, withhold current and subsequent years' project funding until the overpayment is returned. 15. The award recipient will maintain records on project and fiscal activities related to each award for a period of three (3) years following the project ending date either for a state-funded or federally funded project. Such records shall include a fiscal accounting for all monies in accordance with generally accepted governmental accounting principles. If there are outstanding audit exceptions, records w~ll be retained on file until such exceptions are closed out to the satisfaction of the State Board of Education. 16. The State Board of Education and other governmental entities with program monitoring authority shall, during the Term and for a period of three (3) years thereafter (or until no outstanding audit exceptions remain, whichever is later), have the right at any time to conduct on-site or off-site inspections of the award recipient's records and project operations for auditing and monitoring purposes The award recipient shall, during the Term and for a period of three (3) years thereafter (or until no outstanding audit exceptions remain, whichever is later) and upon the request of the State Board of Education, provide the State Board of Education with information and documentation (including books, records, or papers related to the project) regarding the award recipient's progress or performance with respect to the administration and operation of the project. NO BINDING OBLIGATION 17. The applicant acknowledges and agrees that the selection of its proposal for funding, or approval to fund an application, shall not be deemed to be a binding obligation of the State Board of Education until such time as a final Grant Agreement is entered into between the applicant and the State Board of Education. Prior to the execution of a final Grant Agreement, the State Board of Education may withdraw its award of funding to the applicant at any time, for any reason. COPYRIGHT 18. All rights, including copyright to data, information andlor other materials developed pursuant to an award, are retained by the State Board of Education, unless otherwise agreed in writing by the State Board of Education. All such work products produced by the award recipient through work pursuant to the award shall be made available to the State Board of Education upon request. DEFAULT AND TERMINATION 19. The award recipient will be in default of the grant award and the corresponding Grant Agreement if it breaches any representation or warranty made in the Grant Agreement, the Program Specific Terms or in these Certifications and Assurances, and Standard Terms of the Grant, or fails to observe or perform any covenant, agreement, obligation, duty or provision set forth in the Grant Agreement, the Program Specific Terms or in these Certifications and Assurances, and Standard Terms of the Grant. Upon default by the award recipient and written notification by the State Board of Education, the award recipient will have ten (10) calendar days in which to cure the default to the satisfaction of the State Board of Education. If the default is not cured to the satisfaction of the State Board of Education, the State Board of Education shall thereafter have full right and authority to terminate the Grant Agreement, andlor seek such other remedy that may be available at law or in equity. Upon termination of the Grant Agreement, the award recipient will cease all use of grant funds, shall cancel all cancelable obligations relating to the project, and shall return all unexpended grant funds to the State Board of Education within forty-five (45) calendar days of termination. INDEMNIFICATION 20. To the fullest extent permitted by law, the award recipient shall indemnify, defend and hold harmless the State of Illinois, the State Board of Education, and their respective members, officers, agents and employees against all claims, demands, suits, liabilities, injuries (personal or bodily), property damage, causes of action, losses, costs, expenses, damages or penalties, including, without limitation, reasonable defense costs, reasonable legal fees, and the reasonable value of time spent by the Attorney General's Office, arising or resulting from, or occasioned by or in connection with (a) any bodily injury or property damage resulting or arising from any act or omission to act (whether negligent, willful, wrongful, or otherwise) by the award recipient, its subcontractors, subgrantees, volunteers, anyone directly or indirectly employed by them, or anyone for whose acts they may be liable; (b) failure by the award recipient or its subcontractors, subgrantees, or volunteers to comply with any laws applicable to the performance of the grant; (c) any breach of the Grant Agreement, including, without limitation, any representation or warranty provided by the award recipient herein; (d) any infringement of any copyright, trademark, patent, or other intellectual property right; or (e) the alleged unconstitutionality or invalidity of the Grant Agreement. Neither the award recipient nor its employees or subcontractors shall be considered agents or employees of the State Board of Education or of the State of Illinois. If the applicant is a government unit only, it is understood and agreed that neither the applicant nor the State Board of Education shall be liable to each other for any negligent or wrongful acts, either of commission or omission, unless such liability is imposed by law. GENERAL CERTIFICATION AND ASSURANCES 21. The applicant will obey all applicable state and federal laws, regulations, and executive orders, including without limitation: those regarding the confidentiality of student records, such as the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C ) and the Illinois School Student Records Act (ISSRA) (105 ILCS 1011 et seq.); those prohibiting discrimination on the basis of race, color, national origin, sex, age, or handicap, such as Title IX of the Amendments of 1972 (20 U.S.C et seq.), the Illinois Human Rights Act (775 ILCS et seq.), the Individuals with Disabilities Education Act (20 U.S.C et seq.), the Age Discrimination in EmploymentAct of 1967 (29 U.S.C. 621 et seq.), Titles VI and Vll of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq., ISBE (311 0) Page 83 of 92

120 Page 4 of e et seq.), the Public Works Employment Discrimination Act (775 ILCS et seq.), and the Americans with DisabilitiesAct of 1990 (42 U.S.C et seq.); and the Illinois School Code (105 ILCS et seq.). Further, no award recipient shall deny access to the program funded under the grant to students who lack documentation of their immigration status or legal presence in the United States (Plyler v. Doe, 457 U.S. 202, 102 S.Ct 2382 (1982)). 22. The applicant is not barred from entering into this contract by Sections 33E-3 and 33E-4 of the Criminal Code of 1961 (720 ILCS 5133E-3, 33E-4). Sections 33E-3 and 33E-4 prohibit the receipt of a state contract by a contractor who has been convicted of bid-rigging or bid-rotating. 23. If the applicant is an individual, the applicant is not in default on an educational loan as provided in 5 ILCS The applicant is not prohibited from receiving a grant award from the State of lllinois because it pays dues or fees on behalf of its employees or agents or subsidizes or otherwise reimburses them for payment of their dues or fees to any club which unlawfully discriminates (775 ILCS 2511). 25. The applicant certifies it has informed the State Superintendent of Education in writing if any employee of the applicant was formerly employed by the State Board of Education and has received an early retirement incentive under 40 ILCS or 40 ILCS (Illinois Pension Code). The applicant acknowledges and agrees that if such early retirement incentive was received, the Grant Agreement is not valid unless the official executing the agreement has made the appropriate filing with the Auditor General prior to execution. 26. The applicant shall notify the State Superintendent of Education if the applicant solicits or intends to solicit for employment any of the State Board of Education's employees during any part of the application process or during the Term of the Grant Agreement. 27. If applicable, the applicant shall be required to observe and comply with provisions of the Prevailing Wage Act, 820 ILCS 3011 et seq., which applies to the wages of laborers, mechanics, and other workers employed in any public works. 28. The applicant certifies that it is (a) current as to the filing and payment of any applicable federal, state andlor local taxes; and (b) not delinquent in its payment of moneys owed to any federal, state, or local unit of government. 29. The applicant represents and warrants that all of the certifications and assurances set forth herein and attached hereto are and shall remain true and correct through the Term of the grant. During the Term of the grant, the award recipient shall provide the lllinois State Board of Education with notice of any change in circumstances affecting the certifications and assurances within ten (1 0) calendar days of the change. Failure to maintain all certifications and assurances or provide the required notice will result in the lllinois State Board of Education withholding future project funding until the award recipient provides documentation evidencing that the award recipient has returned to compliance with this provision, as determined by the State Board of Education. 30. Any applicant not subject to Section of the School Code certifies that a fingerprint-based criminal history records check through the lllinois State Police and a check of the Statewide Sex Offender Database will be performed for all of its (a) employees, (b) volunteers, and (c) all employees of persons or fums holding contracts with the applicant, who have direct contact with children receiving services under the grant; and such applicant shall not (a) employ individuals, (b) allow individuals to volunteer, or (c) enter into a contract with a person or firm who employs individuals, who will have direct contact with children receiving services under the grant who have been convicted of any offense identified in subsection (c) of Section of the School Code (105 ILCS (c)) or have been found to be the perpetrator of sexual or physical abuse of any minor under 18 years of age pursuant to proceedings under Article II of the Juvenile Court Act of 1987 (705 ILCS et seq.). 31. Any applicant that does not have a calculated indirect cost rate from the lllinois State Board of Education or does not utilize their restricted indirect cost rate as calculated by the lllinois State Board of Education certifies that it has developed a written Cost Allocation Plan (CAP) that: (a) will be utilized in identifying the accumulation and distribution of any allowable administrative costs in the grant program; (b) identifies the allocation methods used for distributing the costs among programs; (c) requires support through records and documentation showing personnel time and effort information, and formal accounting records according to generally accepted governmental accounting principles; (d) requires the propriety of the charges to be substantiated; and (e) shall be made available, along with any records or supporting documentation for allowable administrative costs, for review upon ISBE's request. 32. The applicants participating in a joint application hereby certify that they are individually and jointly responsible to the lllinois State Board of Education and to the administrative and fiscal agent under the grant. An applicant that is a party to the joint application, a legal entity, or a Regional Office of Education may serve as the administrative andlor fiscal agent under the grant. 33. The entity acting as the fiscal agent certifies that it is responsible to the applicant or, in the case of a joint application, to each applicant that is a party to the application; it is the agent designated and responsible for reports and for receiving and administering funds; and it will: (a) Obtain fully executed Certifications and Assurances, and Terms of the Grant forms from each entity or individual participating in the grant and return the forms to ISBE prior to award of the grant; (b) Maintain separate accounts and ledgers for the project; (c) Provide a proper accounting of all revenue from ISBE for the project; (d) Properly post all expenditures made on behalf of the project; (e) Be responsible for the accountability, documentation and cash management of the project, the approval and payment of all expenses, obligations, and contracts and hiring of personnel on behalf of the project in accordance with the Grant Agreement; (f) Disburse all funds to joint applicants based on information (payment schedules) from joint applicants showing anticipated cash needs in each month of operation (The composite payment schedule submitted to ISBE should reflect monthly cash needs for the fiscal agent and the joint applicants.); (g) Require joint applicants to report expenditures to the fiscal agent based on actual expenditureslobligation data and documentation. Reports submitted to ISBE should reflect actual expenditurelobligations for the fiscal agent and the data obtained from the joint applicants on actual expenditureslobligations that occur within project beginning and ending dates; ISBE (311 0) Page 84 of 92

121 (h) Be accountable for interest income earned on excess cash on hand by all parties to the grant and return applicable interest earned on advances to the lllinois State Board of Education; (i) Make financial records available to outside auditors and Illinois State Board of Education personnel, as requested by the lllinois State Board of Education; (j) Have a recovery process in place with all joint applicants for collection of any funds to be returned to ISBE; and (k) Be responsible for the payment of any funds that are to be returned to the lllinois State Board of Education 34. The applicant hereby assures that when purchasing core instructional print materials published after July 19, 2006, the applicant will ensure that all such purchases are made from publishers who comply with the requirements of 105 ILCS 5/28-21 which instructs the publisher to send (at no additional cost) to the National Instructional Materials Center (NIMAC) electronic files containing the contents of the print instructional materials using the NlMAS standard, on or before delivery of the print instructional materials. This does not preclude the district from purchasing or obtaining accessible materials directly from the publisher. For further information, see 105 ILCS 5/28-24 at htt~:// 05%26nbs~%3BlLCS%26nbs~%3B5%. DRUG-FREE WORKPLACE CERTIFICATION 35. This certification is required by the Drug Free Workplace Act (30 ILCS 58011). The Drug Free Workplace Act, effective January 1, 1992, requires that no grantee or contractor shall receive a grant or be considered for the purposes of being awarded a contract for the procurement of any property or services from the State unless that grantee or contractor has certified to the State that the grantee or contractor will provide a drug-free workplace. False certification or violation of the certification may result in sanctions including, but not limited to, suspension of contract or grant payments, termination of the contract or grant, and debarment of contracting or grant opportunities with the State of Illinois for at least one (1) year but not more than five (5) years. For the purpose of this certification, "grantee" or "contractor" means a corporation, partnership, or other entity with twenty-five (25) or more employees at the time of issuing the grant, or a department, division, or other unit thereof, directly responsible for the specific performance under a contract or grant of $5,000 or more from the State. The applicant certifies and agrees that it will provide a drug-free workplace by: (a) Publishing a statement: (1) Notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance, including cannabis, is prohibited in the grantee's or contractor's workplace. (2) Specifying the actions that will be taken against employees for violations of such prohibition (3) Notifying the employee that, as a condition of employment on such contract or grant, the employee will (A) Abide by the terms of the statement; and (B) Notify the employer of any criminal drug statute conviction for a violation occurring in the workplace no later than five (5) calendar days after such conviction. (b) Establishing a drug-free awareness program to inform employees about: (1) The dangers of drug abuse in the workplace; (2) The grantee's or contractor's policy of maintaining a drug-free workplace; (3) Any available drug counseling, rehabilitation, and employee assistance programs; and (4) The penalties that may be imposed upon an employee for drug violations (c) Providing a copy of the statement required by subsection (a) to each employee engaged in the performance of the contract or grant and posting the statement in a prominent place in the workplace. (d) Notiwing the contracting or granting agency with ten (10) calendar days after receiving notice under part (B) of paragraph (3) of subsection (a) above from an employee or otherwise receiving actual notice of such conviction. (e) Imposing a sanction on, or requiring the satisfactory participation in a drug abuse assistance or rehabilitation program by, any employee who is so convicted, as required by Section 5 of the Drug Free Workplace Act. (f) Assisting employees in selecting a course of action in the event drug counseling, treatment, and rehabilitation are required and indicating that a trained referral team is in place. (g) Making a good faith effort to continue to maintain a drug-free workplace through implementation of the Drug Free Workplace Act The undersigned affirms, under penalties of perjury, that he or she is authorized to execute this Certifications and Assurances and Standard Terms of the Grant on behalf of the applicant. Further, the undersigned certifies under oath that all information in the grant agreement is true and correct to the best of his or her knowledge that grant funds shall be used only for the purposes described in this agreement, and that the awardhhis grant is conditioned upon this certification. 1 LaVonne M. Sheffield, Ph.D. Name of Authorized Official (Type or Print) Superintendent ISBE (311 0) Page 85 of 9 1 Title

122 Illinois State Board of Education CERTIFICATIONS AND ASSURANCES FOR THE AMERICAN RECOVERY AhlD REINVESTMENT ACT OF 2009 (ARRA) ATTACHMENT 21 (Insert Applicant's Name Here) The following assurances cover participation by the local educational agency (LEA) identified below in all programs under which funds are made available to such LEA by and through the American Recovery and Reinvestment Act of 2009 (collectively, "ARRA Programs", and each, an "ARRA Program"). The applicantlaward recipient (hereinafter the term applicant includes award recipient as the context requires), hereby certifies and assures the Illinois State Board of Education that' 1. Applicant is a(n): (Check one) individual Corporation Partnership Unincorporated association (J Government entity Social Security Account Number, Federal Employer Identification Number or RegionlCountylDistrict /Type Code, as applicable: The applicant has the necessary legal authority to apply for and to receive the proposed award. The filing of this application has been authorized by the governing body of the applicant, and the undersigned representative has been duly authorized to file this application for and in behalf of said applicant, and otherwise to act as the authorized representative of the applicant in connection with this application and any award in relation thereto. DEFINITIONS "Applicant" means an individual, entity or entities for which grant funds may be available and has made application to the Illinois State Board of Education for an award of such grant funds. "LEA" means the local education agency. "ARRA" means the American Recovery and Reinvestment Act of 2009 "Project" means the activities to be performed for which grant funds are being sought by the applicant I hereby certify, on behalf of the LEA identified below, all of the following with respect to the ARRA Programs: 1. The LEA will not use ARRA Program funds for any aquarium, zoo, golf course, or swimming pool; 2. For any project supported with ARRA Program funds, the LEA will comply with Section 1605 of the American Recovery and Reinvestment Act of 2009 (requiring the use of American iron, steel, and manufactured goods) and Section 1606 of the American Recovery and Reinvestment Act of 2009 (requiring compliance with federal prevailing wage requirements); and 3. The LEAwill promptly refer to an appropriate inspector general any credible evidence that a principal, employee, agent, contractor, sub-grantee, subcontractor, or other person has submitted a false claim under the False Claims Act (31 U.S.C ) or has committed a criminal or civil violat~on of laws pertaining to fraud, conflict of interest, bribery, gratuity, or similar misconduct involving ARRA Program funds. 4. Notwithstanding anything to the contrary in "Attachment 20", the applicantlaward recipient must report on a form prescribed by ISBE all expenditure and other data as required by ARRA Title XV -Accountability and Transparency, Section within seven days of each quarter reporting period. Name of Applicant By: oaks' Superintendent Title ISBE ARRA ASSURANCES (4109) Page 86 of 92

123 /k/ Illinois State Board of Education GEPA 442 Assurances - Federal Funded Grants ATTACHMENT 22 (Insert Applicant's Name Here) The following assurances cover participation by the local educational agency (LEA) identified below in all programs under which Federal funds are made available to such LEA through ISBE, and which require an application under Section 442 of the General Education Provisions Act (GEPA) (20 U.S.C.A. 1232e) (collectively, "Programs", and each, a "Program"). The applicantlaward recipient (hereinafter the term applicant includes award recipient as the context requires), hereby certifies and assures the Illinois State Board of Education that: 1. Applicant is a(n): (Check one) individual ( Corporation Partnership Unincorporated association (J Government entity Social Security Account Number, Federal Employer Identification Number or RegionlCountylDistrict /Type Code, as applicable: The applicant has the necessary legal authority to apply for and to receive the proposed award. The filing of this application has been authorized by the governing body of the applicant, and the undersigned representative has been duly authorized to file this application for and in behalf of said applicant, and otherwise to act as the authorized representative of the applicant in connection with this application and any award in relation thereto. DEFINITIONS "Applicant" means an individual, entity or entities for which grant funds may be available and has made application to the Illinois State Board of Education for an award of such grant funds. "LEA" means the local education agency. "Project means the activities to be performed for which grant funds are being sought by the applicant. I hereby certify, on behalf of the LEA identified below, all of the following with respect to the Programs: 1. The LEA will administer each Program in accordance with all applicable statutes, regulations, program plans, and applications; 2 The control of funds provided to the LEA under each Program and title to property acquired with those funds, will be in a public agency and that a public agency will administer those funds and property; 3. The LEA will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for, Federal funds paid to that agency under each Program. The LEA'S administration and expenditure of Program funds shall be in accordance with all applicable requirements of the Education Department General Administrative Regulations (EDGAR), the cost principles contained in 2 CFR 225 (OMB Circular A-87), OM0 Circular A-1 02, and OMB Circular A-I 33; 4. The LEA will make reports to ISBE and to the Secretary as may reasonably be necessary to enable ISBE and the Secretary to perform their duties and meet federal reporting requirements, and the LEA will maintain such records, including the records required under Section 1232f of Title 20-Education, and provide access to those records, as ISBE or the Secretary deem necessary to perform their duties; 5. The LEA will provide reasonable opportunities for the participation by teachers, parents, and other interested agencies, organizations, and individuals in the planning for and operation of each Program; 6. Any application, evaluation, periodic program plan or report relating to each Program will be made readily available to parents and other members of the general public; 7. In the case of any Program project involving construction: (A) the project will comply with State requirements for the construction of school facilities; and (B) in developing plans for construction, due consideration will be given to excellence of architecture and design and to compliance with standards prescribed by the Secretary under section 794 of Title 29 in order to ensure that facilities constructed with the use of Federal funds are accessible to and usable by individuals with disabilities; 8. The LEA has adopted effective procedures for acquiring and disseminating to teachers and administrators participating in each Program significant information from educational research, demonstrations, and similar projects, and for adopting, where appropriate, promising educational practices developed through such projects; and 9. None of the funds expended under any applicable Program will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization. Y \ ISBE GEPA 442 ASSLIRANCES (4109) Page 87 of 92

124 /& ILLINOIS STATE BOARD OF EDUCATION 100 North First Street Springfield, ll ATTACHMENT 23 Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion Lower Tier Covered Transactions This certification is required by the regulations implementing Executive Orders and 12689, Debarment and Suspension, 7 CFR 3017 Subpart C Responsibilities of Participants Regarding Transactions. The regulations were published as Part IV of the January 30, 1989 Federal Register (pages ) and Part II of the November 26, 2003 Federal Register (pages ). Copies of the regulations may be obtained by contacting the Illinois State Board of Education. BEFORE COMPLETING CERTIFICATION, READ INSTRUC'IIONS BELOW. CERTIFICATION The prospective lower tier participant certifies, by submission of this Certification, that: (1) Neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency; (2) It will provide immediate written notice to whom this Certification is submitted if at any time the prospective lower tier participant learns its certification was erroneous when submitted or has become erroneous by reason of changed circumstances; (3) It shall not knowingly enter any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered transaction, unless authorized by the department or agency with which this transaction originated; (4) It will include the clause titled Certification Regarding Debarment. Suspension, Ineligibility, and Voluntary Exclusion-Lower Tier Covered Transactions, without modification, in all lower tier covered transactions and in all solicitations for lower tier covered transactions; (5) The certifications herein are a material representation of fact upon which reliance was placed when this transaction was entered into; and (6) Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this Certification. Organization Name -- FY201 I School Improvement Grant - Section 1003(g) ARRA PRIAward Number of Project Name LaVonne M. Sheffield, Ph.D.. Superintendent Name and Title of Authorized Representative Instructions for Certification 1. By signing and submitting this Certification, the prospective lower tier participant is providing the certifications set out herein 2. If it is later determined that the prospective lower tier participant knowingly rendered an erroneous certification, in addition to other remedies available to the Federal government, the department or agency with which this transaction originated may pursue all available remedies, including suspension andlor debarment. 3. Except for transactions authorized under paragraph 3 above, if a participant in a covered transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debarred, ineligible, or voluntarily excluded from participation in this transaction, in addition to other remedies available to the Federal government, the department or agency with which this transaction originated may pursue all available remedies, including suspension andlor debarment. 4. The terms covered transaction, debarred, suspended, ineligible, lower tier covered transaction, participant, person, primary covered transaction, principal, proposal, and voluntarily excluded, as used herein, have the meanings set out in the Definitions and Coverage sections of the rules implementing Executive Order and Executive Order You may contact the person to which this Certification is submitted for assistance in obtaining a copy of those regulations. 5. A participant in a covered transaction may rely upon a certification of a prospective participant in a lower tier covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless it knows the certification is erroneous. A participant may decide the method and frequency by which it determines the eligibility of its principals. Each parhcipant may, but is not required to, check the "GSA Excluded Parties List System" at 6. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order to render in good faith the certification required herein. The knowledge and information of a participant is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business dealings. ISBE 8534 (3110) Page 88 of 92

125 ILLINOIS STATE BOARD OF EDUCATION 100 North First Street Springfield, IL CERTIFICATE REGARDING LOBBYING The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Fed- eral grant, the making of any Federal loan, the entering into any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit ISBE 85-37, "Disclosure of Lobbying Activities," in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. Organization Name -- FY2011 School Improvement Grant - Section 1003(g) ARRA PWAward (or Application) Number or Project Name A LaVonne M. Sheffield. Ph.D.. Su~erintendent -4, Wd Date - ~ Page 89 of 92

126 ILLINOIS STATE BOARD OF EDUCATION 100 North First Street Springfield, ll DISCLOSURE OF LOBBYING ACTIVITIES Complete this form to disclose lobbying activities pursuant to 31 U.S.C (See reverse forpublic burden disclosure.) 1. TYPE OF FEDERAL ACTION 2. STATUS OF FEDERAL ACTION a. Contract b. Grant c. Cooperative agreement d. ~oan e. Loan guarantee f. Loan insurance 4. NAME AND ADDRESS OF REPORTING ENTITY Rockford Public Schools District #205-Rockford, IL a. Bidlofferlapplication b. Initial award c. Post-award 3. REPORT TYPE a. Initial filing b. Material change For material change only: 2009 Year Quarter Date of last report ATTACHMENT 24A 5. IF REPORTING ENTITY IN NO. 4 IS SUBAWARDEE, ENTER NAME AND ADDRESS OF PRIME prime Subawardee, Tier, if known Congressional District, if known 6. FEDERAL DEPARTMENTIAGENCY U.S. Department of Education 7. FEDERAL PROGRAM NAMEIDESCRIPTION Congressional District, if known ARRA School Improvement Grants Section 1003(g) 8. FEDERAL ACTION NUMBER, if known 9. AWARD AMOUNT, if known CFDA Number, if applicable $ 1Oa. NAME AND ADDRESS OF LOBBYING ENTITY (If individual, last name, first name, MI) N/A b. INDIVIDUALS PERFORMING SERVICES (Including address if different from No. 10a) (last name, first name, MI) 11. AMOUNT OF PAYMENT (check all that apply) $ Actual Planned 12. FORM OF PAYMENT (check all that apply) a. Cash b. In-kind; specify: nature value (Attach Continuation Sheet(s) ISBE 8537A. if necessary) 13. TYPE OF PAYMENT (check all that apply) IZ] a. Retainer b. One-time fee c. Commission d. Contingent fee e. Deferred f. Other, specify 14. BRIEF DESCRIPTION OF SERVICES PERFORMED OR TO BE PERFORMED AND DATE(S) OF SERVICE, INCLUDING OFFICER@), EMPLOYEE(S), OR MEMBER(S) CONTACTED, FOR PAYMENT INDICATED IN ITEM 11 N/A This information ISBE (3110)

127 /b5- INSTRUC'I'IONS FOR COMPLETION OF ISBE 85-37, DISCLOSLIRE OF LOBBYING ACTIVn'lES ATTACHMENT 246 This disclosure form shall be completed by the reporting entity, whether subawardee or prime Federal recipient, at the initiation or receipt of a covered Federal action, or a material change to a previous filing, pursuant to title 31 U.S.C. Section The filing of a form is required for each payment or agreement to make payment to any lobbying entity for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with a covered Federal act~on. Use the ISBE 85-37A Continuation Sheet for additional information if the space on the form is inadequate. Complete all items that apply for both the initial filing and material change report. Refer to the implementing guidance published by the Office of Management and Budget for additional information. ldentify the type of covered Federal action for which lobbying activity is and/or has been secured to influence the outcome of a covered Federal action. ldentify the status of the covered Federal action ldentify the appropriate classification of this report. If this is a followup report caused by a material change to the information previously reported, enter the year and quarter in which the change occurred. Enter the date of the last previously submitted report by this reporting entity for this covered Federal action. Enter the full name, address, city, state and zip code of the reporting entity lnclude Congressional District, if known. Check the appropriate classification of the reporting entity that designates if it is, or expects to be, a prime or subaward recipient. ldentify the tier of the subawardee, e.g., the first subawardee of the prime is the 1st tier. Subawards include but are not limited to subcontracts, subgrants and contract awards under grants. If the organization filing the report in item 4 checks "Subawardee", then enter the full name, address, city, state and zip code of the prime Federal recipient. lnclude Congressional District, if known. Enter the name of the Federal agency making the award or loan commitment. lnclude at least one organizational level below agency name, if known For example, Department of Transportation, United States Coast Guard. Enter the Federal program name or description for the covered Federal action (item 1). If known, enter the full Catalog of Federal Domestic Assistance (CFDA) number for grants, cooperative agreements, loans, and loan commitments. Enter the most appropriate Federal identifying number available for the Federal action identified in item 1 (e.g., Request for Proposal (RFP) number; Invitation for Bid (IFB) number; grant announcement number; the contract, grant, or loan award number; the applicationlproposal control number assigned by the Federal agency). lnclude prefixes, e.g., "RFP-DE ". For a covered Federal action where there has been an award or loan commitment by the Federal agency, enter the Federal amount of the awardlloan commitment for the prime entity identified in item 4 or 5. (a) (b) Enter the full name, address, city, state and zip code of the lobbying entity engaged by the reporting entity identified in item 4 to influence the covered Federal action. Enter the full names of the individual(s) performing services, and include full address if different from 10(a). Enter Last Name, First Name, and Middle Initial(M1). Enter the amount of compensation paid or reasonably expected to be paid by the reporting entity (item 4) to the lobbying entity (item 10). Indicate whether the payment has been made (actual) or will be made (planned). Check all boxes that apply. If this is a material change report, enter the cumulative amount of payment made or planned to be made. Check the appropriate box(es). Check all boxes that apply. If payment is made through an in-kind contribution, specify the nature and value of the in-kind payment. Check the appropriate box(es). Check all boxes that apply. If other, specify nature Provide a specific and detailed description of the services that the lobbyist has performed, or will be expected to perform, and the date(s) of any services rendered. lnclude all preparatory and related activity, not just time spent in actual contact with Federal officials. ldentify the Federal official(s) or employee(s) contacted or the officer(s), employee(s), or Member(s) of Congress that were contacted. Check whether or not an ISBE 85-37A Continuation Sheet(s) is attached. The certifying official shall sign and date the form, print hislher name, title, and telephone number. Public reporting burden for this collection of information is estimated to average 30 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the Ofice of Management and Budget, Paperwork Reduction Project ( ), Washington, 0. C ISBE (311 0) Page 91 of 92

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