FY 2012 ARRA I i t, School lmprovement Grant - Section 1003(g) -Tier I and Tier II Applicant Cover Page for Individual School APPLICANT INFORMATION

Transcription

1 ISBE USE ONLY ARRA Regular ILLINOIS STATE BOARD OF EDUCATION Innovation and lmprovement Division 100 North First Street, N-242 Springfield, ll \ 1 FY 2012 ARRA I i t, School lmprovement Grant - Section 1003(g) -Tier I and Tier II Applicant Cover Page for Individual School ATTACHMENT 7 El DUE DATE DISTRICT NAME AND NUMBER Chicago Public Schools / 299 APPLICANT INFORMATION REGION. COUNN, DISTRICT, N PE CODE NAME OF SCHOOL PRINCIPAL 1 SCHOOL NAME Ernesto Matias 1 Wells Community Academy High School 936 N. Ashland Avenue Chicago, IL SCHOOL PRINCIPAL EMatias@cps.kl2.il.us SIG 1003(g) PRIMARY CONTACT Randel Josserand ADDRESS (Street, City, State, 9 Digit Zip Code) 125 S. Clark, 9th Floor Chicago, IL TITLE OF SIG 1003(g) PRIMARY CONTACT Director, Office of School lmprovement 1 TELEPHONE (Include Area Code) 1 FAX (Include Area Code) SIG 1003(g) PRIMARY CONTACT I SCHOOL: FEDERALACADEMIC STATUS 11 years in School Im~rovement INDIVIDUAL SCHOOL INFORMATION SCHOOL: STATE ACADEMIC STATUS Academic Watch Status Selected Intervention Model Turnaround Restart O~ransforrnation Closure NAME OF LEAD PARTNER Network for College Success PRIMARY CONTACT Rito Martinez ADDRESS (Street, City, State, 9 Digit Zip Code) University of Chicago, School of Social Service Administration 969 E. 60th Street Chicago, IL INDIVIDUAL SCHOOL LEAD PARTNER TITLE ISBE APPROVED LEAD PARTNER NOTAPPROVED BY ISBE Transformation Manager TELEPHONE (Include Area Code) slpp@ssa.uchicago.edu FAX (Include Area Code) I Date Rece~ved -- ISBE USE ONLY \\hq j 11 date -- I 1 I ISBE 43-45P ARRA School lmprovement Grant - Section 1003(g) (311 1)

2 DISTRICT NAME AND NUMBER Chicago Public Schools I 299 REGION, COUNTY, DISTRICT, TYPE CODE DISTRICT NCES # Page 1 of SOURCE OF FUNDS CODE -1 2 FY 2012 ARRA School Improvement Grant - Section 1003(g) Individual School Strateaies 1 SCHOOL NAME SCHOOL NCES # Wells Community High School TIER I TIER I1 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategv is completed. LEA Goal # LEA Objective # 1. Improve Student Achievement in PSAE Reading 12 Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # All freshmen will be programmed an additional literacy class to supplement the 9th grade English requirement Full implementation of five-part lesson plans. * All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading August November June Instructional Coaches Network for College Success I Strategy # 1.I.2. Jump Start summer program - all grades for at-risk students % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading Network for College Success I I Jump Start Staff Strategy # 1.I.3 Freshman Connection summer classes will be offered to all rising 9th graders and extended so that credit may be offered Strategy # Additional learning time in literacy during restructured school days % of students MIE on PSAE Reading - 45% of students make Expected Gains on PSAE Reading % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading Network for College Success I I Freshman Connection Staff Network for College Success I Strategy # Utilize Read Naturally program to increase fluency of struggling readers Strategy # Utilize Catapult Learning to provide targeted literacy supports to at-risk students - 70% of student cohort demonstrate mastery on targeted Network for College Success I skills through Interim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments - 70% of student cohort demonstrate mastery on targeted skills through Interim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments Network for College Success I ISBE 43-45LARRA School Improvement Grant - Section 1003(g) (311 1)

3 DISTRICT NAME AND NUMBER Chicago Public Schools SCHOOL NAME Wells Community High School REGION, COUNTY, DISTRICT, TYPE CODE FY 2012 ARRA School Improvement Grant - Section 1003(g) Individual School Strateaies SCHOOL NCES # DISTRICT NCES # Page 2 of SOURCE OF FUNDS CODE -1 2 TIER I TIER II 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA 0 bjective # 1. Improve student achievement in PSAE Reading I 1.2 (Provide targeted interventions) (Improve attendance) Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # Use Elevate Learning tutoring program to provide targeted literacy supports to at-risk students Strategy # Use Aventa Learning online courses for credit recovery Strategy # Targeted literacy supports during restructured after school through community school programming supports Strategy # Set up school-wide systems and structures to track student attendance data and provide short- and lona-interventions to increase attendance Strategy # Track daily attendance data, contact families of absent students, collaborate in problem-solving to ensure attend Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - 70% of student cohort demonstrate mastery on targeted skills through lnterim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments - 70% of student cohort demonstrate mastery on targeted skills through lnterim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments - 70% of student cohort demonstrate mastery on targeted skills through Interim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments - lncrease student attendance rate to 72.5% I August 2011 Instructional Coaches November 2011 I Network for College Success I Network for College Success I Network for College Success I I Network for College Success I - lncrease student attendance rate to 72.5% I Network for College Success I Strategy # Review 8th grade attendance for incoming 9th graders, - lncrease student attendance rate to 72.5% Network for College Success I set up intervention plan for at-risk students I ISBE 43-45LARRA School Improvement Grant - Section 1003(g) (3111)

4 DISTRICT NAME AND NUMBER Chicago Public Schools / 299 Wells Community High School REGION, COUNTY, DISTRICT, TYPE CODE FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies SCHOOL NAME 1 SCHOOL NCES # DISTRICT NCES # Page 3 of SOURCE OF FUNDS CODE -12 I - - TIER I U TIER II 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # 1. Improve student achievement in PSAE Reading I LEA Objective # 1.3 (Improve attendance) (Align Curriculum) Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # lndividual School Strategy Monitor freshman on-track data & absences, case manage off-track students Strategy # Communicate with families about importance of students' daily attendance Evidence of Improvement Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - lncrease student attendance rate to 72.5% - lncrease student attendance rate to 72.5% Target Date for Completion August November 2011 T Instructional Coaches Network for College Success I Network for College Success 1 Strategy # Set up School-wide advisory system, train faculty to act as advisors - Increase student attendance rate to 72.5% Network for College Success I Strategy # UIC Curriculum Redesign to align core curriculum to Common Core reading standards; backward mapping from CRS reading standards to plan instruction Strategy # Integrate reading strategies across the curriculum % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading - Network for College Success I 1 UIC Network for College Success I Strategy # Implement the school-wide targeted instructional area of writing across the curriculum to develop students' ability to write proficiently % of students MIE on 2012 PSAE Reading - 45% of students make Expected Gains on PSAE Reading Network for College Success I ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (311 1)

5 -- DISTRICT NAME AND NUMBER I REGION, COUNTY, DISTRICT, TYPE CODE I DISTRICT NCES # SOURCE OF FUNDS CODE Chicago Public Schools 1299 I I SCHOOL NAME Wells Community High School FY 2012 A ~~ASchool ~m~rovement~rant - Section 1003(g) Individual School Strateaies TIER I TIER ll Page 4 of 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the Person or position responsible for overseeing that the strategy is completed. LEA Goal # LEA Objective # 1. Improve student achievement in PSAE Reading (Increase quality of differential instruction) Example: LEA Goal #I, LEA Objective #I-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework % of studentsl~ August November 2011 on2012 PSAE ieadina 1 Train all teaching and classroom support staff in -Average staff rating of 4.0 of 5.0 rubric from informal differentiating instruction, provide ongoing job-embedded observations and feedback by coaches and peers Instructional Coaches 1 Network for College - Success I and modeling of effective instructional skill based techniques to improve reading with the content areas Strategy # Utilize interim assessments diagnostically to plan reading instruction and interventions % of students MIE on 2012 PSAE Reading staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers % of students MIE on 2012 PSAE Reading -Average staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers - Network for College Success 1 Network for College Success I Strategy # Build practice of Dept teams on looking at student work and using data for instructional improvement % of students MIE on 2012 PSAE Reading -Average staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers Network for College Success I Strategy # Strategy # ISBE 43-45LARRA School Improvement Grant - Section 1003(g) (311 1)

6 DISTRICT NAME AND NUMBER I REGION, COUNTY, DISTRICT, TYPE CODE I DISTRICT NCES # I SOURCE OF FUNDS CODE Chicago Public Schools 1299 SCHOOL NAME Wells Community High School FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies I SCHOOL NCES # TIER I I TIERII Page 5 of Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, gttainable, yealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or - ~ position responsible for overseeing that the strategy is completed. LEA Goal # LEA Objective # Improve student achievement in PSAE Math [increase instructional time) Example: LEA Goal #4, LEA Objective #4-2. Full implementation of five-part lesson plans. All school administrators and teachers will be trained on All teachers will demonstrate improvement of August 2011 developing standards aligned lesson plans based on the performance level on a minimum of five elements I November 2011 Charlotte Danielson Framework. within the Charlotte Danielson Framework. Strategy # 2.1.I Jump Start summer program - all grades % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math I Instructional Coaches Network of College Success I I Jump Start Staff Strategy # Juniors will participate in an ACT preparation course % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math Network of College Success I Strategy # After school math support will be provided through community school supports % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math Network of College Success 1 Strategy # Use Aventa Learning online courses for credit recovery in math % of students MIE on 2012 PSAE Math - 45'10 of students make Expected Gains on PSAE Math Network of College Success 1 Strategy # Use Elevate Learning tutoring program to provide targeted numeracy supports to at-risk students % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math -- Network of College Success I Strategy # Mathematics enrichment and interventions supports for students during restructured school days % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math Network of College Success I ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (311 1)

7 DISTRICT NAME AND NUMBER Chicago Public Schools 1299 SCHOOL NAME Wells Community High School REGION, COUNTY, DISTRICT, TYPE CODE FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies I SCHOOL NCES # I Page 6 of SOURCE OF FUNDS CODE -12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA Objective # DISTRICT NCES # Improve student achievement in PSAE Math (Provide targeted interventions) (Improve attendance) 12 Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # Transformation Math Interventionist to work directly with at-risk students Strategy # Track daily attendance data, contact families of absent students, collaborate in problem-solving to ensure attend Full implementation of five-part lesson plans. All teachers will demonstrate improvement of August 2011 Instructional Coaches performance level on a minimum of five elements within the Charlotte Danielson Framework. November % of student cohort demonstrate mastery on targeted skills through Interim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments Network of College Success 1 - lncrease student attendance rate to 72.5% Network of College Success 1 Strategy # Review 8th grade attendance for incoming 9th graders, set up intervention plan for at-risk students - lncrease student attendance rate to 72.5% Network of College Success 1 Strategy # Monitor freshman on-track data & absences, case manage off-track students - lncrease student attendance rate to 72.5% June Network of College Success 1 Strategy # Communicate with families about importance of students' daily attendance - lncrease student attendance rate to 72.5% Network of College Success I Strategy # Set up School-wide advisory system, train faculty to act Increase student attendance rate to 72.5% June as advisors I I I Network of College Success 1 ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (311 1)

8 pp DISTRICT NAME AND NUMBER Chicago Public Schools 1299 Wells Community High School REGION, COUNTY, DISTRICT, TYPE CODE FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies SCHOOL NAME I SCHOOL NCES # DISTRICT NCES # Page 7 of SOURCE OF FUNDS CODE -12 TIER I TIER I1 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed LEA Goal # LEA Objective # 2. Improve student achievement in PSAE Math 2.4 (Align curriculum) (Increase quality of differential instruction) Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # UIC Curriculum Redesign to align core curriculum to Common Core math standards; backward mapping from CRS math standards to ~ lan instruction Strategy # Train math teachers in differentiating instruction, provide ongoing job-embedded PD and support Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework % of students MIE on 2012 PSAE Math - 45% of students make Expected Gains on PSAE Math Strategy # % of students MIE on 2012 PSAE Math Observe math teacher practice and provide I-on-I - Average staff rating of 4.0 of 5.0 rubric from informal coaching and modeling of effective instructional 1 observations and feedback by coaches and peers techniques to improve math performance Strategy # Utilize interim assessments diagnostically to plan math instruction and interventions % of students MIE on 2012 PSAE Math - Average staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers I % of students MIE on 2012 PSAE Math - Average staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers August November 2011 I June Instructional Coaches Network of College Success I I UIC Network of College Success I Network of College Success I Network of College Success I Strategy # Build practice of Math Dept team on looking at student work and using data for instructional improvement % of students M/E on 2012 PSAE Math - Average staff rating of 4.0 of 5.0 rubric from informal observations and feedback by coaches and peers Network of College Success I Strategy # ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (311 1)

9 DISTRICT NAME AND NUMBER Chicago Public Schools SCHOOL NAME Wells Community High School I -- REGION, COUNTY, DISTRICT, TYPE CODE -- I FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies I SCHOOL NCES # I ATTACHMENT 8 Page 8 of Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and time bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA Objective # DISTRICT NCES # 3. Improve student achievement on PSAE Composite (Increase instructional time (Provide targeted interventions) I SOURCE OF FUNDS CODE TIER I TIER ll 12 Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # 3.1.I All freshmen take year-long reading class I Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - 12% of students MIE on 2012 PSAE Composite - 45% of students make Expected Gains on PSAE Composite August 2011 November Instructional Coaches Network for College Success I I Staff - 12% of students MIE on 2012 PSAE Composite Jump Start summer program - all grades - 45% of students make Expected Gains on PSAE Composite Network for College Success / I Jump Start Staff Strategy # After-school supports provided for students at-risk of failure Strategy # - 70% of student cohort demonstrate mastery on targeted skills through Interim Assessments - 80% of student cohort show mastery of targeted skills though instructor assessments Network for College Success I 1 Staff Strategy # I Strategy # ISBE 43-45LARRA School lmprovement Grant -Section 1003(g) (311 1) -

10 Page 9 of 12 DISTRICT NAME AND NUMBER Chicago Public Schools 1299 REGION, COUNTY, DISTRICT, TYPE CODE DISTRICT NCES # SOURCE OF FUNDS CODE -1 2 SCHOOL NAME Wells Community High School -- FY 2012 ARRA School Improvement Grant - Section 1003(g) Individual School Strateaies - ~ e SCHOOL NCES # TIER I TIER II Directions: Identify the school level strategies to be implemented in the identified school based on the^^^^ goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA Objective # 3. Improve student achievement on PSAE Composite Individual School Strategy (Im~rove attendance) (Alicrn Curriculum) Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # Track daily attendance data, contact families of absent students, collaborate in problem-solving to ensure attendance Strategy # Review 8th grade attendance for incoming 9th graders, set up intervention plan for at-risk students I Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - lncrease student attendance rate to 72.5% - lncrease student attendance rate to 72.5% August 2011 November 2011 Instructional Coaches Network for College Success I I Staff Network for College Success I I Department Chairs Strategy # Monitor freshman on-track data & absences, case manage off-track students - Increase student attendance rate to 72.5% June Network for College Success I I Department Chairs Strategy # Communicate with families about importance of students' daily attendance - Increase student attendance rate to 72.5% June Network for College Success I Strategy # Set up School-wide advisory system, train faculty to act as advisors - lncrease student attendance rate to 72.5% Network for College Success I I Department Chairs Strategy # UIC Curriculum Redesign to align core curriculum to Common Core standards; backward mapping from College Readiness standards to plan instructon - 12% of students MIE on 2012 PSAE Composite - 45% of students make Expected Gains on PSAE Composite Network for College Success I ISBE 43-45LARRA School Improvement Grant - Section 1003(g) (311 1)

11 ATTACHMENT 8 DISTRICT NAME AND NUMBER Chicago Public Schools 1299 I I -1 2 SCHOOL NAME Wells Community High School I - REGION, COUNTY, DISTRICT, TYPE CODE FY ARRA School Improvement Grant - Section 1003(g) Individual School Strategies SCHOOL NCES # DISTRICT NCES # I Page 10 of SOURCE OF FUNDS CODE IX( TIER I TIER II 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, realistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # 1 LEA Objective # 3. Improve student achievement on PSAE Composite (Align Curriculum) (Increase quality of differential instruction) Example: LEA Goal W, LEA Objective W-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # Integrate reading strategies across the curriculum Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - 12% of students MIE on 2012 PSAE Composite - 45% of students make Expected Gains on PSAE Composite August 2011 November June Instructional Coaches 1 Network for College Success I Strategy # Implement the school-wide targeted instructional area of writing across the curriculum to develop students' ability to write proficiently across content areas - 12% of students MIE on PSAE Composite - 45% of students make Expected Gains on PSAE Composite Network for College Success I Strategy # Train all content area teachers in differentiating instruction, provide ongoing job-embedded PD and SUDDO~~.. Strategy # Observe teacher practice in all content areas and provide I-on-I coaching and modeling of effective instructional techniques to improve student learnina Strategy # Utilize interim assessments diagnostically to plan instruction and interventions - 12% of students MIE on 2012 PSAE Composite - Average staff rating of 4.0 on 5.0 Rubric of informal observations and feedback by coaches and peers - 12% of students MIE on PSAE Composite - Average staff rating of 4.0 on 5.0 Rubric of informal observations and feedback by coaches and peers - 12% of students MIE on PSAE Composite - Average staff rating of 4.0 on 5.0 Rubric of informal observations and feedback by coaches and peers June Network for College Success 1 Network for College Success I Network for College Success I Strategy # Build practice of core Dept teams on looking at student work and using data for instructional improvement - 12% of students MIE on PSAE Composite - Average staff rating of 4.0 on 5.0 Rubric of informal observations and feedback by coaches and peers June Network for College Success I ISBE 43-45LARRA School Improvement Grant - Section 1003(g) (3111) I I I

12 ATTACHMENT 8 DISTRICT NAME AND NUMBER Chicago Public Schools 1299 I I -1 2 Wells Community High School REGION, COUNTY, DISTRICT, TYPE CODE DISTRICT NCES # FY 2012 ARRA School lmprovement Grant -Section 1003(g) Individual School Strategies SCHOOL NAME I SCHOOL NCES # Page 11 of SOURCE OF FUNDS CODE / - - TIER I U TIER II 12 Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and lime bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA objective # 4. Improve graduation rates (Offer credit recovery) (College going culture) (Provide accelerated learning) Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # 4.1.I Recovery courses using Elevate Learning, Aventa and ~~angea will be provided for students who are not ~assina readina and math courses 1 Strategy # Staff a postsecondary counselor to lead the postsecondary team in developing a school-wide college going culture Strategy # Students, Teachers and Parents utilize Naviance software for college search and application processes and tracking Strategy # Conduct Family College Events including FAFSAlscholarshiplapplication workshops Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. - Increase Student on track to graduate rates to 63% - 60% of all students passing all courses - lncrease college enrollment rate to 46% 1 1 : August 2011 November 2011 : Instructional Coaches Network for College Success / Network for College Success I / Postsecondary Coach - lncrease college enrollment rate to 46% Network for College Success I - lncrease college enrollment rate to 46% Network for College Success I Strategy # Offer dual credit courses through City Colleges of Chicago - Establish dual enrollment program; enroll first cohort of students Network for College Success I I City Colleges of Chicago Strategy # ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (3111)

13 DISTRICT NAME AND NUMBER Chicago Public Schools SCHOOL NAME Wells Community High School ( REGION, COUNTY, DISTRICT, TYPE CODE SCHOOL NCES # DISTRICT NCES # FY 2012 ARRA School lmprovement Grant - Section 1003(g) Individual School Strategies I Page 72 of SOURCE OF FUNDS CODE w TIER I TIER I Directions: Identify the school level strategies to be implemented in the identified school based on the LEA goals and objectives for improving student achievement. The strategies must be specific, measurable, attainable, ~ealistic, and time bound (S.M.A.R.T.). For each strategy, indicate the evidence of improvement, the target date for completion, and the person or position responsible for overseeing that the strategy is completed. LEA Goal # I LEA Objective # Create a stable learning climate (Implement new discipline processes) (Create student sociallemotional supports) I I 12 Example: LEA Goal #4, LEA Objective #4-2. All school administrators and teachers will be trained on developing standards aligned lesson plans based on the Charlotte Danielson Framework. Strategy # 5.1.I Develop and implement a PBlS framework for positive behavior to support learning environment Strategy # Track and monitor results for students with Tier II & 111 interventions and report on their success to staff and families Strategy # Provide positive behavior support interventions and incentives Strategy # Strengthen and monitor partnerships that offer behavioral supports to students Strategy # Full implementation of five-part lesson plans. All teachers will demonstrate improvement of performance level on a minimum of five elements within the Charlotte Danielson Framework. August 2011 November Decrease discipline incidents by 10% from baseline each semester (establish true baseline in Q1 2011) - Average student rating of 4.0 (5.0 scale) on Culture & Climate Survey - Decrease discipline incidents by 10% from baseline each semester (establish true baseline in Q1 2011) - Decrease discipline incidents by 10% from baseline each semester (establish true baseline in Q ) - Average student rating of 4.0 (5.0 scale) on Culture & Climate Survey - Decrease discipline incidents by 10% from baseline each semester (establish true baseline in Q ) - Average student rating of 4.0 (5.0 scale) on Culture & Climate Survev Instructional Coaches Network for College Success I Network for College Success I Network for College Success I Network for College Success / Strategy # ISBE 43-45LARRA School lmprovement Grant - Section 1003(g) (311 1)

14 , Chicago Public Schools #299, Wells Community Academy High School School Abstract Wells Community Academy High School is poised for transformation after several years of tumultuous demographic shifts, professional crises, and academic collapse. Wells has long been a neighborhood school serving mostly poor and working-class families. The student body in 2000 was 78% Hispanic and 16% African American. That shifted to roughly 50% Hispanic and 50% African American after the district closed a local low-performing high school in 2005, dramatically increasing the number of Black students at Wells. Gang rivalries between students from different neighborhoods led to an upsurge of violence and disciplinary incidents at the school after 2005, eroding relationships between teachers and students and significantly disrupting an already tenuous academic environment. Meanwhile, the neighborhood around Wells was gentrifying, displacing families, and thus decreasing Wells' enrollment. New residents tended to be young couples without older children, while others were increasingly reluctant to send their children to a school with a growing reputation for violence and poor academic performance. New charter schools in the attendance area further drained Wells' enrollment, as many of the most academically motivated students and families in the neighborhood went elsewhere. From 2000 to 2010, Wells' enrollment dropped significantly, further reducing the school's financial resources and its ability to combat mounting challenges. An absence of stable leadership exacerbated problems; Wells had four principals between 2004 and 2008, and staff mistrust and cynicism were rampant. By 2008, Wells had lost the faith of its teachers, its parents, its students, and the broader community. On the PSAE in spring 2008, fewer than 8% of Wells llth graders were proficient in reading, 6% in mathematics, 4% in science, and 13% in writing. In 2008, attendance was 70% and Wells' graduation rate was 51%, both 10-year lows. The graduation rate for African American students was worse, at only 46%. The situation was also dire for incoming students. Based on credits earned and attendance at the end of freshman year, fewer than half of gth graders were "on track" toward graduation. Almost a 1

15 , Chicago Public Schools #299, Wells Community Academy High School quarter of Wells students qualified to receive Special Education services (24% in 2010). The teaching staff did not have the capacity, the training, or adequate support to address the urgent needs of the school's student body. As teachers grew more frustrated and felt increasingly under siege, relations with students and their families worsened, further undermining the learning climate. By August 2008, problems had reached crisis proportions. The district fired the acting principal and brought in Ernesto Matias in a last-ditch effort to save the school. Mr. Matias had a particular affinity for Wells students. Growing up in a large Puerto Rican family in Chicago, Mr. Matias saw most of his brothers join gangs and spend time in prison. He almost dropped out of high school himself; a community youth worker interceded and turned his life around. Since arriving in 2008, Mr. Matias has demonstrated an ability to galvanize teachers, staff, and community members and to engage highly capable external partners to support his vision of Wells as a "Place of Hope." The new principal's first task was to re-establish safety and security by enforcing clear rules and changing the tenor of student-teacher relationships to one of mutual positive regard. His strategy has improved the learning climate and reduced serious discipline referrals from 149 in 2008 to 77 in Mr. Matias also developed important partnerships with parents, pastors, youth workers, and community-based organizations in the neighborhoods where his students live. He established teacher teams to support freshmen and seniors in their transitions to high school and college. From 2008 to 2010, the percentage of freshmen on-track to graduate rose from 49% to 60% and the graduation rate increased from 51% to 68%. College scholarships to Wells graduates more than tripled from 2009 to S1.7million in Most importantly, through intentional and transparent communication, Mr. Matias has regained the trust of his faculty. He has also hired almost a third of his current staff, including a new and effective administrative team. Wells now has a functional Instructional Leadership Team and reinvigorated professional learning communities with active teacher teams. Teachers are collaborating and beginning to collect and use data to improve instruction. For example, the faculty now administers a 2

16 , Chicago Public Schools#299, Wells Community Academy High School common writing assessment five times a year, collectively scores student work, and uses the data to guide writing instruction across content areas. Teachers have begun a school-wide process to align their curricula with Common Core and College Readiness standards, with a particular focus on critical thinking skills. In short, Mr. Matias' leadership has laid the groundwork for a radical transformation of Wells Community Academy High School. Though improving slightly over the past three years, performance in reading, math, science, and writing are all still critically low. Wells has begun to build the infrastructure needed for sustainable school improvement. It has made steps toward a safe, stable and high-functioning school culture for students and adults and is beginning to address achievement issues but lacks the resources and expertise to fully implement school improvements efforts to scale. Impending budget cuts, threats of increasing class size and the loss of funding for social/emotional interventions threaten to stall Wells' improvements. A School lmprovement grant will enable Wells to greatly accelerate its progress and will provide resources to build the capacity of its staff to make continuous improvements. The vision for transformation under the School lmprovement Grant is focused on greatly improving the internal capacity of Wells teachers so they will be able to substantially increase student learning and establishing systems and structures to sustain improvement beyond the 3-year grant period. The school's 5 priority areas are: 1) Increasing the rigor and relevance of core instruction; 2) Supporting successful transitions to high school for incoming freshmen; 3) Preparing graduates for postsecondary education and careers; 4) Maintaining a positive learning climate and culture; and 5) Building family and community connections. Wells wants to build its capacity for teacher collaboration and distributed leadership, for engaging community partners, for collecting and using data to inform instructional decisions, and for designing and implementing supports and interventions for students at risk for academic failure. Specific strategies for transformation include:

17 , Chicago Public Schools #299, Wells Community Academy High School o A standards-based teaching and learning framework in which detailed data regarding student progress toward individual standards will be reviewed by teacher teams; o Supporting a professional learning community through a whole school writing-across-the-curriculum initiative and engaging teacher teams in cycles of inquiry to address achievement barriers; o Tiered academic and behavioral supports provided to all students through the PBlS (Positive Behavioral Interventions and Supports) framework; o Extended learning time for students including a year-long writing course for all freshmen; additional math and reading instruction for seniors to remediate gaps prior to college entrance; summer courses for students at-risk of failure; and dual credit enrichment for high achieving students; o Postsecondary planning and support for college search, application, and scholarship processes; and o Family outreach to help family members access external service providers to mitigate potential negative effects of outside factors on students' academic performance. The Wells faculty is excited about the new work it has begun under the leadership of Mr. Matias. The transformation plan is guided by a vision of Wells as a school of choice for neighborhood families that prepares students for college and civic life and enables them to effect change for themselves and their families. The resources from a School Improvement Grant would allow Wells to become the learning organization its teachers can now envision: a "Place of Hope" for young people in Chicago that will build a strong foundation of academic excellence within a caring community. Mr. Matias knows that Wells students are capable of rising to meet great expectations. He is helping teachers and community members to believe that also. Together they want to transform Wells Community Academy into a high-performing institution that embraces its low-income and minority students and families and serves as a beacon to other struggling Chicago high schools. Wells is a school of highest need and deep commitment to creating transformative changes that would make it a truly outstanding college-preparatory high school. 4

18 Illinois State Board of Education Innovation and lmprovement Division 100 North First Street, N-242 Springfield, IL FY School lmprovement Grant - Section 1003(g) NEEDS ASSESSMENT Cover Page DISTRICT NAME AND NUMBER Chicago Public Schools 1299 REGION, COUNTY, DISTRICT, TYPE CODE ~ier I School NAME OF SCHOOL I Wells Community Academy High School I CHECK (J) ONE ONLY Tier ll School SCHOOL 2010: FEDERAL ACADEMIC STATUS 11 Years in School lmprovement DISTRICT ADDRESS (Street, City, State, 9 Digit Zip Code) 125 S. Clark Street, Chicago, IL NAME OF SUPERINTENDENTIAUTHORIZED OFFICIAL Albert Sanchez, Director, External Resources SCHOOL 2010: STATE ACADEMIC STATUS 1 Academic Watch Status SCHOOL ADDRESS (Street, City, State, 9 Digit Zip Code) 936 N Ashland Ave, Chicago, Illinois PRIMARY CONTACT Randel Josserand, Director, Office of School lmprovement TELEPHONE (Include Area Code) FAX (Include Area Code) TELEPHONE (Include Area Code) FAX (Include Area Code) SUPERINTENDENTIAUTHORIZED OFFICIAL ADDRESS 1 PRIMARY CONTACT'S ADDRESS I ISRF A'LAKl FV17 SIC AWRA Pro-Annliratinn hloodc Accaccmant IllIln\

19 Part I: Team and Process Developing a DistrictlSchool lmprovement Team The districffschool improvement team is responsible for organizing and leading the Needs Assessment process. We recommend that the team is comprised of a cross section of district and school staff involved in district and school improvement, professional development, NCLB coordination, special education, student services, fiscal matters, union representation, testing and data analysis, curriculum and instruction, and the school board. Parents and other community stakeholders should also be represented on the team. Moreover, participation of the superintendent is essential. The districffschool improvement team should be large enough to get diverse perspectives on the district and the individual school's efforts, yet small enough to ensure the team can meet regularly to complete the analysis. Research and experience indicate that the process of choosing a school improvement model rivals the strategy itself in importance for successful change. Involving school teams-with the current school leader, staff, parents, and others who have a large stake in each school's success-in decisions about their own schools can help the district make better informed decisions and reduce resistance to dramatic changes. (see Appendix A: Tool 1 Roadmap) Ernesto Matias DistrictlSchool SIG 1003(g) lmprovement Team Membership. NAME TITLEIPOSITION REPRESEN'TING -- I 1 School Administration I Anthony Malcolm Foreign Language Department Chair Instructional Leadership Team Susan Mullens I Art Department Chair Instructional Leadership Team George Hill Science Department Chair Instructional Leadership Team Felipe Mena Representative Local School Council Yvette Hernandez Representative Local School Council Rito Martinez 1 Transformation Director Network for College Success Gregory Konieczko Representative Chicago Teachers Union Cecilia Velasquez Representative Students -- - Record Keeping Requirement: Each time the team engages in an activity related to the Needs Assessment, com~lete an LEAlSchool Stakeholders Consultation Confirmation form as evidence of the session. Submit the signed completed forms in Part I of each school's FY 2012 SIG 1003(g) Individual School Application. ICRF A'LAKl FV17 CIC ARRA Prn-Annlirgtinn hlnnrlc Accnccrnnnt 11111n\

20 DISTRICT NAME AND NUMBER REGION, COUNTY, DISTRICT, TYPE CODE NAME OF SCHOOL Chicago Public Schools / Wells Community Academy High School Part II. School Performance - Data and Analysis (continued) STUDENT ACADEMIC PERFORMANCE -.-. NOTE: Use the school trend data that is posted at the Interactive Illinois Report Card (htt~:lliirc.niu.edui) in the 2010 School lrn~rovernent Plan - Section I-A Data & Analvsis - Re~ort Card Data. The school administration has the password to retrieve this data on behalf of the districtlschool improvement team. STUDENT ACADEMIC PERFORMANCE Based on the grades served by the school, enter the percentage of all students who tested as proficient or better on the state assessment test for readina and mathematics. I Grade 11 Reading 11. Using the 2010 state assessment data, what is the percentage of students in each subgroup who tested proficient or better on the state - - assessment test - - IPSAE) -, for readina and mathematics? 4 1 PSAE - Grade 11 ( 1 English Asian, Pacific Native Special Subject mite Hispanic Language Non-Hispanic Non-Hispanic Island American Education 1 Learners Reading Mathematics nla nla nla Using the 2010 state assessment data, what is the student participation rate on the state assessment in reading and mathematics by student subgroup? Subject -. 1 White. Non-Hispanic Black, Non-Hispanic PSAE - Grade 11- Participation Rate Hispanic Asian, Pacific Island Native American English Language Learners Special Education Reading I nla ( nla 1 nla Mathematics 1 nia / nla 1 nla All I I I I I I 2010 GRADUATION RATE (HIGH SCHOOLS ONLY) 1 White, Non-Hispanic Black, Non-Hispanic Hispanic Asian, Pacific Island Native American English Language Learners Special Education nla nla ENGLISH LANGUAGE PROFICIENCY Enter the percentage of limited English proficient students who attained English language proficiency * I.CRF A9-AGI FV17 SIC ARRA Pro-Annlirstinn hlaaric Accaccmnnt 11111n\

21 DISTRICT NAME AND NUMBER ( REGION, COUNTY, DISTRICT, TYPE CODE 1 NAME OF SCHOOL Chicago Public Schools Wells Community Academy High School Part II. School Performance - Data and Analysis (continued) SCHOOL INFORMATION Number of minutes within the school year I Student attendance rate (%) Student mobility rate (%) Discipline Incidents Truancy rate (%) - - I I High School Dropout rate (%) High School Graduation rate (Oh) Note: Responses for the following items will need to be provided by the district andlor school. It is possible that some of the requested data are not available. In this case, insert NA for "not available." Number and percentage of students completing advanced placement (AP) coursework 11.1% 7.9% Number and percentage of students who completed the International Baccalaureate (IB) classes Number and percentage of students who completed advance mathematics Number of high school students who completed both advanced coursework and dual enrollment classes 1 nla 1 nla College enrollment rate (%) Teacher attendance rate (%) Distribution of teachers by performance level on LEA'S teacher evaluation system ' ICRF A?-A61 FV13 SIC ARRA Pra-Annliratinn hlnnrlc Accnccmnnt 11111n\