grantv2

This page may run slowly - click "no" if it asks to optimize page. The actual file may be found at ghsteacherresources.grant ** Tennessee Department of Education **
 * School Improvement (SI) Funds **
 * Application for Competitive High School Redesign Grant **

 Timothy K. Webb, Ed.D. Commissioner of Education Julie McCargar, Ed.D. Executive Director of Federal Programs December 2008 ** Due: April 15, 2009 ** Grant period Title I-A (1003 [g] funds) –May 1, 2009 – Sept. 30, 2010

TENNESSEE DEPARTMENT OF EDUCATION School Improvement Funds under Title I of the No Child Left Behind Act CFDA #// #84.377A (1003 (g) funds) // Table of Contents  **I.** **Timeline 4**   **II. General Information. 5**  **A. Overview.. 5**  **B. Grant Priorities, Measurable Outcomes, and Framework. 5**  **C. Eligibility. 6**  **D. Funding Levels. 6**  **E. Funding Priorities. 6**  **III. Program Guidelines. 7**  __A.__ **  School Improvement Strategies. 7   ** **B. Responsibilities of the District and the School 7**  **1. District 7**  **2. Schools. 8** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **C. SEA Technical Assistance Available to Funded LEAs. 8** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **D. Program Accountability and Monitoring. 8** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **IV.**<span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; color: windowtext; line-height: 115%; font-family: Calibri; text-decoration: none; mso-bidi-font-family: 'Times New Roman'; text-underline: none;"> **Reporting and Evaluation Requirements. 9** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> __ A. __ **  Fiscal Accountability<span style="display: none; color: windowtext; text-decoration: none; text-underline: none; mso-hide: screen;">. 9  <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> ** **B. Program Accountability. 9** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **C. Fiscal and Program Reporting Requirements. 9** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **D. Site Visits by TDE Representatives. 9** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **E. Internal Evaluation. 9** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **F. External Program Evaluation. 10** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **V. Fiscal Operations. 10** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **VI. Application Review and Grant Award Process. 10** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **A. Screening Process. 10** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **B. Criteria and Scoring System.. 10** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **C. Determination of Award Amounts. 11** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **D. Award Notification. 11** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **VII. Application Requirements. 11** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **Competitive High School ReDesign Grant Application. 12** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **Review and Initial Approval Signature Page. 13** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **VIII. Grant Application. 14** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **1. District needs assessment 14** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **2. LEA Support, Administration, Implementation, and Progress Monitoring. 14** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **3.Sustainability of ReDesign. 15** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **4. Collaborative Partnerships with Stakeholders (required) 15** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **5. External Providers (optional) 16** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **6. Internal Evaluation. 16** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **7. External Evaluation. 16** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **8. Budget 17** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **B. School (To be completed by the school) 18** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **2. School Description and Explanation of Selected Research-based School Improvement Strategies 21** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **3. School Program Administration, Implementation, and Progress Monitoring. 30** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **4. Collaborative Partnerships with Stakeholders (required) and External Providers (optional) 33** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **5. External providers (Optional) 35** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **6. Internal Evaluation. 35** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **7. Budget 35** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **C. Budgets and Budget Justifications. 36** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **LEA Reimbursement Form (EXCEL file attached) 38** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **IX. Submission of Applications. 39** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **A..... Application Submission. 39** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **B..... SI Grant Application Checklist 39** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **X. FORMS. 39** <span style="font-weight: normal; font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **Form 8A (District): School Community/Business Collaborative Partnership. 41** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **Form 8B (School): Community/Business Collaborative Partnership. 41** <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';">
 * __ A. __ District<span style="display: none; color: windowtext; text-decoration: none; text-underline: none; mso-hide: screen;"> 14  <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **
 * __ 1. __ School Needs assessment: School profile, AYP data, and Previous School Improvement Actions<span style="display: none; color: windowtext; text-decoration: none; text-underline: none; mso-hide: screen;">[| 18]  <span style="font-size: 11pt; layout-grid-mode: both; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman';"> **
 * APPENDIX A……………………………………………………………………………………..………………33**

<span style="font-size: 12pt; layout-grid-mode: line; font-family: Times; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = = <span style="font-size: 12pt; layout-grid-mode: line; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = = <span style="font-size: 14pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">A.  Tennessee has a comprehensive statewide system of support for public schools and local educational agencies (LEAs) in the state. The system differentiates support to schools and districts based on their need as determined by the results of annual adequate yearly progress determinations. This competitive grant application addresses how LEAs may apply for federal Section 1003(g) funds for High Priority Title I high schools. Section 1003(g) of Title I of the Elementary and Secondary Act (ESEA), also known as the School Improvement (SI) Fund, authorizes funds to help LEAs address the needs of schools in improvement, corrective action, and restructuring in order to improve student achievement. In conjunction with basic grant allocations and school improvement funds reserved under section 1003(a), Section 1003(g) School Improvement Funds are to be used to leverage change and improve technical assistance under sections 1116 and 1117 of Title I, Part A, through LEAs targeting activities towards measurable outcomes as described in this document.  For fiscal year 2008, the State reviewed the list of high priority schools and determined that secondary schools were in “greatest need” of improvement. Of the 139 high priority schools on the State’s list, 79 of them (56%) were secondary schools even though only 20% of the public schools in the State are secondary schools. Because of this analysis, the State proposes to competitively allocate this fiscal year Section 1003(g) funds to LEAs with Title I high priority high schools. The LEA plan for its schools must focus on meeting the following 1003(g) SEA and federal grant measurable outcomes: <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. To substantially redesign high school(s) to meet new standards and prepare students for the next level of schooling. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. To improve student proficiency and increase the number of schools that make AYP. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. To use data to inform decisions and create a system of continuous feedback and improvement. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. To sustain redesign and subsequent improvements without assistance from state or private external technical assistance providers. The Tennessee Department of Education selected the //Eight Elements of High School Improvement: A Mapping Framework,// provided by the National High School Center, as the research-based model all districts and schools applying for 1003(g) funds. In addition, these funds may be used to implement current statewide initiatives such as virtual high school courses, partnerships with community-based organizations, and outreach activities to support improved parental involvement. ==<span style="font-size: 16pt; line-height: 115%; font-family: Arial; msobookmark: _Toc216024712;"> <span style="font-weight: normal; font-style: normal; font-family: Arial; msobidifontweight: bold; msobookmark: _Toc216024712; mso-bidi-font-weight: bold; mso-bidi-font-style: italic; msobidifontstyle: italic;">Eligibility <span style="font-weight: normal; font-style: normal; font-family: Arial; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;"> == LEAs may submit this competitive application to the TDE on behalf of its eligible Title I high schools. Incomplete applications or applicants submitted after the deadline will not be considered. Applicants are required to (1) plan their programs through a collaborative process that includes staff, parents, students, local community/business partners, and the LEA; (2) demonstrate commitment of the district, school(s) staff, parents, students, community/business partners to fully implement and monitor the progress of the school(s) and district; and (3) submit the proposal in accordance with the project’s goals and requirements and defend it to a panel of reviewers.  Successful applicants are awarded up to $500,000 per school minus the amount of the basic grant. Grants are renewable in FY 10, contingent upon appropriated federal SI funds and progress in implementing and meeting the goals and measurable outcomes included in their grant application. Should a school make AYP, they remain eligible to receive funding for up to two years under the same conditions included in the previous sentence.
 * ** Event ** || ** Dates ** ||
 * Application posted || December 9, 2008 ||
 * ** Applications due to the TDE (Cohort 1) ** || ** April 15, 2009 ** ||
 * Grants reviewed and scored || April 20-24, 2009 ||
 * Site Visits or Conference Calls || May 4-8, 2009 ||
 * Grant award notification letters sent to LEAs || May 15, 2009 ||
 * Cohort 2 Applications Due || Fall 2009 ||
 * Second HS ReDesign Continuation Grant Due || Spring 2010 ||
 * Third HS ReDesign Continuation Grant Due || Spring 2011 ||

If a school merges with another school during the term of the program and does not retain its original state school code, the funding for the school will cease. If a school breaks up into smaller schools, each with its own school code, only the school with the original code and its students will be eligible for further funding.

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LEAs with the lowest-achieving schools that demonstrate the greatest need for the funds and the strongest commitment to ensuring that the funds are used to provide adequate resources for the lowest-achieving school to meet the goals for improvement under section 1116 will be given priority. Each school will be given a score that represents the applicant’s demonstration of need for the funds and its commitment to meet the goals for improvement. This score, along with a system to demographically balance the distribution of grants will be used to determine grant recipients. In addition, preference points will be given to districts that submit approaches and strategies specifically designed for the needs of its schools utilizing the //Eight Elements of High School Improvement: A Mapping Framework//. = = <span style="font-size: 14pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">A.  Funds awarded under 1003(g), along with 1003(a), are intended to support research-based strategies that have the best opportunity for success and sustainability in increasing student achievement. All applicants must address how the district and school(s) will address the eight elements of the high school improvement model selected by the State: //Eight Elements of High School Improvement: A Mapping Framework//, provided by the National High School Center. These eight elements include: <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Rigorous Curriculum and Instruction <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Assessment and Accountability <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Teacher Quality and Professional Development <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Student and Family Supports <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Stakeholder Engagement <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Leadership and Governance <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Organization and Structure <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Resources for Sustainability Descriptions of the eight elements are included in Attachment A. Indicators under each of the eight elements are intended to guide and inform discussion. As such, applicants are not required to direct funds to all indicators but instead should develop or select strategies and activities that best meet the needs of individual school(s) and district under each element. The selection should be done by a collaborative process that includes staff, parents, community members/business partners, and the LEA. Applicants are required to describe their programs under each of the eight elements. Other SEA strategies a district and its school(s) may want to consider include virtual high school courses, partnerships with community-based organizations, outreach activities to support improved parental involvement.

The district must provide the leadership, along with the fiscal, human and technical resources, to help schools plan, fully implement, and evaluate the strategies requested under 1003(g) funding.. As such LEAs must utilize data for the purpose of completing a comprehensive needs assessment, and subsequently, collaborate with stakeholders to plan high leverage actions that will help the schools implement the //Eight Elements of High School Improvement: A Mapping Framework.// Strategies included in this grant are to become part of the district’s improvement plan (TCSPP). The district must sign that they have read and will comply with relevant grant assurances.  Schools requesting 1003(g) funds must demonstrate a plan for clear and ongoing staff, parent, students, community/business partners, and LEA roles in the planning, implementation, and monitoring of the strategies in their application section. The strategies identified in the grant application must be incorporated in the school improvement plan. The school must sign and agree to comply with relevant grant assurances.

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In accordance with the Title I School Improvement guidelines, the Statewide System of Support (SSoS) will provide technical assistance to schools and LEAs. In particular, the TDE hosted a face-to-face forum with eligible schools and districts during the fall of 2008 and will provide technical assistance via a WebEx and individual requests for assistance to help districts prepare applications. SEA staff, field staff (including NCLB consultants), district and school consultants (STATS and Exemplary Educators) are available to assist districts and schools during the implementation of the grant. In addition, schools and districts have the option of using part of their funds for external technical assistance in making structural and systemic changes at both the school and district levels. External providers must have experience and expertise in schoolwide reform and improvement and resources that are research-based.  LEAs awarded competitive SI grants that continue to meet the program and student achievement requirements may be funded for two additional years, pending federal SI funding and a successful year one project. Examples of how the TDE will monitor year one progress include: <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. Documentation of how the LEA TCSPP and the school (s) improvement plans were amended to incorporate the activities, timelines, and benchmarks for implementation of the evidence-based school improvement strategies identified in the application. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. Appropriate use of SI funds to implement research- and evidence-based school improvement strategies identified in the LEA application for each school for which SI funds were provided. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. Implementation of the strategies according to the timeline provided in the LEA application. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. Increased achievement in subjects/subgroups where the school did not meet SEA and ED benchmarks. To fulfill its monitoring responsibilities, the TDE will require funded LEAs to submit appropriate fiscal and program information. In addition, the TDE will conduct site visits to a selected representative sample of funded LEAs and their schools. The purpose of these visits will be to validate information submitted by LEAs and gather additional information from interviews and observations for technical assistance, monitoring, and evaluation purposes. = = Applicants awarded SI grant funds must satisfy periodic reporting and accountability requirements throughout the term of the grant. These requirements address (a) fiscal accountability, (b) program accountability, (c) fiscal and program reporting, (d) site visits, (e) internal evaluation, and (f) external program evaluation.  Each identified school and LEA receiving SI grant funds is responsible for carrying out its school improvement responsibilities under section 1116(b) and (c), respectively.  Each LEA and school receiving a SI grant is responsible for carrying out its school improvement responsibilities in accordance with its approved grant application and action plan.  SI grantees must submit at least quarterly expenditure reports and implementation progress reports to the TDE. The LEA is responsible for ensuring that reports are accurate, complete, and submitted on time. Each district must agree to respond to additional data requests from TDE and USEd. <span style="font-size: 8pt; background: yellow; line-height: 115%; font-family: Arial; mso-highlight: yellow;">  If selected as part of the site-visit sample, LEAs and their schools must agree to site visits which will validate information provided in expenditure and progress reports and gather more detailed information on implementation efforts and challenges. <span style="font-size: 8pt; background: yellow; line-height: 115%; font-family: Arial; mso-highlight: yellow;">  LEAs and schools funded under the SI grant program will create and use data systems that include formative and summative assessments to provide staff, students, and parents, and community/business partners continuous feedback to identify program processing and practices that are resulting in improved teaching and learning and to identify and make adjustments where needed.  Each district must set aside 5% of its grant funding annually for an external evaluation of the implementation of the activities included in the grant and the impact of the grant on meeting the grant’s goals and measurable outcomes. In addition each LEA and school must agree to participate in the independent statewide evaluation of the SI grant program. = = SI funding shall be used to support school improvement efforts by LEAs and their schools funded by this grant process. All grant funds allocated for each school must be used to provide services of direct benefit to students at the school site and should be reflected in the budget spreadsheet. Grant funds may be used for personnel, materials, services, training, equipment, supplies, evaluation, external assistance, and other purposes, except as specifically limited by statute or by the TDE. Grantees may only use grant funds for their intended purposes. = =

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The TDE will use the following procedures to screen all applications received by the deadline: <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. Review all applications to ensure eligibility <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. Verify all appropriate signatures, required forms, and assurances <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. Screen all applications for compliance with the grant proposal requirements. The TDE reserves the right to disqualify applications from consideration if they do not include all required sections of the proposal. Because LEA applications are submitted on behalf of their respective schools, the district director or designee and the principal from each school must sign all appropriate forms. Only applications that satisfy all criteria in the screening process described above will be forwarded to the external readers for scoring. <span style="mso-bookmark: _Toc216024732;"> The TDE will organize and coordinate the external SI grant application readers and scoring. Application readers will rate each application on its own merits, against standardized scoring criteria defined in the district and school scoring rubrics. Readers will rate the applications according to how well an application reflects rubric expectations. Each school’s rating will be a combination of the district rating and the school rating. If applications have a tie score when funding is exhausted, then schools within the final application will be ranked by percent of students identified as socioeconomically disadvantaged based on eligibility for Free and Reduced Price meals and priority given to the schools with the highest percentages. The TDE reserves the right to require a minimum score from each reader to be considered a quality application.  The TDE reserves the right to fund applications at a lesser amount if the grant application does not fully justify the budget expenditures.  Successful applicants will be notified within 45 days of the application closing date. Information will also be posted on the TDE Federal Programs website. = = <span style="font-size: 12pt; background: yellow; line-height: 115%; font-family: Arial; mso-highlight: yellow;"> The narrative for the grant application must be completed for each section within the page/word limit. **If the number of pages for the application narrative exceeds the maximum allowable limit, the extra pages will not be read or scored.** A 12-point Arial font and a spacing of 1.15 are preset in the narrative boxes.

The TDE will neither add items to the applications nor remove items. If any adjustment is needed to the application, the entire application may be replaced by another complete application **before** the due date.

The grant should be printed on single-sided 8.5 x 11 inch white paper and include an original and three paper copies. An electronic copy of the narrative and budget spreadsheet must be submitted to Eve.Carney@state.tn.us Both the paper and electronic copies must be sent by the due date.

<span style="font-size: 12pt; layout-grid-mode: line; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-font-kerning: 16.0pt;"> = = ** Title I School Improvement Funds **

<span style="font-style: normal; font-family: Cambria; msobookmark: _Toc216024736; msobidifontstyle: italic;"> Grant Application
** May 1, 2009 **** – September 30, 2010 ** Original signature for the director is required. **<span style="font-size: 11pt; layout-grid-mode: both; font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">SCHOOL YEAR __2008-2009__ ** ||  ||    ** Requesting approval to begin grant on July 1, 2008 ** ||  |||| ** City, State and Zip Code: **  ||   |||| ** Area Code/Fax Number: ** || <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text8; msonoproof: yes; mso-no-proof: yes;"> |||| ** Title: ** || <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text41;"> <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text42;">  |||| ** City, State and Zip Code: ** <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text43;">  || <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text10;">  || ** Fax Number: ** <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text11;">  |||| ** E-Mail: ** <span style="font-size: 10pt; layout-grid-mode: both; font-family: 'Times New Roman'; msobookmark: Text12;">  || <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Equitable program participation, as required under section 427 of the General Education Provision Act; <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· The requirement that School Improvement Funds will be used only to supplement and not supplant, federal, state, and local funds a school or school district would otherwise receive; and <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· The lower-tier certification covering lobbying and debarment/suspension under 34 CFR Parts 82 and 85. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Participation in evaluation studies conducted by the U.S. Department of Education, the Tennessee Department of Education, and the local school district; <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Completing and submitting an end of the year written report to the Tennessee Department of Education documenting the use of these funds and the impact it has on school improvement. ||   |||| ** Print Name of High School Principal: ** <span style="font-size: 10pt; font-family: Times; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || |||| ** Signature of High School Principal: ** || |||| ** Date: ** <span style="font-size: 10pt; font-family: Times; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> ||
 * <span style="font-size: 11pt; layout-grid-mode: both; font-family: 'Times New Roman'; text-align: center; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;">
 * ** Name of School District: **
 * ** Address: **
 * ** Address: **
 * ** Area Code/Telephone Number: **
 * ** Contact Person **
 * ** Address: **
 * ** Telephone Number: **
 * The LEA assures it will comply with the Consolidated Application and the following provisions:
 * ** Print Name of Director/Superintendent: **
 * ** Signature of Director/Superintendent: **
 * ** Date: **

Signature of the assigned Exemplary Educator, AGE, or STAT indicates awareness, not agreement with the application. <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || ** Exemplary Educator/AGE Signature: ** || ** Date ** <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || ** STAT’s Signature: ** || ** Date ** <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || Signatures of the NCLB Field Service Consultant and the local Title I director indicate the proposed plan verifies that the application addresses the designated purposes for the use of these School Improvement funds.
 * ** Exemplary Educator/AGE Name: **
 * ** STAT Name: **

The School Improvement funds are appropriately allocated. The proposal is in substantially approvable form. The application will be forwarded to the Office of Federal Programs in Nashville for final approval.

<span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> |||| ** School Name: ** <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || ** Title I Director’s Signature: ** || ** Date ** <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || ** NCLB Field Service Consultant’s Signature: ** || ** Date ** <span style="font-size: 10pt; font-family: Times; mso-bidi-font-family: Arial; msobidifontfamily: Arial; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> || <span style="font-size: 16pt; layout-grid-mode: line; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  The grant application narrative is completed in two sections — a district section and a school section. Although there may be duplication in the district application section, the reader should be able to see how the district plans to address the unique needs of each school. The district submits a stand-alone application for each school. The format for each application must be consistent with the content requirements in this section and the formatting requirements in the previous section. Page limits are listed for each section. <span style="font-size: 12pt; background: yellow; line-height: 115%; font-family: Arial; mso-highlight: yellow;"> 
 * ** Name of School District: **
 * ** Title I Director’s Name: **
 * ** NCLB Field Service Consultant’s Name: **
 * (This section is completed by LEA staff and submitted as part of each **
 * school’s stand-alone application) **

<span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Describe the demographics of the district <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. List the district’s AYP status and provide data by subgroup where the district did not meet state and federal AYP benchmarks <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">c. Identify the schools for which funding is being requested and prioritize the schools according to the needs of each school and the school’s capacity to implement the SIF project and move out of improvement status. Complete the Priority Form attached to the grant proposal. <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text58;">
 * // (Limit of 4 pages) //**

 Describe the LEA’s commitment to assist the school by addressing each of the following: <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. LEA support and technical assistance available to the school included in the grant application. LEA staff responsible for providing support and assistance should be listed by job titles, as individuals, or as groups as appropriate (e.g. Language Arts Supervisor, Math Coach, Federal Programs Director, Supervisor of Instruction, etc. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. Plan for administering, implementing, and monitoring the SI grant. This should include the coordination of SI grant funds and activities with all other school improvement efforts in the district. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">c.  LEA and other resources targeted for school improvement i.e. local school improvement funds and initiatives, equity projects, remediation, etc., that will supplement this grant. <span style="font-size: 12pt; line-height: 115%; font-family: Arial; msobookmark: Text59; msonoproof: yes; mso-no-proof: yes;">
 * // (Limit of 6 pages) //**

 Plan to sustain high school redesign without assistance from state or private external technical assistance providers. 
 * // (Limit of 2 pages) //**

 Applicants are required to plan, implement, and monitor their project initiatives through a collaborative process that includes staff, parents, students, and local community/business partners. a, Describe how the LEA collaborated with local community/business partners to develop the SI project application. b. Describe the community/business partners, their roles, and their commitments to the LEA in supporting the implementation of proposed improvement strategies. Include a signed letter from each partner, written on the partner’s letterhead that describes the partner’s commitment to the grant. c. Describe how the collaborative partnerships between the LEA, schools, and their stakeholders will support the SI project. <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text61;">  If external providers are to be funded as collaborative partners, list the entities and provide a brief description of their school improvement experience and expertise. **// (Limit 2 pages) //** <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text62;">
 * // (Limit 2 pages) //**

<span style="font-size: 12pt; background: lime; line-height: 115%; font-family: Arial; mso-highlight: lime;">  <span style="font-size: 8pt; background: lime; line-height: 115%; font-family: Arial; mso-highlight: lime;"> District data system to monitor progress to determine if program changes or modifications are necessary. The LEA will conduct an internal evaluation process to collect and analyze data and refine, improve and strengthen the LEA and district high school redesign program(s).Describe the LEA plan for conducting an **internal** evaluation process throughout the implementation of the project. Include what data will be collected, how the data will be collected, how often the data will be collected (a timeline), how the data will be shared with and improvement input solicited from teachers and other stakeholders, and how changes and progress between data collection points will be monitored. <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text63;">
 * // (Limit 4 pages) //**

 Each school must allocate 5% of their budget for an external evaluation coordinated at the LEA level. Describe the criteria and process the district will use to select an external evaluator. ( **// Limit 1 page) //** 

 <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Insert on the budget spreadsheet a proposed budget that outlines the district portion of SI funds that will be used to support district administration, support, internal monitoring and evaluation, and external evaluation of the SI grant. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. The budget must be detailed using the State’s budget codes and include a budget narrative fully explaining each budget line item. <span style="font-size: 12pt; font-family: Arial; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  ==<span style="font-size: 12pt; line-height: 115%; font-style: normal; font-family: Arial; msobookmark: _Toc216024749; mso-bidi-font-style: italic; msobidifontstyle: italic;">Previous School Improvement Actions <span style="font-size: 12pt; line-height: 115%; font-style: normal; font-family: Arial; mso-bidi-font-style: italic;"> == Describe the school by supplying information on the following: School demographics, Teacher experience, Teacher qualifications, Instructional resources, Educational programs, TCAP data, Graduation rate, AYP history, Implementation of component 4 of SIP As of September 18, 2008 there were 1436 students enrolled at Glencliff High School in grades nine through twelve. There are 476 ninth graders (33%), 386 tenth graders (27%), 304 eleventh graders (21%), and 270 twelfth graders (19%). __<span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Subgroup 2005-2006 2006-2007 2007-2008 __ <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Enrollment 1,315 1,336 1,309 Male 51.9% 52.9% 52.0% Female 48.1% 47.1% 48.0% Black 37.0% 35.0% 35.5% White 35.5% 35.3% 34.0% Hispanic 21.8% 25.2% 26.0% Asian 5.6% 4.5% 4.5% American Indian .1% .1% .1% ELL 24.6% 21.1% 21.1% Special Education 13.1% 14.1% 11.1% Free/Reduced Price 63.0% 80.1% 90.0% Lunch Program __<span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 __ <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">21.5% 21.6% 22.4% 19.9% 21.1% __<span style="text-transform: uppercase; color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 __ <span style="text-transform: uppercase; color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">17.2% 17.5% 13.1% 14.1% 11.1% The staff at Glencliff High School consists of 5 administrators, 88 teachers, and 49 staff members. The make up of the faculty is 43 males and 66 females. The faculty and staff at Glencliff is made up of several races- 58 Blacks, 72 Whites, 6 Hispanics, and 2 Asian/Indian. **__<span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Highest Degree/Education Obtained __** <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Doctorate 2 Educational Specialist 8 Masters Degree +30 19 Masters Degree 46 Bachelors Degree 35 Associates Degree 4 Some College 15 High School 4 __<span style="line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">0-3 4-10 11-15 16-10 21-25 25-30 30+ __ <span style="line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">47 46 13 6 6 9 5 <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">At Glencliff, all but 1 of the 88 teachers is highly qualified. There are only four teachers that are currently teaching courses outside of their certificated areas. 77.7% of core courses or 220 core courses are taught by highly qualified teachers. 22.3% of core course or 63 core courses are not taught by highly qualified teachers. <span style="line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">C urrently, students must obtain 22 credits in order to graduate. Students must complete the curriculum in a designated path. Students may choose from the university, technical, or dual paths. All students must earn credits in the following core areas: English (4), Math (3), Social Studies (3), Science (3), Wellness (1), and Physical Education (1). In addition to core classes, students take elective classes of their choice to obtain the required number of credits for graduation. Some elective classes that are offered at Glencliff are Cosmetology, Piano, Guitar, AVID, Leadership, Culinary Arts, Ceramics, Early Childhood Careers, Drama, Virtual Enterprise, Housing and Nutrition, Financial Planning, Rehab Therapy, and Tech Systems, Innovations, and Inventions. On the university path, students must complete a year of fine arts, two years of study in a single foreign language, and reach a minimum level of Algebra II in math. Both AP and Honors courses are offered to students pursuing the Scholars Diploma. On the technical path, students must complete four credits in one technical area in addition to the core requirements. Students completing the dual path must complete all core requirements and take the additional required courses for both the university and technical paths. As the restructuring of high schools continues, the required number of credits to graduate will be changing. This is due largely to students shifting to block schedule this year, where they are able to earn 8 credits per year, rather than only 6, as in previous years. // Honors and Advanced Placement Classes: // Students have the opportunity to challenge themselves academically in a variety of areas. Glencliff High School offers the following honors courses: English I, II, III, and IV, Geometry, Algebra I and II, Biology, Chemistry, Anatomy & Physiology, U.S. History, World Geography, World History, Spanish I, II, and III, and French I and II. The following Advanced Placement courses are offered to students: English III and IV, U.S. History, Biology II, Physics, Calculus, and Statistics.
 * <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Grade Distribution **
 * <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">School Demographic Information **
 * // Percent of Limited English Proficient Students //**
 * // Percent of Special Education Students //**
 * __ Staff Characteristics: __** Administration, Faculty, and Staff
 * <span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Degrees Held Number of Teachers & Staff with degree **
 * __<span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Years of Teaching Experience __**<span style="color: black; line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">
 * <span style="line-height: 115%; font-family: Arial; letter-spacing: -0.15pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic;">Curricular Programs **
 * Instructional Resources: ** Each classroom is outfitted with a LCD projector connected to the teacher computer, which can be used in conjunction with the CPS chalkboard. Teachers also have access to CPS clicker systems, ELMOs, textbook supplemental software, online textbooks, and multiple computers labs available for student use. To facilitate proper use of all the technology, instructional coaches and technology specialists are available for both teachers and students. If awarded the redesign grant, a new 60 station hybrid computer lab will be developed in the Science Lecture Hall. All lab and community areas will have a full allotment of instructional resources to support virtual and traditional instruction. Teacher scape and Teacherease will be piloted during the 2009-2010 school year to support online teacher development, curriculum planning, alignment, and content area mapping.

The NCLB benchmark graduation rate is 90% for the 2008-2009 school year. __ 2004-2005 2005-2006 2006-2007 2007-2008 __ 53.3% 63.4% 68.4% 66.6%    __ Year English Met Math Met Graduation Met AYP Met __ <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-ansi-language: ES-TRAD;">2004-2005 84% No 68% No 53% Yes No 2005-2006 82% No 74% No 63% Yes No <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-tab-count: 1; msotabcount: 1; msoansilanguage: ES-TRAD;"> 2006-2007 86% No 80% Yes 68% Yes Yes 2007-2008 83% No 92% Yes 67% Yes No YEAR PERCENT COMPETENT 2004-2005 64.9% 2005-2006 59.5% 2006-2007 63.2% 2007-2008 58.3% Attendance Rate: Mobility Rate Percentages: PERCENT OF FREE/REDUCED PRICE LUNCH PROGRAM PARTICIPATION: DISCIPLINE RATE:
 * Graduation Rate **
 * AYP History ** :
 * TCAP Data: Writing Assessment Scores **
 * 2003-2004 || 2004-2005 || 2005-2006 || 2006-2007 || 2007-2008 ||
 * 89.8% || 86.5% || 87.5% || 88.0% || 89.4% ||
 * 2003-2004 || 2004-2005 || 2005-2006 || 2006-2007 || 2007-2008 ||
 * 48.8% || 43.2% || 49.0% || 48.1% || 50.9 ||
 * 2003-2004 || 2004-2005 || 2005-2006 || 2006-2007 || 2007-2008 ||
 * 47.6% || 53.5% || 63.0% || 80.1% || 90% ||
 * || 2003-2004 || 2004-2005 || 2005-2006 || 2006-2007 || 2007-2008 ||
 * Percent of Students Suspended Out-of-School ||

38.6% ||

42.9% ||

36.7% ||

30.5% ||

28.2% || DROPOUT PERCENT RATE FOR EACH YEAR
 * || 2004-2005 || 2005-2006 || 2006-2007 || 2007-2008 ||
 * Event Dropout Rate || 6.2% || 5.1% || 4.4% || 4.5% ||
 * Economically Disadvantaged || 4.1% || 4.3% || 4.1% || 3.7% ||
 * Students With Disabilities || 3.6% || 4.1% || || 2.7% ||
 * Limited English Proficient || 5.2% || 1.4% || 4.9% || 3.3% ||
 * SIP Component Four Goals ** : The goals are to increase reading/language arts and mathematics proficiency scores on all statewide tests as well as increasing the graduation rates. These goals also address the system’s strategic five year plan.

<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Describe the strategies/activities that are in place or will be used to implement **all** elements listed below, from the //Eight Elements of High School Improvement: A Mapping Framework//. Include **which** of the eight elements are to be targeted with this grant and **why** these strategies/activities were selected and **how** they address the needs of the school and AYP status. //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. // Rigorous Curriculum and Instruction //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. // Assessment and Accountability //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. // Teacher Quality and Professional Development //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. // Student and Family Supports //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">5. // Stakeholder Engagement //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">6. // Leadership and Governance //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">7. // Organization and Structure //<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">8. // Resources for Sustainability Glencliff High School (GHS) has developed a comprehensive reform plan that includes all eight elements of high school improvement; this proposal primarily addresses elements 1-4. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">In an effort to develop a school environment that addresses the needs of every student and the community, Glencliff is dedicated to developing a well-rounded structure. The tradition school day includes course work, rigor and academy training to provide every student with college preparations, career certification, and the workforce. For those students who require an alternative to the traditional school day, the GAINS academy provides opportunity extensions for those seeking a high school diploma, collegiate credit, and industrial certification. As an extension to the standard education, the GCC or Glencliff Community Coalition provides opportunities and partnerships with area businesses and organizations. Finally, the PACE academy or Parent and Community Education aims to empower parents and community members to obtain collegiate course credit or certification, GED, and ESL training. All four components of the Glencliff framework model aim to provide an effective and conducive means of providing all students with an equitable and superior educational experience.

GHS is a Small Learning Communities (SLC) school. Through restructuring, it has been divided into the following small learning communities that focus on incorporating rigor, relevance and relationships into the academic experience: 1. Freshman Academy (FA) for all new ninth-grade students -- Core courses are located in one wing of the building and a team of teachers share a group of students. FA teachers meet once a week during a common planning period to discuss students, curriculum and instruction. FA currently has a Dean of Students that assists with discipline problems prior to administrative referral. 2. Career Academies (CA) – CAs offered at GHS are Business Management, Academy of Health Sciences, Academy of Science, Technology, Engineering and Math (STEM), Hospitality and Tourism, and Human Services. Glencliff is currently providing 2 to 3 specified pathways within each academy that allows students to pursue instruction in their specified area of interest. A team of academic and pathway teachers work together to show students the relevance between their academic and CTE classes. In addition to class work, students will experience guest speakers, job shadowing and internship opportunities that relate to their pathway.

However, GHS recognizes that many other strategies are needed to address the need for increased rigor, relevance and relationships. To strengthen and support the new SLC structure, GHS is proposing to 1) add another academy for overage/under-credited students or those with extenuating circumstances that put them at risk of not graduating, 2) expand course offerings through dual enrollment and virtual school, and 3) strengthen its SLC structure through staffing and professional development. In order to support the virtual program, GHS proposes the addition of a hybrid lab consisting of 60 mini computers with docking stations. This lab will provide unprecedented all day access to online curriculum for the various classes in the virtual aspect of the GAINS Academy including dual enrollment. The GAINS Academy will require a full-time Assistant Principal and administrative assistant, who will be responsible for the day to day operations of the GAINS academy. The assistant principal will identify, refer, and enroll students in the GAINS academy, while monitoring their academic progress and credit attainment through the virtual program. To assist the teachers, the assistant principal will provide oversight and professional development. Furthermore, the assistant principal will monitor student attendance and behavior, similar to a traditional administrator, and communicate student progress to parents. As the program grows, the assistant principal’s responsibilities will be delegated to the additional staff as needed. In addition, the GAINS Academy will require the following part-time positions: School Resource Officer, Librarian, Counselor, and IT Coordinator. (note: during year one, these positions will be part-time and duties may be combined where appropriate to create a full-time position. In subsequent years, positions may be expanded to accommodate increased enrollment). When feasible, current GHS staff will be given priority for these positions.
 * 1) GAINS Academy – Glencliff Academic Instruction in Non-Traditional Settings: ** GHS proposes to add an academy for overage, under-credited students who are at risk of dropping out of school, as well as those students who desire credit acceleration or college credit. GAINS will offer a flexible schedule that will allow students to maintain their required CTE pathway while participating in virtual school and/or community college classes at GHS after traditional school hours. Students will be required to complete a minimum of 4 hours of daily instruction. For GAINS students, the school day will begin during the last class of the traditional school day (12:30 – 2:00 pm, 1.5 hrs instructional time).They will then complete the remaining 2.5 hours of required instructional time in a staffed virtual school lab and/or in joint enrollment classes offered on-site by Nashville State Community College (NSCC) between the hours of 2 and 7 pm.

During its first year, GAINS will have between 50-100 full time GAINS students with an additional 200 students from the traditional school day using the GAINS academy for Credit Recovery. A referral system will be used for placing students in GAINS virtual school. Referrals will be dependent upon academic performance, accelerated instruction, flexible school day options, attendance and/or disciplinary needs, and those with extenuating personal circumstances. A GAINS referral form will be completed for each student who desires to enroll in the GAINS academy. Two parent conferences will be required of each GAINS academy student enrolled in the virtual program. These conferences will consist of a pre-assessment of student needs and a post-assessment to determine the success of the student in the program. Additionally, the student will continue to meet with their assigned guidance counselor to ensure graduation requirements and career pathway coursework is completed. In subsequent years, GHS will work with the district to accept students from southeast cluster schools, in specified programs. Maximum enrollment in GAINS will be 200 students. However, if the program is successful, it will serve as a model for replication at other schools in the district.

GHS will develop a marketing and promotion plan for GAINS Academy in order to promote it as an attractive option for students and parents. GHS will host a parent/community information night, which will be led by the NCLB parent engagement specialist. Other budget considerations include copier and miscellaneous office expenses for GAINS staff, as well as funding for student identification (ID and parking passes) needed for security and safety in the school building.

The GAINS Academy was developed in response to several specific needs: 1) For the 2009-10 year, we anticipate that approximately 50 alternative placement students will be returned to GHS due to the discontinuation of the Ombudsman program in MNPS. Through Ombudsman, these students were in an off-site, flexible, non-traditional classroom setting that provided intensive support and credit recovery to keep students on the path to graduation. The GAINS Academy will provide this needed support and flexibility, as well as opportunity for relationships due to the small size of the academy.  2)  School attendance – for 2007-08, the GHS attendance rate was 89.4%, which is still far below the target goal of 98%. The flexible schedule of the GAINS Academy is designed to increase attendance rates for students with special circumstances: such as pregnant and parenting students, students who have to work to support themselves or their family members, and others. School attendance is a very likely predictor of school dropout, and addressing this need is vitally important to improving graduation rates. 3) Graduation – GHS met AYP for the graduation rate for the 2007-2008 school year, due in part to the Credit Recovery Program and the A+ Program. These programs allow students to attend classes during and after school to make-up credit for classes that they had previously failed. However, in order to continue reaching AYP, GHS must continue to raise its graduation percentage points by 3.8 percentage points each year to reach the 90% benchmark by 2014. The GAINS Academy will help GHS reach AYP in this area.  4)  Discipline - One of the MNPS district-wide goals was to reduce the percentage of out-of-school suspensions and expulsions to no more than 10% of the students. At GHS, the percentage of students suspended out of school during 2007-2008 was 28.2%. By providing a non-traditional alternative through GAINS, GHS can decrease the number of students referred for disciplinary hearing by providing a setting that will meet their individual learning needs in an environment conducive to their attainment of a high school diploma. 5) Accelerated Instruction- Currently, all GHS students taking college level classes participate in joint enrollment with Nashville State Community College (NSCC). As a means of increasing the number of students taking college level courses and broadening the scope of courses offered for college credit, GHS has partnered with Nashville State Community College (NSCC) to provide joint and dual enrollment within the GAINS Academy. The accelerated program will be offered in both a virtual and conventional class setting dependent upon the needs of the program and the student.  6)  Economically disadvantaged (ED), Students with Disabilities (SWD), or Limited English Proficiency (LEP)- The GAINS Academy will address the needs of at risk populations. By providing the hardware and virtual programs for students with disabilities, limited English proficiency, financial hardships we will provide tech based services to those students who do not have in home supports or access to technology.

The needs identified in the 2008 SIP are expected to be address by the implementation of the GAINS academy.

Creation of the GAINS Academy addresses the following elements of high school reform: 1. **// Rigorous curriculum and instruction //** : through dual/joint enrollment and virtual course offerings, GAINS Academy students will have improved access to rigorous, college-level courses. 2. **// Student and family supports //** : the GAINS Academy will foster a positive school climate; the Assistant Principal and Counselor will place an emphasis on developing relationships with GAINS students. In addition, attendance will be closely monitored. 3. **// Stakeholder engagement //** : the partnership with Nashville State Community College (NSCC) is essential to the success of the GAINS Academy. In addition, community organizations will be engaged through Alignment Nashville to provide wrap-around services that support students. 4. **// Leadership and governance //** : the GAINS Academy Dean will have autonomy to address management and discipline issues instead of referring them to the traditional structure. 5. **// Organization and structure //** : the GAINS Academy furthers the SLC model at GHS, providing an alternative time/schedule approach and increased opportunities to learn through dual/joint enrollment and virtual courses. 6. **// Resources for sustainability //** : GHS has carefully developed its staffing plan to adequately support the GAINS Academy and is working with the district to develop long-term plans for scale-up and sustainability. By implementing a flexible school day, the need for full-time teachers in GAINS is reduced, and teachers in the traditional school day can fill the majority of GAINS staffing needs.


 * 2) Expand course offerings through dual enrollment and virtual school ** : to strengthen the SLC structure at GHS, dual enrollment and virtual course offerings will be expanded through partnerships with higher education institutions. GHS currently offers several dual enrollment courses through Nashville State Community College (NSCC); through the GAINS Academy, dual enrollment courses will be offered in evening hours (3-7 pm) to accommodate students’ needs for flexible schedules.

Virtual courses will also be offered through the GAINS Academy; after researching multiple options, the GHS redesign team decided to adopt the Florida Virtual School model. GHS will purchase courses during the first year of the grant; while this is a significant up-front cost, it allows the school to own the course and pay a minimal annual fee for maintenance and upgrades in subsequent years. In addition, the school will be able to alter, revise or update the course as needed.

GHS will create a dedicated computer lab for virtual courses, which will be staffed by a certified teacher from 3-7 pm each day. GAINS students will be able to complete their coursework in the lab and receive individual support from the teacher if needed. An IT Coordinator and Librarian will be available during these hours for additional support. GHS will purchase two mobile laptop carts for the lab ($47,000 each) and will provide wireless access for the lab, the science lecture hall and the auditorium.

This strategy was developed in response to the following needs:
 * // Graduation //** – In a study conducted by the Community College Research Center at Columbia University, researchers determined that dual enrollment was positively related to students’ likelihood of earning a high school diploma. As noted earlier, GHS must continue to raise its graduation percentage points by 3.8 percentage points each year to reach the 90% benchmark by 2014, and dual enrollment will help us achieve that goal.
 * // Academic rigor //** – As stated earlier, restructuring must be accompanied by reforms in curriculum and instruction to truly transform the academic experience. By increasing dual enrollment and virtual course offerings, GHS is able to offer rigorous, college-level curriculum for all students, and especially for students most at risk of dropping out of school.

This strategy directly addresses the following elements of high school reform: 1. **//Rigorous curriculum and instruction://** again, dual enrollment and virtual school will allow GHS to offer more rigorous options for students that align to local, state and national standards and meet state guidelines for content with the full integration of Tennessee Academic Standards. 2. **//Student and family supports://** the flexibility of these offerings, outside of the traditional school day, supports students in non-traditional life situations due to pregnancy, parenting, work, etc. 3. **//Stakeholder engagement://** again, the partnership with NSCC allows students the opportunity to simultaneously earn high school and college credit; the process of creating dual enrollment agreements brings both parties to the table. 4. **//Resources for sustainability://** a unique feature of this partnership is that it actually creates an ongoing revenue stream. GHS teachers who teach dual enrollment courses during the traditional school day cannot receive additional pay for that work from NSCC; therefore, NSCC has agreed to send that pay to GHS, which will create a fund for the annual maintenance/upgrade fees associated with the virtual courses. GHS proposes to implement the following strategies in order to strengthen its existing SLC Career Academy structure:
 * // 3) Strengthen SLC structure through staffing and professional development //**
 * Career **** Academy lead teachers ** – According to the Career Academy National Standards of Practice (developed by the Career Academy Support Network at the University of California at Berkeley), it is vital to the success of a career academy to have a teacher leader or coordinator. This role includes “attending advisory board meetings, interacting with administrators and board members, managing the budget, helping to coordinate teacher professional development, and helping to coordinate employer, higher education and parental involvement. Release time and/or a stipend is provided for this role.” Currently, GHS has one Site Coach (funded by the district and with federal funds from the SLC Department of Education grant) that has these responsibilities for all five GHS career academies; however, implementation of the career academies would be strengthened with this additional level of support. Therefore, GHS proposes to identify a Lead Teacher for each of its career academies and provide a stipend for these teachers to compensate them for these additional responsibilities. The teachers who assume this position will receive a stipend of $2,500 per year.

**Freshman** **Academy** **lead teacher and administration**- The Freshman Academy is currently using the Dean of Students for discipline and administration purposes. In order to strengthen the autonomy of the Freshman Academy, GHS would like to change the Dean to an Assistant Principal position to assume all administration responsibilities and follow the model of SLC administration in charge of each academy. In addition to the Assistant Principal position, the FA needs a lead teacher to coordinate team meetings, work as a contact person for the academy, and organize all events for the freshman students. The teacher who assumes this position will receive a stipend of $2,500 per year. These strategies address the following elements of high school reform : 1. **Teacher quality and professional development**: These strategies will increase the ability of and opportunities for teachers to work together to improve classroom practice and help all students connect information across disciplines and programs. Professional development has been put in place to prepare teachers to provide proper instructional strategies within the new structure of GHS. Professional Development for the Spring and Summer of 2009 currently include <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;"> 1. QTEL Summer Institute-ESL specific training for Mathematics, Science, Language Arts, and Social Studies content areas. 2. National Educational Computing Conference- Aimed to improve teaching and learning by advancing the effective use of technology. 3. High School Learning Communities Conference- Provides teachers, administrators, and district programmatic tools and strategies to strengthen high school redesign efforts. 4. GHS summer institute- Designed to address formative assessment, small learning communities, and other changes affected by redesign. 5. Standards rollout- Provides an extended discussion and review of new state standards. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">6. Formative Assessment- Instruction for integrating differential instruction in the classroom. 7. Small Learning Communities Summer Institute <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;"> 8. Highly Functioning Teams Training 9. Leadership Training (academy and team leaders) 10. Differential Instruction/Teaching on the Block 11. Florida Virtual School Teacher training - Based on receipt of redesign grant 2. **Stakeholder engagement**: through Alignment Nashville, community organizations will be engaged to provide professional development opportunities for teachers that promote knowledge of adolescent development. 3. **Leadership and governance**: By creating Lead Teachers for each Career Academy, GHS is distributing leadership and clarifying decision-making authority within each Career Academy. 4. **Resources for sustainability**: These strategies ensure that the Career Academies are adequately staffed in order to create sustainable change. <span style="font-size: 12pt; font-family: Arial; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Describe how these identified strategies will add value to or expand on the previous improvement efforts, corrective actions, and/or restructuring efforts that have not yet moved the school out of improvement.
 * Professional development support ** – In addition to extending the instructional day for staff, GHS will leverage its current five permanent substitutes to allow teachers to participate in teaming and in-house professional development during the regular school day.
 * // (Limit 2 pages) //**
 * Restructuring a school is not enough to improve academic achievement for all students. ** As noted by the National High School Center, school improvement efforts have the “best opportunity for success and sustainability when they take into account the broad array of elements that make up the system being improved.” These elements are interconnected and must be taken into consideration when planning any reform initiative.

These identified strategies build on the restructuring efforts that have already begun at GHS and across the district by embedding professional development into the structure, targeting interventions and supports for students who need it most, and expanding course offerings and modalities to increase rigor and relevance. In addition to efforts focused on structure, the identified strategies also build on the following activities currently underway at GHS focused on teacher quality & professional development (reform element #2) and assessment & accountability (reform element #3): <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· GHS will continue utilizing classroom observations and monitoring by administrators and Exemplary Educators (EEs). <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Tutors are provided for students scoring below proficient in math and English Gateway skills. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· GHS has a Literacy Coach that meets with teachers on an individual or group level to help plan instruction to incorporate reading and writing skills across all curricula. The Math Mentor Specialist works with the math department to incorporate teaching strategies that address state math standards. STEM Coaches provided by the district work with science teachers to improve instruction within that content. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Teachers and support personnel collect and analyze all testing data in order to provide interventions. Diagnostic and formative testing occurs at regular intervals and pacing guides are constructed. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· GHS has assigned a full-time technology teacher and a part-time technology support person, as well as school-wide training on the use of LCD projectors, student response devices, and Gradespeed, all focused on effective use of assessment data. Teachers are required to demonstrate the use of data to formulate their instruction through unit plans. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. Describe how the strategies included in this application will result in changes to the school’s improvement plan. **// (Limit 1 page) //** The GAINS Academy and other strategies proposed will directly impact the school’s ability to improve its graduation rate by providing specific, targeted interventions and supports to improve its High Priority status. As the administration and career academy lead teachers identify additional areas of need, specific action steps will be developed to secure additional staffing and materials needed to sustain the GAINS Academy. School administrators will leverage Title I, II, SI, local and re-design funds to provide additional materials, professional development, hardware, software, and promotional items as needed to sustain the program’s implementation.

The purpose of the GAINS Academy will be aligned to the strategic goals, mission and vision of the district and the school. Our redesign initiative is designed to meet the specific needs of our student body, such as: - providing an alternative instruction day for those students at risk or in need of flexibility (Childcare, age, special circumstances) -aligning the GAINS academy with the Career academy and SLC format to provide for increased business engagement, program extension and - providing an extension of the Honors and AP program to include more dual enrollment opportunities through a partnership with Nashville State Community College (NSCC). -providing an on-sight intervention program for students who are currently referred for disciplinary measures that will impact the drop out rate, and -integrating more web based and virtual instructional programs into the current educational model d. A plan to sustain redesign __without__ assistance from state grants or private external technical assistance providers. <span style="font-family: Arial; msobidifontsize: 12.0pt; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';">  The school must describe its plans for establishing, managing, implementing, and monitoring progress of the SI project. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Identify all school staff responsible for implementing the identified strategies in the proposal. List staff by job titles, as individuals, or as groups as appropriate (e.g. Title I Director, principal, guidance counselors, department heads, all English teachers, etc.). <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. Identify all resources for implementing the identified strategies in the proposal and how the resources will be used (tutors, technology, staff professional development, etc.). <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text69;"> <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">c. Describe a continuous improvement model including formative and summative assessment data points, how progress between data collection points will be monitored, and how needed changes will be determined. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">d. Describe the data that will be collected, analyzed, and shared at the school level as part of the progress monitoring process to determine if program changes or modifications are necessary. Details should be provided on: <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· student assessments that will be administered <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how students will analyze and track their own progress <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how assessment information (formative and summative) will be shared with parents <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· what assessment data will be collected school wide <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· what additional data will be collected <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how input will be solicited from teachers and other stakeholders <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how all data will be collected <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how often the various types of data will be collected, analyzed, and shared <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· how the information from data analyses will be used to impact daily classroom instruction <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· the process for determining if program changes are necessary <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">The success of students and the GAIN academy is dependent on the data that supports it. The following assessments are necessary to monitor not only students but the program as a whole. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">1. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;"> Tracking of student performance and credit attainment. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">2. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">Survey of parents and students. Grant evaluator, Kelly Noser, will provide annual summative survey evaluations of students, parents, community, and staff. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">3. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">End of year assessments reflecting courses passed and credits earned <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">4. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">Number of students enrolled in dual credit courses compared to the previous school year. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">5. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">Number of dual credits earned compared to the previous school year. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">6. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">Comparison of percentage and number of discipline referrals compared to the previous school year. <span style="background-position: 0% 0%; background-image: none; font-family: Arial; background-color: yellow; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msohighlight: yellow;">7. <span style="background: yellow; line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-highlight: yellow;">Evaluation of attendance rates. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">e. Provide a time line (dates) for the implementation of all strategies/activities. Provide a time line (dates) for the progress monitoring activities. The timeline should include benchmark assessments and milestones for January, 2010, to be used as data that will guide the district and school in writing the application for year 2 continuation of the School Improvement 1003g funds for Spring 2010. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Continue the pursuit of higher education and community partnerships to enhance the learning environment and career development <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Identify eligible students and teachers for the dual enrollment courses <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Continue to reorganize the current credit recovery model to fit into the GAINS structure to promote student success and credit attainment <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Identify ways to integrate independent study into the traditional school day schedule for those students needing to recover 2 or more credits for on time graduation <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Include the virtual school program in the master schedule and meeting pattern <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Once grant funding is secured GHS will host a parent/community information night to officially release all components of the GAINS, PACE and Career Academies <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Purchase virtual courses from The Florida Virtual School <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Promotional/Informational brochures will be mailed and made available during summer and fall registration sessions. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Implement the GAINS and PACE academy programs with career academies being implemented wall to wall for all students (consideration is also being given to implementing a Saturday school for instructional support and incentives. Focus will be placed on students participating in study sessions for high stakes testing such as ACT, AP, SAT, EOC and Gateway) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Provide professional development for all staff members with a focus on SLC’s and Career Academies (June 09) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Glencliff High School will provide its own 3 day summer institute funded through Title II in August of 09. The institute will focus of formative assessment, differentiated instruction, the integration of technology, instructional strategies for ELL and Inclusion, Professional learning communities, collaboration and using performance data to drive instructional practices. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Benchmarks include: Quarterly academic grading reports, <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Assess the need to add additional virtual courses and make purchases as necessary <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Expand student enrollment <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Pursue and include additional industry certification programs into the GAINS, PACE and CA programs <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Explore potential of opening enrollment in the GAINS and PACE academies to the southeastern cluster schools <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Add a full time administrator and guidance counselor to the GAINS academy <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Begin the process of developing our own virtual courses <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Continue course development <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Consider framework to open GAINS academy to the district for Dual/Joint enrollment and extenuating circumstances only <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Identify other post-secondary institutions that would like to provide dual and joint enrollment programs within the GAINS academy <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Revise and expand current program as needed <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">f. Describe how SI grant funds and activities will be coordinated with all other school improvement efforts in the school. Specific action steps for the SIP will be developed for the 2009-2010 school year to secure additional staffing and materials needed to sustain the GAINS Academy. School administrators will leverage Title I, II, SI, local and re-design funds to provide additional materials, professional development, hardware, software, and promotional items as needed to sustain the program’s implementation. The SI funds provide supplemental positions and programs, such as: graduation coach, academic intervention computer lab teacher, math specialist, tutors, professional development, and academic intervention software. Title I funds are allocated for supplemental positions and programs; the funds include a NCLB parent engagement specialist, a NCLB program specialist, and a guidance clerk. Title I funds also provide professional development opportunities and supplies. Title IIa provides for professional development. The redesign team, composed of individuals involved in various school improvements, will meet regularly to monitor, adjust, and plan to meet the ever changing needs of each academy. This includes professional development for teachers to become in-house trainers. In the spring and summer of 2009, trips will be funded to provide this training.  Applicants are required to plan, implement, and monitor their project initiatives through a collaborative process that includes staff, parents, students, and local community/business partners. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Describe how the school collaborated with staff, parents, students, and local community/business partners to develop the SI project application. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. Describe the commitment of school staff, parents, and students to fully implement this project. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">c. Describe the community/business partners, their roles, and their commitments to the school in supporting the implementation of proposed improvement strategies. List community/business partners Include a signed letter from each partner, written on the partner’s letterhead, that describes the partner’s commitment to supporting the grant. Tony Majors- Executive principal, Jennifer Bell- Redesign Team Leader, Linda McDavitt and Tom Vasser- Exemplary Educator, Louis Harrison- NCLB program Specialist, Loretta Luckado and Laura Vinson- parents, Justin Montenegro, Tara Baker, Scheniquah Webb-King, Brian Fowler, Philip Davis, Sara Pattison, Gabriel Sterling, Jennifer Sallee, Tara White, Candace White, Dannie Dapremont, Kathleen Diehl, Tabitha Batson, Marcus Hawkins –Teachers, Kyle Harris, Kelly English- Students //__ Nashville __////__ State Community College __// – dual enrollment agreements; adjunct faculty to teach dual enrollment/open enrollment courses at GHS //__ Alignment Nashville __// – strategic use of community resources to support MNPS initiatives //__ Nashville __////__ Area Chamber of Commerce/PENCIL Foundation __// – business engagement in Career Academies //__ High-Tech Institute __// – offer courses at GHS during evening/weekend hours //__ United Neighborhood Health Services __//** – ** operates health clinic onsite, provides professional development for Health & Human Services Academy //__ Vanderbilt __////__ University - __// working in support of the HS academy and with school wide health and wellness initiatives. //__ YMCA: __// -Community partner supporting extra curricular activities for students and neighborhood //__ Dell Inc., Cricket Inc., Opryland Hotel Culinary Arts Department, Union Station Hotel, Global Information Systems through Vanderbilt University Engineering Department, Cumberland University: __// Career Academy Support //__ Nolensville Road __////__ Community Coalition __//** : ** neighborhood support
 * // (Limit 1 page) //**
 * // (Limit 2 pages) //**
 * // (Limit 6 pages) //**
 * // (Limit 1 page) //**
 * Year 1: **
 * Year 2: **
 * Year 3: **
 * // (Limit 1 page) //**
 * // (Limit 2 pages) //**
 * <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. **** Membership of Redesign Team: **
 * <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. **** Commitment of staff/parents/students: ** Surveys were conducted with staff and students to discuss the possibility of alternative educational programs. The survey results concluded that over 300 students expressed an interest in an alternative instructional day, and over 15 teachers expressed a desire to work with alternative and virtual programs. Currently, GHS has 89 students enrolled in Advanced Placement courses with 9 students in joint enrollment programs with Nashville State Community College (NSCC). Through the NSCC partnership, GHS will increase the number of students who have the opportunity to take Advanced Placement classes and earn dual enrollment credit while broadening the number of joint enrollment courses offered in the GAINS Academy. Parents were actively involved in site visits and input used to generate the redesign initiative. The Glencliff Community Coalition (GCC) also discussed the necessity for an alternative instructional day at several annual meetings.
 * <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">c. **** Community/business partners: **

<span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">d. Describe how the collaborative partnerships between the LEA and the school will support the SI project. <span style="line-height: 115%; font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: Text74;"> School collaborators are currently members of the leadership team. Through monthly leadership, district, and SLC meetings continuous input, revision, and discussion surrounding all school based initiatives is maintained. The district currently provides a Site Coach for each high school. The Site Coach works in conjunction with the Central Office and the school to facilitate the implementation and success of Career Academies. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">e. Describe the communication that will keep all stakeholders informed of the progress of the SI project. Describe how input will be solicited from parents and students on the progress of the initiatives implemented as part of the grant. Parent/community night hosted each semester Alignment Nashville – liaison with non-profit community (high school committees) Nashville Chamber/PENCIL – liaison with business community (SLC business engagement committee/partnership councils)  If external providers are funded in the grant, list the entities and provide a brief description of their school improvement experience and expertise. (Optional) <span style="font-family: Arial; msobidifontsize: 12.0pt; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';">N/A  Describe how the school will collaborate with the district on the **internal** evaluation process throughout the implementation of the project. **// (Limit 1 page) //** <span style="font-family: Arial; msobidifontsize: 12.0pt; msonoproof: yes; mso-no-proof: yes; msofieldcode: ' FORMTEXT ';"> Currently, the district provides surveys and evaluations through the SLC grant. This year Central Office conducted evaluation in the areas of SLC, advisory programs, school climate, and professional development through surveys. GHS will survey stakeholders a minimum of two times during the first year of implementation; the survey results will be used to modify and adjust the redesign model as needed. The results will be provided to the district to be used as a basis for future funding consideration and to communicate overall successes and barriers.  <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. Insert on the budget spreadsheet a proposed buget that outlines the school portion of SI funds that will support selected school improvement strategies and align/compliment with existing school improvement resources. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">b. The budget must be detailed using the State’s budget codes and include a budget narrative fully explaining each budget line item.  School improvement budget spreadsheets (Excel format) and justifications must be completed for the LEA and each school requesting funds. Both tabs are necessary for the application. The maximum allocation per school is $500,000. <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Line 1: Insert submission date. // The first two columns are “frozen” so you can scroll over to the appropriate column for each individually funded school and have the descriptions right next to the cells where you enter the budgeted amounts. // <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· On line 1, the LEA name and LEA number will autofill from the spreadsheet, so no entry is needed. The cells are locked. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· On lines 7-42, enter one account number/line item number per line for each budgeted item on tab 1. (e.g. 71100/116 ) Press “Tab” to go to the next column. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Enter the line item description matching that line item number in the first column. (e.g. IF you entered 71100/116 in the first column, the description typed in the second column would be “Teachers”.) Press “Tab” to go to the Justification columns. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· For district-wide expenses, as well as every funded school where line item 71100/116 was funded, enter a detailed justification for that expense. (If the justification is the same for several funded schools, type the justification in the first school’s column and then “copy and paste” the information in the other applicable columns.) <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Once the description has been entered, press “Alt-Enter” two times and enter the total cost for the line item being funded by the district or school funds. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Press the “Tab” key to go to the next column/funded school. <span style="font-family: Symbol; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Continue for each line item budgeted with these grants. Sample descriptions shown in budget spreadsheet. <span style="font-size: 12pt; layout-grid-mode: line; font-family: Times; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ==<span style="mso-bookmark: _Toc206917059;"> //<span style="font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msobookmark: _Toc216024757;">(EXCEL file attached) //== When requesting a School Improvement reimbursement, LEAs must use the approved form. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. Enter the number of the reimbursement request. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. Enter the name of the School System and School Name, if applicable <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. Enter the beginning date and ending date this reimbursement covers. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. Enter a check indicating the type funds for which reimbursement is requested <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">5. The beginning budgeted amount will be completed for you. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">6. Expenditures to date will be completed as reimbursements are processed. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">7. Enter the line item number next to the affected category description. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">8. Enter the amount requested for that line item. The spreadsheet will calculate the remaining category balance for you. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">9. After using the pre-filled lines, enter line items and category descriptions on the following rows if additional line items are needed. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">10. The spreadsheet will also total each column for you. <span style="font-family: Arial; msobidifontsize: 12.0pt; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">11. Have the Superintendent sign and date the form, attach required documentation and mail to Debra Owens in the Nashville office.
 * // (Limit 1 page) //**
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 * First Tab: Budget Spreadsheet **
 * //Revenue section for grants for Title I 1003 (g)// **
 * Line 4: Insert LEA name
 * Line 5: Insert LEA number
 * Beginning in column G (for **Title I 1003 (g)** recipients) on line 7: Click in the cell containing the text “(School Name)” and **//in alphabetical order//**, enter the name of one funded school in each column that is receiving funds from the **Title I 1003 (g) High School Redesign SI grant**. Press “Tab” to go to the next school column.
 * Beginning in Column E on line 9 (FY09 LEA/School Status): Select the high priority status of the LEA. Select the status again in column G and then identify the School status for each funded school from the drop-down list, beginning in column G.
 * Beginning in Column G on line 10 (FY 2009 SI High School Redesign Grant Award/Allocation): Insert each funded school’s budget. (e.g. If your budget is $350,000, enter “350000” and the spreadsheet will format your entry appropriately. ) The spreadsheet is also formatted to subtract the school totals from the total grant and will automatically calculate the district-wide budget on line 10, column E for Title I-A funds and line 10, column G for Title I 1003 (g) funds.
 * // Appropriations section //**
 * Lines 18-176: Insert proposed appropriations for the district-wide and each funded school. (e.g. district-wide are expenses such as teachers who provide district-wide services) Each category’s sub-total will automatically calculate.
 * ** Line 13, Check cell: Look to see that the budget minus expenditures equals zero. **
 * Second Tab: Justification Sheet **

Sample form displayed below: <span style="font-size: 12pt; line-height: 115%; font-family: Arial; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = = Applicants must submit an original and three paper copies of each application and ensure that the original and copies are delivered to the Tennessee Department of Education. Applications must be postmarked by April 15, 2009. Mailed documents should be sent to the following address: Department of Education Office of Federal Programs 5th Floor, Andrew Johnson Tower 710 James Robertson Parkway Nashville, TN 37243
 * <span style="font-size: 14pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">A. **

Attn: Debra E. Owens, Ph.D. The following components must be included as part of the package. Check or initial by each component and include this form in the application package. ___Include this completed checklist in the application packet__ _Application Title Page (//Must be signed in blue ink by Director at lead LEA)// ___Signature/Approval Page__ _Budget Spreadsheet with Justification ___Form 7 – Priority List of LEA’s Applicant Schools__ _Form 8A – Partnership of District Applicants ___Form 8B – Partnership of School Applicants__
 * Required Components **

The following items are to be generated by the applicant and included with the application: _Application Narrative <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Includes all required sections in the Narrative and respective headings <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· All pages in the Narrative are numbered, beginning with number 1. <span style="font-size: 12pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Narrative pages do not exceed page requirements. ___Budget Narrative/Justification__

= = ** Forms are on the following pages ** <span style="font-size: 12pt; layout-grid-mode: line; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-weight: normal; font-size: 14pt; font-family: Cambria; msobidifontweight: bold; msofareastfontfamily: Calibri;"> || || || || ** Priority Rank of School According to Capacity to Implement SIF grant and make significant progress toward exiting school improvement ** || ** Eligible **** School **** Names ** || <span style="font-size: 2pt; layout-grid-mode: line; line-height: 120%; font-family: Times; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: Times; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * <span style="font-weight: normal; font-size: 10pt; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Calibri; mso-bidi-font-weight: bold;">// Form 7: District Priority List of LEA’s Applicant Schools //
 * // <span style="font-weight: normal; font-size: 14pt; line-height: 120%; mso-fareast-font-family: Calibri; mso-bidi-font-weight: bold;">Priority List of LEA’s Applicant Schools    // ||
 * The scoring rubric will include points for LEA ranking of schools by need according to AYP status and by strongest capacity to fully implement the SIF grant and make significant progress toward exiting school improvement.
 * ** LEA Name:  ** <span style="line-height: 120%; msobidifontsize: 12.0pt; msofareastfontfamily: Times; msobookmark: Text75; msonoproof: yes; mso-no-proof: yes;">
 * ** Priority Rank of School According to AYP Status ** || ** Eligible **** School **** Names **
 * ** Priority Rank of School According to AYP Status ** || ** Eligible **** School **** Names **
 * Rationale for Capacity Ranking ** ||
 * ** 1st ** || || ** 1. ** || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> ||
 * ** 2nd ** || || ** 2. ** || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> ||
 * ** 3rd ** || || ** 3. ** || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> || <span style="line-height: 120%; font-family: Times; text-align: center; msobidifontsize: 12.0pt; msofareastfontfamily: Times;"> ||
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<span style="mso-bookmark: _Toc216024762;">
Community/Business Collaborative Partnerships (Required) School Form __ To receive the maximum points on the scoring rubric for collaborative partnerships, a brief letter, approximately one page in length, must be included for each partnership summarizing how the partnership is mutually beneficial and supports the district’s SIF proposal. __Each letter must be written on the partner’s letterhead and signed by the lead contact for each partnership listed on this form. <span style="font-size: 6pt; background: yellow; font-family: Times; text-align: center; msohighlight: yellow;"> // Include partnership letters in the original application and in the copies. // Add rows as necessary. External Technical Assistance (TA) Providers (Optional) __ If the grant application allocates funding for external providers, a brief letter, approximately one page in length, must be included for each external provider for each school, as appropriate, summarizing how the external provider’s services will support the district’s SIF proposal. __Each letter must be written on the provider’s letterhead and signed by the lead contact for each provider listed on this form. // Include partnership letters in original application and in the copies // Add rows as necessary.
 * Name of Partner ||
 * Name of External TA Provider ||

<span style="mso-bookmark: _Toc216024763;">
Community/Business Collaborative Partnerships (Required) School Form __ To receive the maximum points on the scoring rubric for collaborative partnerships, a brief letter, approximately one page in length, must be included for each partnership summarizing how the partnership is mutually beneficial and supports the school’s SI proposal. __Each letter must be written on the partner’s letterhead and signed by the lead contact for each partnership listed on this form. <span style="font-size: 6pt; background: yellow; font-family: Times; text-align: center; msohighlight: yellow;"> // Include partnership letters in the original application and in the copies. //  Global Information Systems through Vanderbilt University Engineering Department || Glencliff High School || || External Technical Assistance (TA) Providers (Optional) __ If the grant application allocates funding for external providers, a brief letter, approximately one page in length, must be included for each external provider for each school, as appropriate, summarizing how the external provider’s services will support the school’s SIF proposal. __Each letter must be written on the provider’s letterhead and signed by the lead contact for each provider listed on this form.__ // Include partnership letters in original application and in the copies // Add rows as necessary. <span style="font-size: 12pt; layout-grid-mode: line; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Appendix A <span style="font-size: 14pt; color: black; font-family: Times; text-align: center; msobidifontfamily: TTF5D8o00;">Eight Elements of High School Improvement: A Mapping Framework By National High School Center Research on comprehensive school reform suggests that improvement strategies have the best opportunity for success and sustainability when they take into account the broad array of elements that make up the system being improved. Yet, many current high school improvement initiatives are focused only on specific priority topics (e.g., dropout prevention) or on specific intervention strategies (e.g., advisories, small schools) program initiatives (e.g., Check and Connect). Although such approaches can have an important impact, their reach is too frequently limited to a subset of systemic reform elements. Implementing such initiatives may lead to success in addressing specific needs, but the probability of widespread improvement is small when initiatives are implemented in isolation from the broader education systems within which they operate.
 * Name of Partner || School(s) Served ||
 * <span style="font-family: 'Times New Roman'; text-align: center; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Union Station Hotel
 * YMCA || Glencliff High School
 * YMCA || Glencliff High School
 * Alignment Nashville || Glencliff High School ||
 * Nashville Area Chamber of Commerce/PENCIL Foundation || Glencliff High School ||
 * High- Tech Institute || Glencliff High School ||
 * Vanderbilt University || Glencliff High School ||
 * United Neighborhood Health Services || Glencliff High School ||
 * Dell Inc || Glencliff High School ||
 * Cricket Inc || Glencliff High School ||
 * Opryland Hotel Culinary Arts Dept. || Glencliff High School ||
 * Cumberland University || Glencliff High School ||
 * Name of External TA Provider || School(s) Served ||

The National High School Center’s goal is to encourage researchers, policymakers, and practitioners at all levels to engage in comprehensive, systemic efforts to maximize attainment for all high school students, with a focus on those students who have been historically underserved. To this end, we have developed a framework that consists of eight core elements and provides a lens for mapping school, district, and state high school improvement efforts. The exercise of mapping should inform strategic planning and implementation efforts by illuminating the connections among elements, revealing strengths and gaps in current state and district policies, and highlighting the stakeholders who should be aware of and involved in future improvement efforts.

This document offers descriptions of the eight elements of high school improvement: · Rigorous Curriculum and Instruction · Assessment and Accountability · Teacher Quality and Professional Development · Student and Family Supports · Stakeholder Engagement · Leadership and Governance · Organization and Structure · Resources for Sustainability

Four points are important to note. First, the particular combination or separation of the elements is less significant than an understanding that these elements, which are often treated as discrete, actually are inter-related parts of a single system. Each element has an impact on the others, so understanding their interconnectivity is a critical task. Second, a major challenge of using this framework is the risk of overwhelming those involved in the work. Every high school improvement initiative does not need to have some activity in each of the elements at every moment. Rather, mapping the implications of an improvement initiative among all affected elements at the outset will lead to more strategic decisions initially and over time. Third, every high school and related high school improvement initiative is situated in a unique geographic, cultural, demographic, political, and societal context, which influences the school’s vision, mission, structure, culture, and outcomes. Any efforts at high school improvement must take into account these particular school- and system-level contexts. These considerations affect each element and must be explicitly addressed when improvement strategies are devised. Fourth, if scalable and sustainable improvement is the ultimate goal, it is likely that the implementation of improvement efforts will require organizational change. No strategy can be complete without attention to the challenges of leading change within the respective organizational cultures. **// Eight Elements of High School Improvement //** The eight systemic reform elements that make up the National High School Center Mapping Framework are listed below with their respective characteristics of effectiveness: ensuring that all students have access to rigorous content and instruction that · align to local, state, and national standards that look toward the depth of knowledge, skills, and abilities needed for students to thrive in emerging economic, citizenship, and community contexts; · incorporate multiple research-based instructional strategies, such as scaffolding, differentiated instruction, and double dosing, for all students, including those with special instructional needs; · address both academic and workplace literacy skills across all content areas and provide students with knowledge of a variety of career pathways; · adapt easily to a variety of school organizational structures; · are organized around student instructional needs and align with instruction in other content areas to support thematic and project-based learning, tiered instruction, etc.; · interface with the existing school curriculum and quality of instruction; · align vertically with prerequisite content, cognitive skills, curricula, and follow-up coursework; · incorporate new modalities for learning and information sharing, including technology and universal design for learning; · include academic supports such as tutoring, co-curricular activities, and extended learning opportunities, such as summer bridge programs, after-school and supplemental educational services, and Saturday academies; · incorporate cognitive skills development, including note taking, outlining, content summarizing and synthesis, study skills, and test-taking skills; and · involve continuous progress monitoring/formative assessment and the differentiation of teaching to meet multiple learners’ needs. cover a broad range of formal and informal assessment policies and practices aligned across multiple levels that: · include formative assessments embedded in instruction; School I · may include school-based portfolios or projects, interim or benchmark exams (which often are implemented at the district level) as well as end-of-course exams, state standards-based assessments, and high-stakes competency or exit exams; · provide timely and effective feedback and access to data so that teachers, students, and parents can capture and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to better meet student needs; · encourage and support continuous progress monitoring through both formal and informal assessments; · give teachers and students access to college and work readiness assessments in order to best plan high school courses of study; · support the early identification of students with special needs and those at risk of failure so that placement and tiered interventions appropriately meet student needs <span style="font-size: 12pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· collect and report longitudinal data to measure short- and long-term student growth for student-, teacher-, and/or program-based impact evaluations, including new interventions and initiatives; and · can include both internal and external accountability provisions, including teacher and program performance measures, rewards, and consequences (depending on local and state contexts). development systems recognize a teacher’s need for deep content and pedagogical knowledge and include a broad set of recruitment, preparation, induction, professional growth, and retention policies and practices that · include accreditation of teacher education programs, teacher certification and licensure standards and procedures, professional development requirements and opportunities, compensation systems, and local norms and expectations; · are based on standards for staff development and adult learning and pass quality reviews; · promote knowledge of adolescent development, varied and effective pedagogy for high school students, and the ability to motivate students and to work with diverse student needs effectively and empathetically; · increase the abilities of and opportunities for teachers to work together to improve classroom practice and help all students connect information across disciplines and programs, such as Title I, special education, and services for English language learners; · provide teachers with skills in assessing students and adjusting instruction accordingly; · are embedded at the school and classroom levels and are connected and offered throughout the school year; · help teachers develop and build on their classroom and leadership skills and abilities over time and, preferably, in collaboration with other teachers and instructional leaders; and · promote effective classroom management skills. that address the whole child, including physical and socio-emotional needs, through positive conditions for learning that · incorporate formal and informal guidance programs, including peer and professional counseling and mentoring; · include attendance and behavior monitoring and support systems, such as Positive Behavior Intervention and Supports (PBIS); · support wrap-around and English-language services that extend beyond the classroom; · foster a positive school climate, including safe schools and respectful environments (e.g., anti-bullying); · cultivate student voice and leadership in the classroom, school, co-curricular activities, and community; · promote health and physical education and co-curricular activities; · support students as they transition into and out of high school; · provide family-focused services and outreach that engage parents and family members in programs and services; and · respect and honor the strengths and resources of the student’s family and community. contexts, and high school improvement efforts should incorporate stakeholder engagement strategies that · engage the interests, needs, skills, and resources of its multiple stakeholders, such as school staffs, students, parents and family members, guardians, community organizations and members, and business partners; · foster relationships among high schools, middle-level and elementary schools, and postsecondary education institutions (e.g., dual enrollment agreements), the workforce, families, and communities; · ensure that all appropriate stakeholders are at the table during critical planning and decision-making activities; · incorporate multiple communications strategies that are culturally and linguistically appropriate and support two-way communications; · acknowledge and draw on the strengths of the various stakeholder groups; · are designed with contingencies of stakeholders in mind; and · incorporate technologies to more creatively and effectively support stakeholder engagement. · provide principals with adequate knowledge, time, and interpersonal skills to work with teachers as they define curricular and instructional goals and develop instructional strategies; · promote distributed leadership, encouraging multiple roles for teacher leaders and tackling organizational change where necessary; · incorporate alternative structures to address management, discipline, and other functions of running high schools traditionally performed by principals; · shift the focus of state and local policymakers and education agency staffs to support comprehensive high school improvement centered on strengthening the instructional core; · enact enabling policies and codify a vision, a mission, and/or strategic plans for scale-up and sustainability; · develop strategies and skills to lead and support required organizational change; and · clarify decision-making authority at all levels and recognize the expectations, requirements, compensation, and recognition of faculty and staff. by or may necessitate changes from the organization and structure of traditional, comprehensive high schools toward operational structures that · support effective teaching and learning and personalization through physical and operational changes, such as the creation of small schools and smaller learning communities, freshman academies, career academies, career-tech high schools, and other alternative structures; · incorporate alternative time/scheduling approaches, such as block scheduling, year-round schooling, and double dosing, especially in core academic courses; · provide increased opportunities to learn, such as virtual courses, dual enrollment opportunities, and work-based internships; · include students with special needs in the general curriculum with access to rigorous content through co-teaching, tiered intervention structures, and adaptive supports; · support teacher organizational changes beyond traditional departmental structures, such as common planning periods, professional learning communities, and co-teaching; and · support the difficult process of culture changes as roles, responsibilities, relationships, and patterns of engagement change. the identification and commitment of adequate fiscal and other resources that · grow both the physical and human capital within the system for implementation and sustainability of high school reforms; · continuously upgrade facilities, tools, and materials to keep pace with the changing economy, technology, and citizenship expectations; · adequately staff the initiatives and acknowledge the need for workload equalization and/or reduction; · provide appropriate time and necessary fiscal support for initiatives to be implemented and take hold; · continuously develop teacher knowledge and skills to incorporate these changes into their instruction; · move effective practices to full implementation and scale-up; and · define priorities and allocate needed resources to sustain them over time. Adelman, C. (2006). //The toolbox revisited: Paths to degree completion from high school through college//. Washington,DC: U.S. Department of Education. American Productivity and Quality Center. (2000). //Benchmarking best practices in accountability systems in education.//Houston, TX: Author. American Institutes for Research. (2005). //Toward more effective school districts: A review of the knowledge base//. Washington, DC: Author. Retrieved July 3, 2008 from http://www.air.org/projects/Toward%20More%20Effective%20Scchool%20Districts- A%20Review%20of%20the%20Knowledge%20Base%206-14-05%20313%20pm.pdf Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2002). //Comprehensive school reform and student// // achievement: A meta-analysis // (Report No. 59). Baltimore: Johns Hopkins University/CRESPAR. Catsambis, S. (1998). //Expanding the knowledge of parental involvement in secondary education: Effects on high schoolacademic success// (Report No. 27). Baltimore: Johns Hopkins University. 7 igh School Charles A. Dana Center. (2000). //Equity-driven achievement-focused school districts//. Austin, TX: Charles A. Dana Center. The Education Alliance at Brown University. (2007). //Developing and implementing statewide systems of support for lowperforming// // schools //. Providence, RI: Author. Retrieved July 3, 2008 from http://www.alliance.brown.edu/projects/csrqi/docs/CSRQI_Design_Elements_SSOS.pdf Henderson, A. T., & Berla, N. (Eds.). (1994). //A new generation of evidence: The family is critical to student achievement// (report from the National Committee for Citizens in Education). Washington, DC: Center for Law and Education. Hornbeck, M. (2001). //State support to lower performing schools// [Unpublished Manuscript]. Washington, DC: The Council of Chief State School Officers. Johnson, D. R., & Thurlow, M. L. (2003). //A national study on graduation requirements and diploma options for youth with// // disabilities // (Technical Report 36). Retrieved August 23, 2007, from the University of Minnesota, National Center on Educational Outcomes Web site, http://www.education.umn.edu/NCEO/OnlinePubs/Technical36.htm Learning First Alliance. (2003). //Beyond islands of excellence: What districts can do to improve instruction and// // achievement in all schools //. Washington, DC: Author. Lee, V. E., & Smith, J. B. (1995). Effects of high school restructuring and size on early gains in achievement and engagement. //Sociology of Education, 68//(4), 241–70. Legters, N., Balfanz, R., Jordan, W., & McPartland, J. (2002). //Comprehensive reform for urban high schools: A Talent// // Development approach. // New York: Teachers College Press. Marsh, J. (2000). //Connecting districts to the policy dialogue: A review of literature on the relationship of districts with// // states, schools, and communities //. Seattle, WA: Center for the Study of Teaching and Policy. McLaughlin, M., & Talbert, J. (2003//). Reforming districts: How districts support school reform.// Seattle, WA: Center for Study of Teaching and Policy. Newmann, F. M., & Wehlage, G. G. (1995). //Successful school restructuring//. Madison, WI: Center on Organization and Restructuring of Schools. O’Day, J., & Bitter, C. (2003). //Evaluation study of the immediate intervention/underperforming schools program and the// // high achieving/improving schools program of the Public Schools Accountability Act of 1999 //. Palo Alto, CA: American Institutes for Research. Reeves, C. (2003). //State support to low-performing schools//. Washington, DC: Council of Chief State School Officers. Snipes, J., Doolittle, F., & Herlihy, C. (2002). //Foundations for success: Case studies of how urban school systems// // improve student achievement // (report prepared for the Council of the Great City Schools). New York: MDRC. Unger, C., Lane, B., Cutler, E., Lee, S., Whitney, J, Arruda, E., & Silva, M. (2008). //How can state education agencies// // support district improvement: A conversation amongst educational leaders, researchers, and policy actors //. Providence, RI: The Education Alliance at Brown University. Retrieved July 3, 2008 from http://www.alliance.brown.edu/projects/csrqi/docs/Symposium.pdf
 * 1. Rigorous Curriculum and Instruction: ** Everyone in the system is responsible for
 * 2. Assessment and Accountability: ** Balanced assessment and accountability systems
 * 3. Teacher Quality and Professional Development: ** Teacher quality and professional
 * 4. Student and Family Supports: ** All high school students need guidance and supports
 * 5. Stakeholder Engagement: ** High schools exist in unique social, political, and cultural
 * 6. Leadership and Governance: ** Promoting and supporting high-quality instructional and organizational leadership at the building and district levels require exercising leadership and approaches to governance that
 * 7. Organization and Structure: ** Many high school improvement initiatives are enhanced
 * 8. Resources for Sustainability: ** Critical to any high school improvement initiatives are
 * References **