Application Electronic Classroom Of Tomorrow (133413) Franklin County 2012 School Improvement Competitive 1003 (g) Rev 0 School Improvement Competitive 1003 (g) Application Number (40) Please note that if LEA does not apply for one of the Tier I or Tier II schools, describe the lack of sufficient capacity to do so in the History Log. LEA must address areas including, but not limited to if school is closing, number of Tier I and Tier II schools within the LEA, enrollment number of students, percentages of proficient students (Reading and Math). If LEA has multiple eligible schools, factors determining prioritization must be noted. Needs Assessment Tier I School Improvement Status: SI Year 8 Total number of students impacted 9000 Total Enrollment 12500 Building is served as a Schoolwide OR Applies for a waiver to implement a SW program in Tier I school Building is served as a Schoolwide OR Applies for a waiver to implement a SW program in Tier I school that does not meet 40% poverty that does not meet 40% poverty gf edcb Apply for a waiver to "start over" in SI timeline (only if implementing turnaround or restart model in Tier I Apply for a waiver to "start over" in SI timeline (only if implementing turnaround or restart model in Tier I school) school) gf edc FY12 Pre Implementation Budget Amount 0.00 FY12 Year 1 Full Implementation Budget Amount 1,149,100.00 FY13 Budget Amount 1,095,199.00 FY14 Budget Amount 1,128,054.97 Intervention Model (Please select one of the check boxes.) Turnaround Turnaround gf edc Restart Restart gf edc Transformation Transformation gf edcb Closure Closure gf edc Indicators of Impact Indicators of Impact: LEA should provide information regarding how the selected intervention model or improvement strategy matches the LEA's needs and will impact student achievement. Discuss standards of performance for the following, but not limited to: * Reading Achievement * Math Achievement * Graduation Rate/ Attendance Rates * Implementation of Model or SI Strategies Scientifically Research Based (SBR) As a Tier I Community School, Educational Classroom of Tomorrow (ECOT) serves over 12,000 K 12 students through an online delivery system. The chronically low academic performance of students as evidenced by OAA and OGT results and graduation rates, as well as the high attrition rate of students enrolled in the program provides a major challenge that requires the application of a transformation model. While 2010 OGT scores show ECOT met the state requirement in Reading and Writing, meeting Math requirements continue to elude us, and the majority of demographic groups across grades 3 8 and 10 have not met proficiency. Data from the ODE suggests students in grades 4 8 enter ECOT in the bottom 20% (quintile) of OAA test scores. Sixty percent of ECOT high school students are greater in age than their grade level cohort. The graduation rate reported for the school year 2010 was 35%. As a consequence of this and through the results of a needs assessments administered to parents, teachers, and administrators it is essential to revise current practices through a transformation process to impact two specific goals: Goal 1 increasing graduation rates by 10% in each of the next two school years; Goal 2 increasing statewide test scores in math and reading by showing an average gain of one or to satisfy Ohio AYP requirements. The achievement of these goals requires fundamental changes in ECOT policies and practices. These changes are centered on four basic areas, 1) consultative approaches in the inquiry and intake processes prior to enrollment, 2) orientation post enrollment, 3) opportunities to pursue various pathways. As a Community School, ECOT has an open enrollment policy, and students and families elect to participate in the online program for varied reasons. Irrespective of the reasons why families choose to attend ECOT, successful participation in an online school requires a unique set of skills and attitudes; therefore the process of transitioning students from a traditional "bricks and mortar" school to an online environment is crucial in order to ensure success within the program that, in turn, will positively impact academic achievement and sustainability. A well designed consultative approach at inquiry and intake will enable families have the critical information available to make an informed decision, given the demands and responsibilities of participating in an online program. ECOT's students want additional support at the HS level. Expanding "academies" and adding pathways based on HS and post secondary goals will provide students with opportunities to meet this need. Pre implementation Activities and Budget Describe the activities the LEA will take prior to the beginning of the 2011 2012 school year in order to prepare for full implementation of a school intervention model at the start of the 2011 2012 school year. Include the proposed budget amount needed to carry out the pre implementation activities. LEAs are not required to begin spending SIG funds prior to the beginning of the school year, but may do so. Use the space provided to describe activities and expenses that are (1) directly related to full and effective implementation of the selected intervention model, (2) both reasonable and necessary for implementation, (3) address needs identified by the LEA, and (4) help improve student academic achievement. If the LEA will not be carrying out pre implementation activities and expenses, that should be noted in the space provided. Examples of possible allowable activities include: Family and Community Engagement, Rigorous Review of External Providers, Staffing, Instructional Programs, Professional Development and Support, Preparation for Accountability Measures. Noted examples should not be seen as exhaustive or required. Rather, they illustrate possible activities depending on the needs of particular SIG schools. SIG funds may not be used to supplant non Federal funds, but only to supplement non Federal funding provided to SIG schools. While no budget is required for the pre implementation of the SIG grant, the expectation and desire to receive the SIG grant began over a year ago with specific planning for high school academies and
various "paths" for students to graduate for which we applied. This was rejected in the first round of SIG grants. In the past year, with an eye towards applying for this year's SIG, many activities have occurred in planning for implementation: (1) ECOT employed a research company, Saperstein and Associates to develop a survey for parents and students regarding students' needs and in an online education. Planning with the company took three months and was executed April 27, 2011, giving us specific guidance for the activities within the SIG. ECOT is doing this without using funding from the SIG. (2) ECOT held three (3) focused 'brainstorming" sessions with an outside Consultant (Edumark, LLC) to ascertain ways to reach the ECOT OIP goals of improved academic achievement and graduation rate. These sessions were held with the Race to the Top (RttT) team and ECOT teachers and administrators. The results of these sessions are used in the application of this grant. The purposes are to increase academic achievement and increase graduation rate as ECOT evolves into a more effective and efficient organization. (3) 450 ECOT teachers were surveyed and focus groups held on March 30, 2011 to determine the districts' highest needs. Funding from the SIG is not required. (4) Rigorous implementation of the High School "paths" and or academies will require professional development to ensure that the paths for students match their needs, including extended school hours. Pre assessments for course content, essential understandings, and assurances of course mastery will be developed through the summer. ECOT will provide funding. (5) While ECOT implemented the District Leadership Team (DLT) through the OIP, and is considered "one "building K 12, there are 4 distinct entities: K 5, 6 7, 8, and 9 12. There is a need to establish structured Building Level Teams (BLTs) at each entity to review data at a "building" level. Integration into Ohio Improvement Process How is this grant supported by your LEA(s)? Describe joint planning that occurred. Include OIP alignment information such as how the selected intervention model or school improvement strategy matches the LEA's needs and examines the root cause for the school's identification of need for improvement (use of various data to analyze the needs of the LEA must include, but are not limited to student performance data, curriculum standards and assessment, effective teachers and leaders). ECOT's OIP Leadership team of general and special education teachers, parents, support personnel and administrators as well as SST #1 worked diligently the past year to thoroughly collect, review and analyze data regarding the implementation of each of the 10 strategies to accomplish our academic goals. Each area of the Decision Framework was reviewed, evidence of our current expectations of, and implementation of high quality teaching and learning. This data included, but is not limited to, student performance on short cycle assessments (SCA), teacher implementation of SCA, Marzano's research based instructional strategies (RBIS), teacher observations through walkthrough data, school policies and procedures, curriculum maps and monitoring of instruction. In March 2011, all teachers were surveyed and focus groups were conducted regarding the transformation of ECOT to a highly effective organization for student results. Data from the teacher focus groups allowed the OIP team to discern potential root causes for low academic achievement and high student mobility. Additional planning and coordination with the OIP team is being done through our Race to the Top Team (RttT) which is comprised of 50% teachers. Several facilitated sessions already occurred to brainstorm what changes needed to transform ECOT to assist us in reaching our academic goals and improving our graduation rate. Results yielded truly transformational ideas to develop, re organize and monitor systems. While we may be making slight growth each year on the LRC, of high concern is our failure to close the gap with students who are economically disadvantaged, minority status or who have a disability. As a result, we recognize the need for significant improvement in these areas, which requires powerful strategies to address the root causes for low achievement. The main concern identified was a lack of clarification and communication of expectations of parents and students, particularly newly enrolled students identified as a root cause for low achievement,. To this end we are revising the CCIP for 2011 2012 to focus on this root cause in addition to the current goals and strategies. ECOT knows it cannot wait as the need and the immediacy for our attention and action is understood. ECOT selected the transformation model as its required elements align best to its areas of need and mandate the types of changes ECOT must implement in order to see improvement in achievement scores: Revising the orientation process to develop and increase teacher and school leader effectiveness increasing learning time of comprehensive instructional strategies; providing flexible options for "school time" in the evenings for our students who must work (operational flexibility and sustained support); and providing critical options (academies and pathways) for students at the High School level to ensure graduation. The new initiatives funded by this grant will be substantial, and give all teachers more time to time spend on instruction, professional development and relationship building. In order to facilitate success and maintain fidelity of implementation, these efforts will be coordinated, facilitated and monitored by the new position of "Director of School Improvement." Capacity To Implement Design and implement interventions consistent with the final requirements:Tier I and Tier II will implement an intervention model; submit waiver request and complete requirements associated with waiver (schoolwide components) As a Tier I school, redesigning the way ECOT works is necessary if we are to establish a foundation for successful future action in diagnosing systemic problems and developing strategic solutions to the identified problems. ECOT started this process by forming various teams devoted to improving the school. The Ohio Improvement Process (OIP) team and Race to the Top (RttT) teams at ECOT are comprised of operational staff, operational administration, educational administration and teachers. These teams met to develop a thorough needs assessment, a comprehensive continuous improvement plan, as well as to form ECOT's strategic plan. Members of these teams reviewed possible impacts of the various strategies on ECOT, its teachers, and its students. As a direct result of continuous analysis of the district's student data, teacher survey results and student/family survey results, the ECOT (OIP) and RttT teams focused their attention on the best way to address student needs and ultimately increase OAA and OGT scores and increase our graduation rate. In reviewing research conducted on various intervention options that have a good record of successful implementation, ECOT elected to implement the Transformational Model. ECOT will create a "Director of School Improvement" (DSI) position. The person in this position will devote 100% of his/her time to actively participate in the planning, implementing, monitoring, and supporting of all strategies and initiatives, while also providing coordination with the School Improvement Office at the ODE. Our Director of School Improvement will also work very closely with our Superintendent, OIP and RttT teams, and all school administration to ensure that our plans align with CCIP and OIP goals. ECOT will continue to build on its partnership with the State Support Team (SST) to ensure that the Transformation Model is implemented with fidelity and waiver requests and required paperwork is submitted accordingly and on time. ECOT will revise its CCIP to reflect the alignment of the various initiatives. Additional actions that ECOT will take to increase the commitment to improving the school include: getting parents more involved by offering additional training in technology, providing books for them to read with their child, having 100% Highly Qualified Teachers (HQT); offering only High Quality Professional Development (HQPD) to our teachers and administrators; increasing the use of short cycle assessments (SCA) and research based instructional strategies (RBIS); and offering a wider range of options for learning for our students. Recruit, screen, and select external providers, if applicable, to ensure their quality: * proven track record of successful school improvement * matched to the needs of the students and the interventions * selected from list of approved external providers supplied by the Ohio Department of Education ECOT has procedures to recruit, screen, and select external providers ensuring quality and a proven track record of successful school improvement matched to the students' needs. Given the complexity of challenges in implementing the Transformation Model, we will need the assistance of outside experts to assist with some of the current providers which include: The Ohio State University, Ashland University, and the State Support Team. ECOT's board policy ensures all external partners be selected using a Request for Proposal (RFP) process based on a defined rubric. As part of the RFP process,
potential external providers are required to respond to questions that are specific to the work they may provide to ECOT, provide evidence of the quality of past work, and is approved by the ODE for the purpose of School Improvement support. The (DSI) is an important component of our plan. ECOT's DSI will participate in SIG trainings or events and bring updates back to the school while collaborating with ECOT's leadership, OIP, and the RttT teams. The DSI will work with administration in the roll out of activities as well as actively engage in screening, and selecting high quality external. Modify its practices or policies, if necessary, to enable its schools to implement the interventions fully and effectively: The LEA should describe how it will address details contained in, but not limited to, negotiated agreements, board policies, Ohio Revised Code. It is the responsibility of the LEA submitting the application to secure such approval prior to submission of the application. As ECOT is labeled as being in the lowest 5% lowest achieving schools in the state of Ohio, ECOT is working with its Board of Directors to implement interventions that will truly transform the school, increase our test scores and graduation rate, as well as empower teachers. ECOT's leadership team works in conjunction with its Board of Directors to continually review and modify policies and practices to strengthen student achievement. This (SIG) application is submitted with the full support of our Board of Directors and any potentially needed modifications to existing practices and / or policies will be brought to their attention and acted upon accordingly. A monthly report will be given to the Board by our Superintendent who will review progress on each of the initiatives and interventions ECOT is undertaking which include but are not limited to: 1)Implementation of the Transformational Model, 2) The hiring of a Director of School Improvement and Director of Outreach Services (DOS) 3) the creation of an "intake" department that will require revised admission and orientation processes for new students, 4) an outreach program; and 5) the creation of "academies" for the high school students to assist in increasing graduation rate. ECOT's OIP and RttT teams will work together with our DSl to ensure interviewing processes assist in getting the most highly qualified employees for positions at our school. Our transformation proposal represents the commitment of ECOT teachers and leaders supportive of ECOT's mission and vision for children electing an alternative way of obtaining an education. Stakeholder Involvement/Collaboration Who are your major partners? Consult with various relevant stakeholders regarding the LEA's application and implementation of school improvement models in its Tier I and Tier II schools. Parents, teachers, support personnel including both educational and operational, Board of Directors, State Support Team #1, educational leadership, Lucas ESC, Ashland University, OCALI, and the Ohio State University. (Because ECOT serves students state wide, "community" should not be a detractor, as multiple activities take place throughout the state to involve students and parents such as field trips, family nights, open houses and parent conferences.) Describe joint planning that occurred as well as the level of commitment among all parties (district and building level). Applicants must describe the stakeholder roles and their contributions to the success of the project. ECOT values its various stakeholders and ensures that voices are heard through multiple methods of gaining input. Collaboration is evidenced by the ongoing development of district teams where teachers and parents are a part of the decision making process. ECOT devoted considerable time, effort, and resources to build a collaborative culture, using the current structures to gain input for this transformational model. 1. March 15 March 30: Survey to all 450 teachers with subsequent focus groups on March 30, 2011 regarding the top three ideas teachers selected to improve student achievement and participation. Results were collated, summarized and analyzed by each of the building representatives on the OIP team: K 5, 6 7, 8, and 9 12. All summaries and raw data from the surveys were sent to the OIP team members for review prior to the March 30th meeting. 2. March 11, 30 & April 15th: RttT teams met to discuss transformational ideas and practices, changes in policies and procedures that would increase student achievement, and graduation. 3. ECOT OIP Leadership Team: Members met in April to discuss transformational ideas to improve academic achievement through the application of the SIG. The team reviewed all of the teacher input into the CCIP collected on March 30th and presented the information by the building teams regarding improvement of achievement. 4. Teacher Advisory Council (TAC) March 29th specific concerns and ideas were given to the superintendent 5. Parent Advisory Councils: April 25th in Cleveland, April 26th in Cincinnati and May 19th in Columbus. Parent input is sought through focus group activities regarding transformational ideas that must be done to improve systems and achievement at ECOT. 6. A major initiative will be to engage parents as partners starting with the initial inquiry telephone call by the parent and throughout the enrollment process with Parent Liaisons, scheduling advisors and orientation coordinators. Opportunities for parents to partner with the school to support learning both at school and in the home will be provided, as well as help parents develop the skills and tools needed to effectively support student learning. It is the plan that all of the groups above will be provided consistent communication regarding the successes and/or roadblocks during the process. Parent/student input will be continually sought, and a quarterly reporting schedule will be maintained to ensure they are also involved in the monitoring and oversight of the initiatives. Goals, Strategies and Action Steps 1 ) Improve Student Achievement in Reading Description: By 2012 all subgroups of students in grades 3 8 and 10 will make safe harbor in reading each consecutive year OR will show a mean growth of at least one NCE each consecutive year in reading for students who have been at ECOT at least one year in grades 4 8 as measured by value added. Performance Measure: 1.1 The percentage of students, in the aggregate and for each subgroup (students from major race/ethnic groups, economically disadvantaged students, children with disabilities, students with limited English proficiency), will make Safe Harbor or will show a mean growth of at least one NCE each consecutive year in reading on the State's assessment. (ESEA Section 1111(h)(1)(C)(i)) Fiscal Resources Grant Notes 2011 2012 School Improvement Competitive 1003 (g)
1.4 ) Data Collection and Analysis Description: Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, and drive decisions about practice and commit to results. 1.4.1 ) Implement and Evaluate Description: Implement the data warehouse and evaluate the system for ease of use as well as effectiveness. 1.7 ) Parental Involvement Description: Recognizing the key role that parents play in their child's learning, ECOT will provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children learn reading and mathematics. Using the RtI model parents will be at the first level of receiving resources and structured interventions to help their child. ECOT will conduct family nights and parent conferences throughout the state which incorporate requirements of Title schools as well as providing workshops and learning in an open house atmosphere. 1.7.1 ) Parent / Student Compact Description: Modify the parent/student compact for students and parents. Notify parents of our School Improvement status. The parent liaisons in collaboration with the building principals and Director of Federal Programs will plan a series of workshops to be held throughout the state for parents and students to help increase math and reading skills. 3 ) Increase Student Engagement Description: By 2011 2012 increase the engagement of students who attend ECOT all year, grades 6 8, by 20% as measured by core course passage rate OR increased achievement by reaching value added. Performance Measure: There is a correlation between attendance and course passage rate. Therefore, by reviewing the number of students who pass their core coursework, we will expect a 20% increase in attendance OR as measured by positive results on Value Added according to state assessments. Fiscal Resources School Improvement Competitive 1003 (g) $00 $394,433 School Improvement Competitive 1003 (g) Total: $00 $394,433 Grand Total: $00 $394,433 Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant Notes 2011 2012
3.1 ) Parental Involvement Description: Recognizing the key role that parents play in their child's learning, ECOT will provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children learn reading and mathematics. Using the RtI model parents will be at the first level of receiving resources and structured interventions to help their child. 3.1.1 ) Expectations Description: Revise ECOT website, online literature, and enrollment packet to include realistic expectations and responsibilities for school and home. 3.1.2 ) Procedures Description: Develop procedures for inquiry, intake, and orientation to hire and provide training to all pertinent employees regarding the procedure flow. 3.1.3 ) Evaluation Description: Data will be analyzed on an ongoing basis regarding efficacy. 3.2 ) Professional Development and Training Description: Provide PD and training to faculty as well as students and families. School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) $00 $394,433 School Improvement Competitive 1003 (g) Total: $00 $394,433 Grand Total: $00 $394,433 Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g)
3.2.1 ) Professional Development Description: Design the curriculum and content for professional development for all ECOT employees regarding intake and inquiry. 3.2.2 ) Provide Training and Development Description: Deliver professional development to in house employees as well as all teachers and administrators. 3.2.3 ) Evaluate Description: Evaluate professional development based on implementation and provide ongoing professional development based on the results of monitoring as well as parent and student perception. 3.5 ) Building Rapport between Teachers and Students Description: Opportunities for building rapport between teachers and students will be provided. 3.5.1 ) Professional Development Description: Counselors, scheduling advisors, orienteers, and teachers will be provided professional development regarding customer service, building relationships, and understanding children of poverty. 3.5.2 ) Expectations Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g)
Description: Opportunities through orientation will be provided to parents, students, and ECOT staff to build rapport and discuss expectations.. 3.5.3 ) Evaluation Description: The number of opportunities will be monitored and evaluated and occur through perception data. Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Grant School Improvement Competitive 1003 (g) School Improvement Competitive 1003 (g) Alignment with Other Resources Identify the additional and supporting resources (e.g. internal building, local community, business and partner schools) that will be utilized in the project and demonstrate how these resources will impact success. Please explain how your project will leverage other and supporting resources (fiscal, human, technical, etc.) in the implementation of the intervention model. ECOT leadership is aware that efforts to improve the school are complex and will require a coordinated, systematic, and systemic approach that continuously addresses each aspect of the school including curriculum; instruction, governance; scheduling; technology training; high quality professional development; assessment; and parent, family and community involvement. ECOT demonstrated improvement by implementing several initiatives including: Response to Intervention (RtI), inclusion, UbD, assessments, Research Based Instructional Strategies (RBIS), curriculum review teams, and a monthly walk through of each teacher's classroom. The initiatives proposed by this school improvement grant will build upon these previously implemented ones. ECOT offers expanded learning opportunities for students beyond the school year summer school. ECOT is proud that these initiatives have resulted in student achievement gains; however ECOT continues to strive for a LRC designation of "Effective." Under the direction of the DSI and with the help of SIG dollars, the next level of improvement includes providing: 1) specialized attention to students and families helping them become more knowledgeable about their responsibilities, technology, ECOT expectations, and selecting a schedule that best fits the student's needs and 2) offering alternative options for high school students and expanding the credit recovery program and implementing a 9th grade drop out prevention / transition course. All of ECOT's school improvement plans focus on practical methods to ensure that effective instructional strategies are shared, supported, implemented and are continually refined based on the most current data. ECOT strategies align with the OIP and RttT initiatives to increase student achievement and engagement and will use many existing resources, such as the parent liaisons, short cycle assessments, and school guidance counselors. Through ECOT's initiatives, the school will increase its capacity to reach students and families resulting increased achievement on graduation rate. Continuation How will your initiative sustain itself if/when funding is reduced or ended? (feasibility of sustaining the initiative, reasonable, resources brought to the process to continue to support over time, leveraging existing resources) The SIG will allow ECOT to build the capacity to continue to fund initiatives that will impact student achievement. Throughout the planning phase, the OIP and RttT teams selected strategies and designed efforts creating a greater chance of success and replication without additional funding being needed at the end of the grant period. By focusing on the identification of stakeholder needs, renewed vision, identification of specific functions, structures, and processes that develop the capacity of the systems to be agile enough to meet changing context will aide in sustaining the improvements. The ultimate key to the sustainability of ECOT's initiatives is the internal commitment by the school to the research based strategies of the Transformational Model. The costs associated with ECOT's proposal build the necessary infrastructure and systems that will allow ECOT to sustain efforts without assistance after the grant period. For example, by providing a specific orientation and intake team to work with younger grades, we expect our students to stay with us longer and perform better on the OAA. We also expect theplan to offer more choices to the high school students to increase the time they attend ECOT and therefore increase their scores on the OGT and allow teachers more time to build relationships with them. Timeline
Include a timeline delineating the steps it will take to implement the selected intervention in each Tier I and Tier II school identified in the LEA's application. (tied to IMM tool) Pre Award: Results of the Saperstein study will be analyzed and distributed to stakeholders. Once awarded, ECOT will begin implementation of activities immediately. YEAR 1: Summer 2011 District leadership in conjunction with Human Resources will seek out candidates qualified to fill the positions created. Stakeholders (including parents and students) will meet to develop procedures for the inquiry/orientation program; and design data collection for inquiry/orientation, new pathways (including Graduation Academy), extended school hours, and integrate new pathways into the orientation process for HS students. School year 2011 12 Graduation Academy, extended school hours, and pathways will be fully implemented in gr. 9 12. Implement the intake/orientation process with gr. K 12. Monthly data on aspects stated in the Data Collection section of this grant will be collected and analyzed. There will be continual monitoring, data collection and analysis of all new programs by the Directors of School Improvement and Outreach Services. YEAR 2: Inquiry/Orientation Analyze data from year 1 including Ohio statewide assessment results and family/teacher surveys collected on year 1 processes. Revise processes as needed per data obtained. Expand year 1 inquiry/orientation process to all grades. Analyze data collected regarding success of the pathways and extended school hours regarding graduation rate as calculated by EMIS director for the actual 2011 12 school year using the ODE formula (since LRC data is in arrears). Based on data, revise/expand the Graduation Academy and pathways. There will be continual monitoring, data collection and analysis of all new programs by the Director of School Improvement. YEAR 3: Review results of year 2; revise and implement. Program Evaluation/Monitoring/Outcomes Describe the annual goals for student achievement on the State's assessments in both reading/language arts and mathematics. State other annual goals of the project. How will you evaluate your progress in achieving your goals and objectives? Goals must be stated in the form of SMART (specific, measureable, achievable, realistic, time bound) goals. Goals will be based on the use of the Ohio Improvement Process (particularly the decision framework). PROGRAM EVALUATION This application was able to build upon the thorough work of the OIP Leadership Team and SST through the Ohio Improvement Process over the past two years. Through the OIP, the District Leadership Team constructed the ECOT CCIP focused on the three primary goals, one in reading, a second in math and the third regarding student engagement. 2. These goals are: By 2012, to improve the academic achievement of all students in all areas with specific emphasis on math and reading/language arts as evidenced by showing an average growth of 1 NCE or to satisfy Ohio AYP requirements 3. To improve the engagement of our students as evidenced by a 20% increase in students passing core courses, as evidenced by showing an average growth of 1 NCE or to satisfy Ohio AYP requirements OIP and RttT teams analyzed CCIP teacher surveys and focus group data to hypothesize that a potential root cause is the need for training, orientation and expectations of an online education to parents and students prior to enrollment. Additionally, there is a need to provide students who transfer from other high schools and are credit deficient, disenfranchised and disillusioned with schooling, with an individual plan and choices to ensure graduation. The leadership team developed two additional SMART goals for the grant which are as follows: 1.)By implementing a revised intake/orientation system (by requiring transcripts, providing counseling sessions, technical training, survey, and diagnostic) [and by providing alternative pathways/academies to high school students, particularly at grades 11 and 12], ECOT will increase graduation rate by 5% in each of the next two school years. 2.) By implementing a revised intake/orientation system (by requiring transcripts, providing counseling sessions, technical training, survey, diagnostic) and by providing alternative pathways/academies to high school students, particularly at grades 11 and 12,ECOT teachers will increase actual teaching time in content areas and build relationships which will result in increasing state test scores. Evaluation expectations will be clearly articulated and tied to individual strategies and action steps; therefore, the monitoring of each initiative is tied to the IMM tool within the CCIP. For student performance indicators, we will use data such as results from state tests from the OAA and OGT as well as data from district assessments. The newly developed position of Director of School Improvement will work with building leadership and the teacher based teams (TBT) to analyze data and inform re teaching and interventions as needed. For the Success Academy (credit recovery) and Graduation Academy, a formative assessment will be provided as the initial class activity to ascertain prior student knowledge in each course , aligning lessons based on the result of the formative assessment. Additionally, a summative, post course level assessment will be given to ensure course mastery. Parent and student surveys will be provided to determine the success of the newly developed orientation program. In implementing the Transformation Model, success will be evident by the increase in scores in both reading and math and additionally the graduation rate as specified in the LRC and analyzed by the DSI. Revisions and retraining will be instituted. Data Collection Student Achievement Determine how the selected intervention model will increase student achievement, and then measure the success of the intervention model. Applicants must describe the process used to select the intervention model and how the success of the implementation will be measured. Measures of success must be stated. Measures of success will be linked directly to the indicators of impact stated in the Building Overview page (reading, math, graduation rate, SI strategies, intervention models, etc.). Academic growth was seen in the last 2 years in grades 4 8 using value added as a measurement. While ECOT is proud of this, it realizes it has to go above and beyond and pull out all the stops in order to increase reading and math scores and students. Implementing a full scale enrollment/orientation program at all grades will help parents and students better determine the expectations of them so they can make an informed decision if ECOT is the appropriate environment in which the student will learn. Having diagnostic data available to teachers upon a student entering a class creates the ability for teachers to begin teaching and intervening from the start. Teachers will not have to spend "teaching time" with students learning how to navigate the computer to access lessons. At the high school (HS) level, ECOT met the state OGT requirements in reading and writing at 11thgrade, however no other standards have been met. Additionally, the proposed orientation program will lessen the amount of time students spend learning ECOT's system so more time can be spent learning the academic standards. ECOT's graduation rate reported on the LRC for the 2009 10 school year was 35%. It is realized that orientation alone cannot make up the gap between what is expected and what data has shown. Offering different pathways through Academies in which students will have a voice by choosing their pathway along with extended school hours, will provide students the opportunities they have requested (based on data from student surveys). The combination of pathways with extended school hours and an orientation program to better inform students of expectations will result in significant increases in achievement scores and the graduation rate. Data will be collected on pass rates and graduation rates of students participating in one or more of the following: 1) face to face orientation; 2) online orientation; 3) the different pathways/Academies; 4) extended hours for live/real time sessions. Use of a data warehouse will enable ECOT administrators to view reports of numerous data points so that data can be analyzed to determine a correlation between the significant factors Budget Narrative Explain/ describe how funds will be used to implement the selected model in each Tier I and Tier II school it commits to serve; conduct LEA level activities designed to support implementation of the selected school intervention models in the LEA's Tier I and Tier II schools;
Applicants must show how these funds will be spent. The application should include an explanation for each expenditure, its source if part of the match and how each expenditure aligns with project goals in an efficient and effective manner. Planning for funding is to remain constant for the three years of the grant period. ECOT's budget supports the two primary goals of the School Improvement Grant for the 2012 2014 school years and will allow ECOT to implement the selected Transformation Model through the replacement of the school principal and the addition of Directors of School Improvement and Outreach Services. Instructional Salary and Benefits: $171,600 for four teachers to expand our credit recovery academy. Support Salary and Benefits: $747,500 for an additional high school principal, 10 people to provide orientations and training for students across the state as well as collect and organize data, a Director of Outreach Services to implement the inquiry and orientation program, and 5 individuals to assist school counselors with entering in schedules for our students and assist in building the relationship with families. Governance Salary and Benefits: $130,000 for the Director of School Improvement to oversee all school improvement initiatives and ensure that they are implemented with fidelity; $100,000 is budgeted in Support Supplies for software to aid in scheduling our students for classes. Project Summary Provide an overview of the proposed project, including a description of the following: * The audience (who the project will directly impact); * The educational goals/need (what the project strives to ultimately accomplish); and * The activities (how the project will be carried out). The summary should be written so that readers, including peer reviewers, will understand the overall concept of the application. As a consequence of being a Tier I and through the results of a needs assessment administered to stakeholders, it is essential for ECOT to revise current practices through a transformation process to impact two specific goals: GOAL 1 increasing graduation rates by 10%* in each of the next two school years; GOAL 2 increasing statewide test scores in math and reading by an average gain of 1 NCE or to satisfy Ohio AYP requirements.. Fundamental changes in policies and practices are required. These changes are centered on two basic areas: 1) applying consultative approaches in the inquiry and intake processes prior to enrollment and effective post enrollment orientation, and 2) opportunities to pursue various learning pathways at the high school level. This will have major impact on their persistence to remain on a viable education track. 1a) Serving the state of Ohio, ECOT has an open enrollment policy where students elect to participate in the online program for varied reasons. Regardless of the reasons, successful participation in an online school requires a unique set of skills and attitudes; therefore, the process of transitioning students from a traditional "bricks and mortar" school to an online environment is crucial in order to ensure success within the program that, in turn, will impact academic achievement and sustainability. Given the demands and responsibilities of participating in an online program, a well designed consultative approach at inquiry and intake will give parents and students the critical information available to make an informed decision. As a result there is increased probability of sustained enrollment. The inquiry and intake process will also serve as the launch that enables HS students to select a learning pathway that will meet their needs through application of a comprehensive diagnostic process. Personnel will be hired to work with parents/students specifically answering questions and conferring knowledge of expectations and responsibilities 1b) Success of students in an online environment is dependent on their ability to navigate the system to actively engage with the content, benefit from the methodology, communicate with the instructor, and independently access information and submit work to ascertain proficiency and inform instruction. An effective comprehensive orientation process for both students and parents will ensure that students have the necessary requisite skills to facilitate their learning, and for parents to assist students. Personnel will be hired to hold orientation offered in 2 mediums to meet parent/student need and the parent/student can choose how to attend the orientation either in live face to face sessions held regionally or online in ECOT's virtual live session tools in real time. Additionally, diagnostics and scheduling and choice of academy or pathway (for HS students) will be done during orientation. 2) Meeting the needs of a state wide student constituency of students and to increasing the graduation rate require the district to develop an array of different learning pathways as it is critical to offer alternative programs and pathways to help students increase academic achievement, earn credit and graduate. As a result of teacher and student surveys as part of the Race to the Top (RttT) and OIP, the need for expansion of the existing credit recovery academy, extension of school hours, and creating additional academies and learning pathways based on student goals, will give HS students more options and opportunities to be successful. Teachers and guidance counselors will be needed to serve in the new academies. The ECOT HS has over 10,000 students. The current principal serves as the head administrator to all of them. The HS principal position will be replaced by 2 HS principals one for gr. 9 10 and one for gr. 11 12. To ensure that these initiatives are fully integrated, ECOT is proposing to establish the position of Director of School Improvement. Assurances The LEA must assure that it will comply with all Federal assurances and that it will 1. Use its School Improvement 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; 2. Establish annual goals for student achievement on the State's assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section III of the final requirements in order to monitor each Tier I and Tier II school that it serves with school improvement funds; 3. If it implements a restart model in a Tier I or Tier II school, 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; and 4. Report to the SEA the school level data required under section III of the final requirements. PROGRAM ASSURANCES:I agree, on behalf of this applicant agency and all identified partners to abide by all assurances outlined in the Assurance section of the CCIP and the requirements identified in the School Improvement Grant Request For Application. In the box below, enter "I Accept" and indicate your name, title, agency/organization and today's date. Sue Bradley Director of Federal Funds The Electronic Classroom of Tomorrow April 28, 2011
