School Improvement Grant

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

2010‐13 
 

 
Hallman Elementary School
School Improvement Grant Application

School Improvement Grant Application

Primary Application for LEA Due to ODE no later than May 7, 2010
 Section III: School Application Template

Hallman Elementary School

School Application Check List

# Template Component Completed

1 School Cover Sheet 3
2 School Grant Abstract 3
3 Planning Personnel Listed—SIG-LT 3
4 School Need Check List & Need Narrative Answer (4.1) 3
5 School Capacity Check List & Capacity Narrative Answer 3
(5.1)
6 (6.1, 2, 3, 4, 5): LEA & School Support to Fully Implement 3
the Intervention Model
7 School Improvement Goals 3
8 Results Measurement Narrative 3
9 School Annual Timeline of Intervention Activities 3
10 Budget Information/Justification 3
 1. SCHOOL APPLICATION COVER SHEET FOR SCHOOL IMPROVEMENT GRANT

Name of SCHOOL for which funds are sought: Mailing Address:

Hallman Elementary School 4000 Deerhaven DR NE

Salem, Oregon 97303
Name of District Superintendent: Name of School Principal:
Dr. Sandy Husk Steve Lush

Telephone: Telephone:
503-399-3001 503-399-3451

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

District Superintendent (Printed Name): Telephone:

Sandy Husk 503-399-3001

Signature of District Superintendent: Date:

(previously submitted)

School Principal (Printed Name): Telephone:

Steve Lush 503-399-3451

Signature of School Principal: Date:

(previously submitted)

The school, under authorization from the district, agrees to comply with all requirements applicable to
this School Improvement Grant program, including the requirements and the conditions that apply to
the selected intervention model.
2. SCHOOL GRANT ABSTRACT
Describe the school’s overall VISION for improvement over the three-year period of the grant. Address
the school’s vision for improvement as the school implements the selected intervention.

Hallman Elementary School will provide a safe and orderly environment; an environment
in which the expectation will be that all students achieve at high levels in literacy and
math. Hallman will be a school where students develop the skills and knowledge
necessary to be successful at the secondary level, and ultimately, will be ready for
college and career. In order to realize this goal in the next three years, administrators,
teachers, and district level staff will prioritize the development of capacity building and
systems design at Hallman Elementary School. The foundational strategies that will
guide our capacity building include:
• Leadership: Using a model of strong instructional leadership.
• Effective Instruction: Hiring, retaining and developing committed, knowledgeable, and
skilled staff that work together in collaboration.
• Student Engagement: Creating a safe and orderly environment that cultivates and
inspires students to learn at high levels.
• Rigorous Curriculum and School Systems of Support: Developing school-wide
academic systems, programs and interventions that ensure a rigorous Guaranteed and
Viable Curriculum for each student, eliminating any achievement gap…all resulting in
high levels of learning and achievement.

During the first year of the School Improvement Grant (SIG), Hallman staff will develop capacity
in knowledge and instruction and content (aligned to standards and scientifically based
practices). Literacy will take the priority. The second year, instructional techniques will be fully
implemented and refined. Assessment and teacher observation data will be used to support
implementation and provide feedback for refining actions. As literacy systems and resulting
student data improve, a focus on math will begin. The third year, adaptations will be made to
improve the overall effectiveness. Assessment and teacher observation data will continue to be
used and increased attention to math will be allocated.

The following actions are identified as key strategies that will help us meet our goals:
1. Ongoing collaboration through planned and scheduled Professional Learning Community
(PLC) teams will create an embedded system of continual focus on improvement in
teaching and learning. The focus for our PLC work will involve:
a. Standards Alignment
b. Effective Instructional Delivery in Literacy and later, Math (for both English
speaking and Spanish speaking students and students of poverty)
c. Data Analysis
2. The development of a comprehensive system of tiered interventions and supports for
students who struggle academically and behaviorally. Included with this strategy is the
development of a comprehensive assessment plan to screen, diagnose and monitor
student performance on an ongoing basis. Summative data will be analyzed each year,
and used to evaluate and recalibrate systems of support (school level, teacher level,
student level) based on student outcomes.
3. A school-wide system of support and engagement will be instituted that promotes
positive student behavior throughout the school. This will result in a shift from behavioral
management of students from the administrator to classroom teachers, instructional
assistants, and the counselor, ensuring the administrator has the needed time to focus
on instructional leadership.

This transformation of Hallman Elementary will require focus and commitment from the
district, school staff and community support who all share in this vision. Our approach is
detailed below.
3. PERSONNEL INVOLVED IN THE DEVELOPMENT AND IMPLEMENTATION PROCESS
List the key personnel who will be working to develop the plan for the School Intervention, and how each
will be involved. Suggested categories include: Parents and other community members, licensed staff,
classified/support staff, administrators, LEA staff, Title I staff, etc. Work toward collaboration as the
plan, actions, and associated budgets are developed.

School Improvement Grant Leadership Team (SIG—LT):

# Name Role Signature

1. Julie Cleave Teacher Leader, Grade 3-4 Teacher (previously submitted)

2. Aline Bouhey Intermediate Rep, Grade 5 Teacher

3. Bridget Crorey Intermediate Rep, Grade 3 Teacher

4. Rita Gray Primary Rep, Grade 1 Teacher

5. SanJuana Coronado Primary / Lit-Squared Rep, Grade 1 Bilingual

Teacher
6. Michele Ford Specialists Rep, Library Media Specialist

7. Gaylene Kihs Classified Employee Rep,

School Office Manager
8. Juan Trujillo Classified Employee Rep,
Community-School Outreach Coordinator
9. Angelica Gloria Instructional Coach

10. Steve Lush Principal

Stakeholders
List any additional stakeholders that were consulted and worked with in the development of this School Application.
Briefly describe their role in that planning process.

All of Hallman’s school community was involved in learning about the SIG and was involved in helping
direct the development of the vision and plan. Hallman staff, both licensed and classified, met numerous
times to discuss and give input. A SIG Leadership was created with representation from each school
employee group, licensed: primary, intermediate, specialist, bilingual and classified: outreach coordinator
and office manager as well as principal and instructional coach. Meetings with parents and community
partners were held to share the opportunity and plans for pursuing the grant. District level staff including
the Assistant Superintendent, Assessment Coordinator, Technology Director, Instructional Services and
Curriculum staff, including representation from both of the employee associations and others were
directly and actively involved in developing the Hallman application and providing the support necessary
to the Hallman SIG Leadership Team. Hallman also had direct support from Ron Speck, Director of
Elementary Education, Robin Romero, Coordinator of Instructional Services and English Language
Acquisition (Title I and bilingual services), Shawna Moran, Curriculum Specialist-Literacy and Lesli
Ficker, Curriculum Specialist-Math. Community partners and organizations and other key stakeholders
will be further involved in developing and implementing this vision and supporting Hallman students and
staff every step of the way. Please see following list of dates.
3.1 HALLMAN ELEMENTARY SCHOOL SIG PLANNING/STAKEHOLDER INPUT
DATE STAKHOLDERS MEETING PURPOSE
3/17/10 • All Hallman staff
• Ron Speck, Director of Elem Ed Initial meeting with all staff members to announce
• Mary Cadez, Assistant Superintendent - HR opportunity for SIG
• Robin Romero, Director Instructional Services
3/29/1 Hallman’s School Systems Leadership:
• Julie Cleave, teacher leader
• Cindy Franks, primary team leader Initial Planning: Placed “parking lot” bulletin board up in
• Joana Cruz, intermediate team leader staff break room to gather initial ideas, concerns and
• Angelica Gloria, instructional coach questions from all staff members
• Gaylene Kihs, office manager
• Steve Lush, principal
3/30/10 District SIG meeting
• Director of Elem Ed
• Director of Instructional Services Attended all day SIG workshop provided by ODE for
• Hallman Instructional Coach information and initial planning
• Hallman Principal
• Jane Killefer, Teacher Association President
3/31/10 General information about SIG, timeline presented and
All Hallman Teachers
opportunity to join SIG planning committee
4/2/10 Hallman’s School Systems Leadership SIG update and timelines discussed
4/5/10 Hallman SIG Planning Committee (members listed in
Initial Meeting
previous section)
4/6/10 Hallman’s School Systems Leadership SIG update and next steps
4/7/10 All-day planning session: vision setting, identify
• Hallman SIG Planning Committee
student/school obstacles, identify what Hallman is currently
• Kristen Duus, Director of Tech and Info Services
doing, and identify possible solutions from input gathered
• Melisa Gardner, Coordinator of Instructional Tech from stakeholders, and explore possible role of tech
4/8/10 All Hallman Teachers SIG update, vision setting and opportunity for input
4/8/10 • Sandy Husk, Superintendent
• Salam Noor, Assistant Superintendent -
Instruction
District perspective on SIG and create common
• Mary Cadez, Assistant Superintendent - HR
understanding with district leaders representing key
• Principals from the four SIG schools
stakeholder groups
• Representatives from licensed and classified
associations
• SIG grant writer
4/8/10 Met with parents to explain Hallman SIG and collect input
Parent Teacher Club meeting: Hallman parents
from Hallman parents
4/12/10 School Systems Leadership SIG update and next steps
4/13/10 All Hallman Classified Staff Vision setting and input for classified
4/14/10 Hallman SIG Planning Committee Vision setting, identification of Place all staff input into
4/19/10 • Assistant Superintendent – HR
• Director Elem Ed To discuss staffing and staff evaluation implications of SIG
• Hallman Principal
4/20/10 Systems Leadership SIG update and next steps
4/22/10 Director Elem Ed
Met to discuss Hallman’s possible involvement with AVID
Patti Hoffert, district AVID coordinator
4/23/10 Grant Writer Review current input and direction for the application
4/26/10 SIG update, input on proposed plan for extended learning
½ day Hallman’s Systems Leadership
for both staff and students
4/27/10 Met with all key district stakeholders to discuss progress of
District SIG meeting
LEA application
4/28/10 ERW Staff Meeting Final input for SIG application
4/29/10 SIG Planning Committee Review draft SIG application
4/30/10 Final draft application submitted to grant writer
5/5/10 Final application submitted to district
5/7/10 Final application submitted to ODE
5/15/10 Received ODE feedback on application
6/15/10 Revised application submitted to ODE
 4. SCHOOL NEED CHECK LIST: This set of questions pertains to the school’s NEED for School
Improvement Grant Funds to implement the intervention selected. To help you formulate your answers
to question 4.1, please consider and mark the following (include this when you return the application.)
Foundation for Change:
1) Assessment and Data Collection
a) The district/school has identified
the sources of data/assessments
that will be used to establish a
need for implementation funds for
the intervention selected.
Great extent: A balanced assessment plan will be implemented
at Hallman. The recent adoption by the district of Pearson’s
Developmental Reading Assessment (DRA 2nd Edition) has
provided us with a valid and reliable reading assessment tool.
Critical formative reading skills are measured with the DRA2
including phonological awareness, phonics, fluency, vocabulary
and comprehension. The DRA Spanish companion (EDL2) is
utilized for Spanish speaking students. This assessment will serve
as a source of screening data to determine students on track or at
risk, diagnostic information used to tailor interventions, and
progress monitoring data will be used to gauge student intervention
efficacy. The district formative assessment (Edusoft) will also be
used. This assessment will be administered twice annually in
reading and math and is aligned to state standards. Other sources
of data will come from sources such as: observations, common
assessments (school or teacher created or provided by curricular
materials) English Language Development assessments to
measure proficiency gains in listening, speaking, reading and
writing. Other sources will be analyzed as well like attendance
rates and patterns, student behavior, and staff, student, parent and
community surveys. In addition to analyzing student level data, the
school leadership team will use the new Oregon K-12 Literacy
Framework School-Level Matrix to rate the current status Hallman’s
literacy approach on a systemic level each year. The results will be
used to identify and prioritize the focus of improvement in the areas
of goals, assessment, instruction, leadership, professional
development, and commitment.
Current data indicate the following:
OAKS Reading data exhibits a pattern over the past three years in
reading with a trend of approximately 50% of 3rd graders meeting
standard. The data for fourth grade is less consistent, with 44%
meeting in 07-08, 62% meeting in 08-09 and 65% meeting
(pending) in 09-10. The gap widens considerably in 5th grade with
22%, 39% and 41% meeting standard on OAKS in 07-08, 08-09
and 09-10 respectively.
OAKS Math data exhibits a consistent trend with fewer than half of
3rd, 4th and 5th grade students meeting criteria for the past three
years.

b) The district has helped the
identified school pinpoint the
reasons for the persistently low-
achieving status.
c) The district shows clear support for
the changes required at the
identified school for the selected
intervention.
2) Leadership and Decision-making
a) Plans are under way for modifying
district structures and/or practices
in the first year of implementation
of the selected intervention.
Great Extent: With district support, Hallman staff has identified a
range of contributing factors to the status of student performance
as indicated through OAKS and district data. These factors include
several changes in leadership in a short time span (5 principals in 9
years of existence), a high rate of staff and student mobility (1 out of
20 current classroom teachers has been at Hallman since the opening of
the school 9 years ago and about 20% of the schools students leave each
year while another 20% enter each year), varying degrees of teacher
training and commitment, inconsistent/incomplete implementation
of school and district initiatives and curriculum adoptions, a lack of
a K-5 articulated curriculum aligned to standards, and a history of
inconsistent monitoring of instruction. These factors, combined
with the at-risk population we serve, have all played a role in
Hallman’s persistently low-achieving status.
Great Extent: The Salem-Keizer School District Office of the
Superintendent, Elementary Education Office, Curriculum,
Instruction & Assessment Department along with the Instructional
Services Team are all committed to supported Hallman’s Grant
Processes and Implementation. In addition, commitment to these
efforts is demonstrated by the district’s plans to hire a School
Improvement Coordinator in the Office of Elementary and
Secondary Education to support the plan over the course of the
following three years.
Great Extent: The district is planning to hire a School
Improvement Coordinator in the Office of Elementary and
Secondary Instruction, which will function as a “Turnaround”
Coordinator for the SIGs. In addition, the district has committed to
address the following components:
• A district-wide comprehensive assessment plan that includes
measures for screening, diagnostics, progress monitoring and
summative data collection and analysis has recently been finalized
and will be communicated to district principals in June 2010. Data
study activities will be presented to district leadership (principals and
coaches) to foster a data culture at the district, school and classroom
level. Valid and reliable measures have been selected and will be
fully utilized. District assessments will be administered with
standardized protocols across schools and classrooms. Screening
data will assist schools in identifying students who may need
additional instructional support at the onset of each school year.
Diagnostic data will assist in determining the nature of interventions
and progress monitoring methods will be defined and implemented in
order to gauge student growth toward critical reading benchmarks.
Summative data will be reviewed by district leadership and support
actions will be afforded accordingly.

b) District and school leaders have
involved a diversity of other
educators and people from the
community when implementation
plans for the selected intervention
are discussed and adopted.
• Development and articulation of a district supported Elementary
Reading Intervention Framework (aligned to tiered service delivery
models) including levels of learners and associated levels of support
(advanced, on-level, moderately below level, far below level) along
with research-based intervention recommendations is in process. This
reading intervention framework will include specific research tested
intervention to meet the needs of culturally and linguistically diverse
learners (ELL’s). Hallman elementary school will have the opportunity
to be an early-implementer of this framework
• District will provide on-site support to Hallman leadership and
teachers to foster expectations of commitment to all SI Grant Activities
and Interventions. This may include attendance at staff meetings,
classroom walk-throughs and attendance at data study meetings.
Regular site visits at each elementary school are made by the district
Elementary Directors.
• The district will support the SIG with the larger community of parents,
business partners and the school board.
• The district will provide, through the Curriculum/Instruction and
Assessment Department, guidance in selecting research based (and
standards-aligned) reading interventions that are responsive to
culturally and linguistically diverse learners.
• District and/or external consultant support is available and
encouraged.
• The district adheres to a standard of QFIC (quality, fidelity, intensity
and consistency).
• Opportunities will be afforded to Hallman staff to visit and observe
other schools implementing similar programs with success and/or to
participate in Professional Development opportunities that align to the
Hallman SIG.
• The Hallman principal and coach will continue to participate in district
sponsored Leadership Trainings (McREL).
• An executive mentoring relationship has been established for the
principal and of Hallman.
• The Instructional Services (Bilingual) Department will provide twice
weekly site visit support for the Literacy Squared (Biliterate Model)
classrooms.
Moderate Extent: Hallman parents, teachers, instructional
assistants and specialists have been a part of the discussions
around planning for the SI Grant. The office of the Superintendent,
the Elementary Education Office, the Instructional Services
(Bilingual) Department and the Curriculum/Instruction and
Assessment Departments are in alignment and have been involved
in the planning process and are willing to support Hallman’s plans.
The district will further support Hallman, the School Board, parents
and business partners as the process continues.
3) Curriculum and Instruction
a) The district will help the
identified school identify
existing curriculum and
instruction that will be modified
to meet intervention goals.
b) Scientifically based research
strategies that strengthen the
core academic program are
being used as a basis for
planned intervention efforts.
Great Extent: Hallman is currently working with district personnel
in the Curriculum/Instruction & Assessment Department to research
and select a comprehensive Scientifically Based core literacy
program that aligns to the district Literacy Model. Hallman is
considering the 2011 edition of Reading Street and the
supplemental materials “My Sidewalks” that will align instruction to
state standards in a systematic way across K-5 classrooms.
Reading Street includes a Spanish component that can be utilized
with the Literacy Squared (Biliteracy research classrooms). Plans
to set up a scope and sequence of focus for instruction in academic
literacy strategies to meet the needs ELL’s will be developed by the
Instructional coaches in collaboration with the English Language
Acquisition (ELA) Department that will focus professional
development and teacher practice and looking at student work will
guide the use of instructional materials. An intensive reading
intervention will also be selected to meet the needs of students far
below grade level to affect catch-up growth. Hallman will go
through a similar process to select a Scientifically Based program
for math that will align with district standards (district standards
incorporate all Oregon State 2007 Mathematics Standards) and
State Blueprints.
Great Extent: In the first year, Professional Development will be
planned for K-5 teachers to deepen their understanding of
scientifically based reading instruction and instructional delivery
(aligned to the district Literacy Model, State Standards and the National
Reading Panel outcomes). This training will serve as a foundation
that will be furthered through initial and ongoing program-specific
training and support provided by the selected publisher. Guided
Language Acquisition Design (GLAD) strategies and English
Language Development will continue to play a role in the Hallman
model. Teachers will receive training in how to provide effective
delivery of ELD and Sheltered Instruction using GLAD and the
Integrated Academic Language Framework with ongoing support
from the ELA department. Literacy Squared (Dr. Kathy Escamilla, 2008)
professional development will occur on a monthly basis as
supported by the English Language Acquisition department.
In the second and third year there will be continued effort in
providing Professional Development for all teachers to deepen their
understanding of scientifically based instruction and pedagogy in
literacy and beginning in math. (Connected to the district Literacy
Model and aligned to State Standards). This training will serve as a
foundation and will continue with ongoing program-specific training
and support provided by the selected provider. Hallman is also
interested in pursuing professional development surrounding the
unique needs of students at risk (poverty) as well as learning more
about instructional engagement and motivational strategies. The
AVID program will become an integral part of the model in the
second year of Hallman’s Transformational Model. The AVID
program is well supported by the district through a district AVID
coordinator.
With each of these areas of focus, teachers at Hallman will meet
weekly in PLCs facilitated by instructional coaches to look at
standards, research, evidence of student learning and focus on the
implementation of effective strategies that develop literacy and
numeracy. Teachers will participate in monthly lesson studies
where they are led in the process of designing instruction with
specific outcomes in grade level teams. Then peer visits are
scheduled for teachers to collaborate together. This will include
receiving peer feedback on instructional practice, discussing ways
to collect evidence of student learning, and the opportunity to
observe other effective teachers.
Research has found that the development of Professional Learning
Communities and use of instructional coaches provide job-
embedded professional development lead to better implementation
of effective practices and more effective instruction that lead to
student learning.

Instructional coaching is grounded in current research and clinical knowledge on leadership and
schools as “professional communities of practice.” Recent research on professional development
suggests that it is most effective when it includes components that are based in the school and
embedded in the job and when it increases teachers’ theoretical understandings of their work
(Miller 1995). Supports for improved teaching and learning are also more effective when they are
tailored to needs identified by teachers and when their approach to learning is collaborative and
inquiry-based (Darling-Hammond and McLaughlin 1995). Coaching provides such supports
through an array of activities designed to build collective leadership and continuously
improve teacher instructional capacity and student learning. These activities, ideally,
coalesce in ways that create internal accountability due to the embedded nature of the work and
people engaged in it (Barr, Simmons, and Zarrow 2003; WestEd 2000). A well-designed and –
supported coaching program weds core elements of effective professional development
with the essential goals of professional learning communities in ways that advance both
school and systemic improvement.

Annenberg Institute for School Reform (2004).

“Professional Development Strategies That Improve Instruction.”

c) The district will help the school
identify instructional practices
that are not effective, with the
intent of changing to match the
requirements of the selected
intervention.
Great Extent: District support will be provided to support
teachers in their instructional practices. Ongoing walk-throughs
with district administrators, specialists and school leaders are
planned monthly (“Instructional Rounds”).
Hallman elementary school has a new Instructional Coach. The
on-site coach participates in district-led ongoing coaches training
and a Coach-Level Professional Learning Community. The
expectation is that the coaching process continues a part of the
culture at Hallman. Hallman is planning to hire two additional
Instructional Coaches to support the implementation of their
transformational model. One in the area of literacy, one for math
and the third to serve as a specialist in English Language
Development and strategies for English Language Learners.
These two coaches will work with the existing Instructional Coach
to increase the knowledge and skill of Hallman’s staff to meet the
educational needs of their students.

d) The district is helping the
school develop plans for
administrator and teacher
professional development to
match the implementation
actions of the selected
intervention.
An assistant principal will be hired in order to allow the principal to
focus his time to serve as an instructional leader in leading the
development and improvement of professional and instructional
practices and effective school systems. The assistant principal, in
partnership with the principal, will assist in all areas with a focus in
the areas of developing a Safe and Orderly environment, student
engagement and Parent Involvement.
Hallman leaders will use a variety of observational tools geared
toward different instructional strategies in order to support and
provide differentiated feedback to educators. Tools will include:
• Reading and Writing district feedback tool
• Literacy Based ELD, and Literacy Squared Observation
Checklist and feedback tools. (K. Escamilla and ELA dept.)
• Essential Features of Instruction Checklist (University of
Oregon)
• Program-specific tools and other self-reflection/feedback tools
(as available)
Great Extent: The district will help ensure that all staff,
administrators, teachers and instructional support staff, receive
high quality training through a week-long professional development
training in August 2010 and ongoing professional development
through PLCs, district staff, outside consultants, and coaching to
ensure the successful implementation of planned strategies and
actions. Specific examples in development include:
Publisher provided initial and ongoing professional development for
both teachers and coaches for selected research-based core
reading program aligned to standards is in a planning stage.
The school coach will apply to the Oregon Department of
Educations’ “Oregon K-12 Literacy Framework” training in July
2010 in order to help coordinate all systems tasks/steps toward a
complete school wide model.
Professional Development will be planned for K-5 teachers to
deepen their understanding of scientifically based and reading
instruction for Comprehension, Vocabulary, Fluency, Phonics/Word
Structure Analysis and Phonological Awareness (with attention to
the distinctions between these reading elements and the
associated research-based instruction for English only and English
Language Learners). This training will align to the district Literacy
Model, State Standards and the National Reading Panel outcomes.
Teachers will receive training on student engagement through the
use culturally relevant practices based on the research support
from J. Cummins, K. Escamilla, and D. Macedo. This will be
provided by the ELA department and invited consultants.
In the second and third year, Professional Development will be
planned for K-5 teachers to deepen their understanding of
scientifically based mathematics instruction with support from the
district curriculum and instruction department and possibly an
outside provider.

e) The district is helping the
school develop plans to target
the needs of low achieving
students.
f) There is a general feeling
among LEA/district and school
planners that the new goals will
contribute to the likelihood that
the identified school will
improve with the selected
intervention.
McREL Leadership professional development will be provided for
the Principal and Assistant Principal. External consultant support
will be provided to deliver on-site leadership support, coaching and
mentoring linked to the tenants and leadership responsibilities
outlined by McRel.
Great Extent: The use of screening data will identify students at-
risk for not meeting important reading goals and formative goals at
both the district and school level. Students identified at-risk will be
further diagnosed to align instructional interventions appropriately.
The district will provide support in selecting/developing appropriate
research proven supplemental and intensive interventions.
Frequent (at least monthly) progress monitoring to track student
growth will be instituted. School data study practices will be
enhanced through principal and coach-led data-study sessions (at
the grade level and school level) at least monthly (PLCs).
Beginning in year 2 and continuing to year 3, the District’s
Deconstructed Standards and Lesson Outlines (incorporating
language and literacy connections and support for ELLs as well as
differentiated instruction strategies for intervention and extensions)
will be shared with Hallman staff. This tool is designed to assist
students struggling in the area of math. Professional development
opportunities will be afforded for teachers of mathematics in order
to develop teachers’ knowledge and skills in this area.
Great extent: There exists a genuine feeling among the local
education agency, the district and the school that the SIG actions,
when fully implemented, will positively affect student outcomes at
Hallman. A “What it means to work at Hallman” vision has been
planned, which includes a belief in the ideal that, “All students at
Hallman can learn at high levels and be successful as any other
student in any other school, regardless of the obstacles they might
have.”
In addition, the planned use of Oregon K-12 Literacy Framework
School-Level Rubric (with a school level team) on an intermittent
basis to gauge current systems status, re-assess progress toward
identified goals, and to refine implementation is planned as an
ongoing school-audit tool to maintain focus on student achievement
in literacy.
Math Literacy will be embedded in the district’s Comprehensive
Literacy Model and will be a focus during Year 2 and 3. It is
expected that positive student outcomes in mathematics in Year 2
will reflect the gains in literacy during Year 1 as teachers focus on
implementing strong, effective instructional strategies across
content areas.

g) If extended time and/or a
change of school day or year
are part of the implementation
plan for the selected
intervention, there are plans for
how that will happen.
Great Extent: Hallman will increase instructional time with an
extended day. The student day will increase by 45 minutes per day
(+128.65 hrs/yr, the equivalent of more than an additional month of
school) providing students with more instructional time each day
and more opportunities to learn. The schedule adjustment will give
Hallman staff the scheduling flexibility to establish consistent
instructional blocks: Math, Literacy, ELD, intervention, GLAD, etc.
In addition, rearrangement of schedules will allow teachers a
common planning, professional development and data-study time
(working collaboratively in a PLC format). (Current school hours:
8:45-3:00 Extended school hours: 8:30-3:30)
Hallman will continue to provide the Hallman Enrichment Academy
(The Enrichment Academy currently provides two hours of enrichment
activities after school each day paid for by a 21st Century School’s grant.)
The nature of the instructional support provided during the
Enrichment Academy will be flexible and based on student need as
shown through data. Students participating in the Enrichment
Academy both before school and after school have the potential to
participate in a total of 10 hours of instruction, support, intervention,
and enrichment per day (7:30-5:30).
 Hallman will increase the staff work day. Licensed staff will receive
an additional hour four days per week (+147 hours/year) that
provides additional instructional time to students as well as time
daily for professional development, collaboration and/or planning.
(Classified staff may have their work day increased depending on need
and how many hours they currently work.) Specialists and other
licensed staff not assigned to regular classrooms will be given time
for collaboration as well and they would be used to support literacy
and numeracy to students by providing instructional support,
tutoring or enrichment groups. The extended work day will also
provide an opportunity for teachers to provide strategic
intervention/tutoring groups after the regular student day. (Current
8hr work day: 8:00-4:00 Extended full-time work day: 7:30-4:30.)

Hallman also plans to maintain the option of hiring staff an

additional hour beyond the extended work day to provide even
more intensive support and tutoring for students who need this type
of intervention. (Additional compensated time for professional
development, increased instructional/intervention time, and
family/community involvement: additional tutoring 4:30-5:30, planning and
attending parent/community events, teaching classes and workshops at
proposed Parent University, and others.)

Hallman will increase the staff’s workdays by five in August of

2010, 2011, and 2012 for Professional Development and to plan
implementation of the strategies outlined in the SIG. These
additional hours will permit for some concentrated staff to plan,
develop and implement a tiered service delivery model in reading
instruction using standards-based and high caliber first teaching
along with scientifically based interventions designed to facilitate
catch-up growth, meeting the needs of all students.
4) Human Capital (Personnel)

a) District and school staff has
taken into consideration the
need for parental involvement
for implementation of the
intervention selected?
b) District and school staff has
identified the sources and types
of outside technical assistance
that will be needed to
implement the selected
intervention?
Great Extent: Although Hallman staff recognizes they’re
responsible for the academic success for each of they’re students,
research confirms that parental involvement in a child’s literacy and
education plays a significant role in a child’s success in school
(Baker, L. (2007); Halle, Kurtz-Costes & Mahoney, 1997; Morrow & Young.
(1997); Feiler. (2003). Hallman will work to build an effective
partnership with parents by improving communication with and
involvement of parents in the school and in the education of all
students through regular meetings, development of parent leaders
in school’s Parent Teacher Club and site council, events and
activities, use of parents as volunteers and mentors, etc. Hallman
will do this to build parent knowledge, skill and capacity to provide
better support and education for their children.
More than 90% of Hallman students live in poverty according to
Free and Reduced lunch counts. In order to better meet the health
and educational needs of our students and their families, SIG funds
will provide full-time support for locating and establishing health,
employment, and social services for students and their families. In
order to provide sustainability for these supports, this person will be
responsible for forging relationships and collaborative partnerships
with community and government organizations that will sustain the
supports after SIG funds have expired, not contingent on a full-time
support person. At this point, current staff would be able to
maintain support for students and families.
Moderate Extent: The district and school staff will access
training from external sources for technical assistance for
administrators and teachers at the planned July PLC conference
(Solution Tree) and August professional development conference
(Eric Jensen). That training is intended to enhance the capacity for
implementation of professional learning communities throughout
the academic year. Other sources of technical assistance are in
the process of being selected: Reading Street in fall for literacy,
McRel for school leadership, Donna Beagle for follow up on
poverty, SolutionTree, Turnaround Schools and/or others for
continued PLC support and others for on-going, embedded
professional development.

c) Is there an understanding at
the LEA/district level that there
may be staffing changes to
support implementation of the
selected intervention?
Great Extent: The district and school community understand that
staffing changes may occur in order to accomplish the goals of the
transformation for Hallman. District leadership and school staff are
committed to building capacity in all stakeholders and support the
reassignment and/or realignment of resources, including staff.
Those staff members that stay understand their commitment to
Hallman and the Transformation Model including commitment to
the Required Activities, the selected Permissible Activities, and
other common commitments and expectations. (Extended learning
time for both students and staff, all teachers will work in effective
collaboration, modified evaluation system that takes into account
student progress, accept the belief that all students can learn
despite any obstacle and that you, as an educator, has the capacity
to make that happen, etc.) Newly assigned staff members to
Hallman will be made aware of the commitments necessary to work
there. This is all to ensure the most well trained teachers are
providing effective instruction to some of the most intensive student
populations in the state.
 Great Extent: The district has a newly developed Comprehensive
Literacy Model that addresses many aspects of instruction,
includes intervention, assessment, planning and a standards focus.
The language associated with this model has been shared
extensively with Hallman staff and will now be tied purposefully to
Hallman’s plan of adding a tiered service delivery model (in
alignment with the Oregon K-12 Literacy Framework). The two
models (State K-12 Framework and Salem-Keizer Comprehensive
Literacy Model) enhance one another; the district is eager to
support us in these efforts and will work to support Hallman’s staff
in understanding that they are not competing, but complementary
supports. The district will also support the professional
development and on-site support of Literacy Squared and
intervention model for an approach for Literacy Instruction that
simultaneously develops students’ literacy in first and second
languages.
d) Will the district be able to
provide curriculum and U.S. teachers need to learn to make more explicit and direct cross-
instructional resources for language transfers for English Language Learners especially for
implementation of the those languages that share common orthographic systems. Genesee
& Riches (2006)
intervention selected?
Second language literacy is greatly enhanced if learners are literate
in [their first language]. August & Shanahan (2006), Slavin & Cheung
(2003)

In addition, the district is currently developing a Reading

Intervention Framework. District staff has expertise in the area of
scientifically based reading instruction/ intervention and have
expressed a commitment to support Hallman in their planning and
implementation. Hallman will be an early-implementer of the
content developed through the district’s in-progress Intervention
Framework. The district’s Balanced and Comprehensive
Assessment Plan (screening, diagnostics, progress monitoring,
formative and summative data collection activities) will be
implemented at Hallman combined with a data-culture through
regularly scheduled PLC data-study work.

In the second and third year, this focus on literacy will continue with
the additional focus on mathematics. Many of the same structures
and systems that will prove to increase literacy will also be used to
increase numeracy. (PLCs, job-embedded professional
development, use of instructional coach, application of latest
research and best practice on effective instruction, parent
engagement, expert external technical support, district resources,
etc.)

e) Is the selected intervention
implementation supported in
the district budget?
5) Student Support
a) District and school staffs have
identified all changes that will
affect students when the
selected intervention is
implemented.
b) District and school staffs have
paved the way with students
and their parents for the
implementation of the selected
intervention actions.
6) Budgeting
Great Extent: Yes, the transformational model is included in the
district budget. District will provide assistance to Hallman’s
transformation through support and assistance from following
departments: Elementary Education, Curriculum and Instruction,
Assessment, English Language Acquisition (ELA), and Human
Resources (HR). (Examples would be: District level SIG coordinator,
Leadership development and professional coaching provided to
Hallman’s principal and assistant principal, Curriculum and ELA
Specialists providing guidance in selecting of materials and programs and
providing professional development, Common Literacy Model and district
Core Standards provided to guide and focus development of Hallman’s
literacy program and improvement of instructional practices, HR providing
point person and assistance in development of Hallman’s evaluation
processes for staff and leadership, etc.)
Moderate Extent: District and school staff have identified all
changes that will affect students, including a change in school day
schedule, implementation of new literacy and mathematics
materials/programs, a plan to enhance student engagement and
behavior and specific math support plan. Our plan is designed to
be rolled out systematically over time, with the priority given to
literacy instruction first.
Small Extent: A presentation on the SIG was held April 8, 2010
with about 50 parents in attendance. Parents were given an
overview of the SIG and an opportunity to give input. After an
overview, parents were split into groups of four-five to discuss what
they would like to see for their children and for Hallman. Parent
facilitators lead the discussions and took notes for each group.
They then reported to the whole group. Another presentation will
be held in August 2010 to discuss the approved activities and
actions of the SIG.

a) District and school fiscal
planning has occurred (e.g.,
reallocation of funding,
concentration of funds to
particular intervention
expenditures, etc.) to support
the implementation of the
intervention selected?
b) District and school staffs have
identified HOW these fiscal
changes will have an impact on
student achievement with the
selected intervention?
Moderate Extent: The district and school are committed to
providing support in the development, implementation, and
evaluation of the Hallman’s SIG and to support student learning in
literacy and math. The commitment requires substantial support in
allocating staffing, supplies, curriculum, and professional
development for staff at Hallman as well as some freedom from
certain policies and procedures that might otherwise hinder the
implementation of the proposed interventions. (Policies and
procedures that might limit or restrict modifications to scheduling,
length of employee work day/year, employee’s evaluations, student
transportation, etc.)
Moderate Extent: Together the district and school staffs have
identified the desired improvements in student learning as a result
of the transformation plan. Some of these targets include
increased student success on state and district assessments
(OAKS, ELPA, EduSoft, DRA, and EDL), and improved
engagement and attendance rate.
4.1. EVIDENCE OF NEED

Using the data analyzed, including the previous needs inventory, explain why the school has a need
for School Improvement Funds to implement the intervention selected. Incorporate multiple sources
of data into the analysis of need of the Tier I or Tier II school identified in the LEA’s application.
Establish a clear relationship between the specific needs of the Tier I and Tier II school identified in
the LEA’s application and the selected intervention. Include the needs of both the LEA and the
school in relation to the intervention model.

Significant Problems and Challenges

Students and staff at Hallman face significant problems and challenges. They do so in an
environment that is culturally diverse with students who are economically challenged. More than 65%
of Hallman’s student population speak a language other than English at home (English Language
Learners) predominately Spanish. Hispanic students make up the majority of the population with
85%, white students make up the next largest group with 10%, The remaining 5% would include
Pacific Islanders, Native Americans, African American students and multi-ethnic students. More than
90% of Hallman students qualify for free and reduced lunch. Migrant students would account for 11
% of the school’s population and 11 % qualify for Special Education services.
Many migrant students have interruptions in attending school as their families relocate temporarily
throughout the year for seasonally available agricultural work or routinely leave the state to visit
family. Many of Hallman students live in one of the many apartment complexes in Hallman’s North
East Salem neighborhood where there is a large number of low income housing and state subsidized
housing options. This can also lead to student mobility as families move to and from apartment each
month. This school year 96 students have left Hallman, more than 20% of its current enrollment, and
88 students are new to Hallman after the start of the year. This school year, 57% of Hallman’s 5th
grade class has been at Hallman for less than two years. In terms of daily attendance, Hallman
averages a 92% attendance rate.

Violence and gang activities are also concentrated in the neighborhood surrounding Hallman. Theft,
crime and vandalism occur in and around the neighborhood on a regular basis including to Hallman’s
school building and property. (As an example, in 2009 a shooting took place at Northgate park located in
Hallman’s neighborhood, less than a half mile south of the school, where two young men were injured and one
lost his life. Many Hallman students live near and play at that park. Two of Hallman’s students appeared before
the Grand Jury in that case as witnesses.) Families in the county experience a high unemployment rate.
The rate for September 2009 when the current academic year began was 11.7% for the county. The
majority of the state’s largest correctional facilities are in Salem. Given the neighborhood’s high
amount of low income housing, the percentage of students with one or more incarcerated parents is
relatively high compared to other areas in the city of Salem and across the state.

State Test Scores and Other Assessments

OAKS Reading data exhibits a pattern over the past three years in reading with a trend of
approximately 50% of 3rd graders meeting standard. The data for fourth grade is less consistent, with
44% meeting in 07-08, 62% meeting in 08-09 and 65% meeting (pending) in 09-10. The gap widens
considerably in 5th grade with 22%, 39% and 41% meeting standard on OAKS in 07-08, 08-09 and
09-10 respectively.

In addition, recent adoption by the district of Pearson’s Developmental Reading Assessment (DRA
2nd Edition) has provided us with a tool to obtain diagnostic and benchmark data that aligns with the
trends shown through OAKS. Mid-year DRA and EDL data indicate that approximately half of
students, K-5, are meeting the mid-year benchmarks in critical reading skills (comprehension,
fluency, phonological awareness and phonics).
OAKS Math data exhibits a consistent trend with fewer than half of 3rd, 4th and 5th grade students
meeting criteria for the past three years.

This pattern is troublesome; approximately half of Hallman students are meeting reading or math
proficiency standards by grade 3. An increasing achievement gap in reading is evidenced through
grades 4 and 5; a trend in which those students who may have achieved benchmark status in grade 3
are not maintaining a grade-level trajectory and one in which the gap is widening for those students
performing below benchmark.

Student Behavior
Although the majority of Hallman’s 470 students don’t display behaviors that would warrant
suspension or referral to the school office, there are many areas (school busses, assemblies,
recesses, etc.) where general group behaviors can become a problem. In these situations where
there is little structure and/or increased numbers of students to supervise, groups of students can be
a challenge to manage students and maintain order. In the classrooms this can become an issue,
taking away from valuable instructional time. There are approximately 5 behavior issues referred to
the school office each day, each averaging more than 30 minutes of time to resolve. (Time spent for
investigation, counseling, consequences, documenting, and communication) As well as another 30
minutes to and hour checking in with other students and reinforcing positive behavior. Although most
all students reported feeling safe at school on a recent 5th grade student survey, 63% reported being
bullied at some point and 70% reported that the use of profanity is an issue at Hallman. Research
shows that a key element in effective schools is providing a Safe and Orderly Environment. Dealing
with behavior and management in a reactionary way is an interruption to student learning and
instruction. Much of the responsibility and time spent on behavior issues fall on the principal. This
prevents him from spending his time as an instructional leader, observing classrooms, supervising
and evaluating staff, analyzing data and school systems, researching, providing constructive
feedback to students and staff, meeting with staff and other activities directly related to improved
academic achievement for students. Most of all, students who spend time out of the classroom or are
in a state where they are distracted are not attending to their learning, and many times the students
around them are not focused on learning.

Academic Program Needs

In addition, Hallman has been identified as the only Tier 1 elementary school in the state, has been
the lowest performing elementary school out of the 45 elementary schools in the Salem-Keizer school
district for a number of years and will be entering its second year of Program Improvement status in
the 2010-2011 school year. Inconsistency of key programs (School opened in 2001 and initially offering a
bilingual strand, in 2004 it went to English only and accepted a Reading First Grant. Hallman stopped
participating in the Reading First Grant after four years and once again offered a biliteracy strand.) Other
factors that affect Quality, Fidelity, Intensity and Consistency of Hallman’s academic program include
several changes in leadership in a short time span (5 principals in 9 years of existence), a high rate of
staff mobility (1 out of 20 classroom teachers has been at Hallman for more than 8 years), varying degrees
of teacher training and commitment, inconsistent/incomplete implementation of school and district
initiatives and curriculum adoptions, a lack of a K-5 articulated curriculum aligned to standards, a
history of inconsistent monitoring of instruction, and a lack of professional collaboration among staff
members as described by DeFours and Eaker.

Evidence of Needs Cited Require Action

For all the data evidence provided, it is imperative that Hallman Elementary School use the
Transformational Model to move this school toward better outcomes for students by:
• Using a model of strong instructional leadership. (Leadership)
 • Hiring, retaining and developing committed, knowledgeable, and skilled staff that works
together in collaboration. (Effective Instruction)
• Creating a safe and orderly environment that cultivates and inspires students to learn at high
levels. (Student Engagement)
• Developing school-wide academic systems, programs and interventions that ensure a
rigorous Guaranteed and Viable Curriculum for each student, eliminating any achievement
gaps…all resulting in high levels of learning and achievement. (Rigorous Curriculum and
School Systems of Support)

Doing all this…understanding the needs of our diverse population, never using the
challenges or obstacles students may encounter as an excuse for them not achieving at high
levels.

Key Strategies to Address Cited Needs

The data indicate the following needs in the area of reading:
• Primary students will read on grade level and be on-track (positive trajectory) to meet state
standards by third grade.

• Once students are on-track to meet grade level standards, a careful monitoring and instructional
system must be developed to maintain positive learning trajectories (especially as the reading
demands increase as grades increase shifting from learning to read to reading to learn in the
intermediate grades).

• Instructional interventions must be systemically in place across grades in order to address the
needs of students struggling to meet standard. These interventions will be aimed at affecting
accelerated (catch-up) growth for students below grade level.
Based on these analyses, Hallman has identified the following as new actions needed for our
Transformational Model in order to build a strong and sustainable system in literacy now, and
increased focus on math (once literacy systems are fully rooted) to increase student achievement:
• Implement a Tiered Service Delivery Model in reading by selecting and implementing research-
based core, supplemental and intensive interventions. Extend Literacy Squared instructional
strand through 5th grade, Scope and sequence to support Academic Literacy instruction
specifically for ELL’s in utilizing materials Reading Street 2011 to guide standards-based and best
practices initial teaching (direct instruction, modeled instruction, guided and independent
practice). Supplemental and Intensive Intervention selection process are underway with district
support and will be linked to student needs as shown through data.

• Literacy Blocks will be a minimum of 150 minutes (protected time) across K-5 grades with more
time afforded for English Language Learners, strategic and intensive students.

• Provide professional development to all K-5 teachers in reading instruction with a focus on
reading comprehension, analysis, fluency, vocabulary and phonological awareness, phonics/word
structure that effectively meets the linguistic and language acquisition needs of ELL’s

• Provide initial publisher’s training for selected materials in reading and ongoing support from
literacy coaches and external sources for further implementation.

• Refine our application of the district comprehensive assessment system including screening,
diagnostics and progress monitoring.

• Refine our culture to include a “What it Means to be a part of the Hallman Team” and
“Collaborative Data Study” through a PLC Model with time built in to our schedule to
accommodate this goal.
• Use the Oregon K-12 Literacy Framework self-evaluation rubrics on an ongoing basis to evaluate
current levels of implementation of our system with a focus on Goals, Assessment, Instruction,
Leadership, Professional Development, and Commitment. Send coaching staff to attend state
sponsored training for the use of the K-12 Literacy Framework.
• Put into place a quality embedded and external teacher, staff and leadership evaluation process
that includes student progress as part of the process. This will be developed over the first year of
the grant in collaboration with staff, district and employee associations with full implementation at
beginning of second to year. Included are steps to recruit and hire staff that can join in and further
the Hallman vision, and steps to reassign employees who are unable and/or unwilling to further
our efforts or participate.

• Hire an assistant principal to assist in the systemic changes and to offset school management,
allowing the principal to focus on effective instructional leadership. Assistant Principal will also
help establish a safe and orderly environment that cultivates and inspires students to learn at high
levels and provide additional support for instructional leadership and supervision and evaluation
of staff through the three years of the Transformational process.

• Hallman will also hire two Instructional Coaches who will facilitate the development of staff by
increasing staff’s knowledge and skill around teaching and learning, facilitating the development
of effective PLCs and help to Develop school-wide academic systems, programs and
interventions that ensure a rigorous Guaranteed and Viable Curriculum for each student,
eliminating any achievement gaps…all resulting in high levels of learning and achievement.
• The main focus of Hallman’s efforts will be on improving students’ literacy and mathematics skills
(see SMART Goals below). Technology will play a part in improving instruction and learning in
these areas as well as provide support for Hallman’s large number of English Language Learners
and students of poverty.
As the gap between rich and poor in the Under the right conditions, technology: Accelerates,
United States continues to grow, the ability to enriches, and deepens basic skills, Motivates and
benefit from the opportunities delivered engages students in learning, Helps relate
through computers and the Internet can help academics to the practices of today's workforce
a generation of young people move out of Increases economic viability of tomorrow's workers,
poverty. Digital opportunity for kids is the Strengthens teaching, Contributes to change in
equity issue of the 21st century. schools, and Connects schools to the world.

“Information Technology Making a Difference in Lemke and Coughlin (1998)

Children’s Lives: An Issue Brief for Leaders for
Children.”
The Children’s Partnership (2008)

Digital Gaps Facing Special Populations (Hallman students: 90% in poverty, 85% Latino, 65% ELL)
• Children in low-income families are half as likely to have a computer as children in households with
annual incomes over $75,000, are a third as likely to have Internet access, and a sixth as likely to have
access to broadband.

• Home Internet access among children ages 7 to 17 varies widely by ethnicity. Just 41% of Native
American youth, 43% of African American youth, and 44% of Latino youth have access; compared
to 75% of Asian American youth and 80% of white youth.

• Of school children, ages of 7 to 17, only 29% of those in households with annual incomes of less than
$15,000 use a home computer to complete school assignments, compared to 77% of those in households
with annual incomes of $75,000 or more.

The Children’s Partnership (2008)

Hallman will use SIG funds to ensure that each classroom is equipped with a networkable digital
 projector and documents camera. Professional development and observation will ensure
effective implementation in teaching and learning where teachers and students can more
effectively share text, graphs, student work, realia, note taking, and other information. It can
become a way to enhance modeled, shared, and guided lessons in literacy, math and English
Language Development and a tool in building background knowledge, frontloading information
that leads to improved comprehension and student engagement.

• Creating a safe and orderly environment that cultivates and inspires students to learn at high
levels is a priority as well as to improve instruction. In year two, Hallman will implement the
proven AVID program for grades 4 and 5 as well as explore the possibility of participating in
School-Wide Positive Behavioral Intervention and Support (SWPBIS). Both of these programs or
frameworks provide a foundation that guides selection, integration, and implementation of the
best evidence-based academic and behavioral practices for improving important academic and
behavior outcomes for all students.

• Parent and Community involvement is important in addressing each of these areas of needs.
Evidence shows a strong connection between parent and family involvement in schools and children's academic
achievement, attendance, attitude, and continued education. (Henderson & Berla, 1994; Hickman, 1996)

Parents will be more involved as Hallman improves communication and opportunities to connect
with Hallman. Hallman will do this through monthly Parent Teacher Club meetings, Cafecitos
(regular informal gatherings with parents and principal to talk about school, students, and the community),
home-visits, events and activities, and recruiting volunteers (expand Book Buddy Program).

• Just as the economic issues of some of the homes Hallman students come from prevent students
and their families having access to technology, from being involved in the school and from
accessing certain health and social services in the community, another issue is a student’s
access to books. Studies show a direct link to acquiring reading skills and a child’s access to
books. Many Hallman students simply to not have access to literature or printed materials away
from school. They lack the personal libraries at home and the ability to access public libraries.
It is unnecessary to urge young people to read more and understand the importance of reading because,
given the chance, they do in fact read quite a bit, and they certainly do understand the importance of
reading. A number of studies confirm that given access to comprehensible and interesting reading
material, children and adolescents take advantage of them. More access to reading results in more
reading; this result applies to books in the home, classroom libraries, school libraries and public libraries
(Krashen, 2004).

In fact, sometimes a single, brief exposure to good reading material can result in a clear increase in
enthusiasm for reading (Ramos and Krashen, 1998; Cho and Krashen, 2002).

"Reluctant" readers are often those who have little access to books.
(Worthy and McKool. 1996)
The real problem
Perhaps the most serious problem with current literacy campaigns is that they ignore, and even divert
attention from, the real problem: Lack of access to books for children of poverty.

Access and poverty

Research consistently shows that children who live in low-income neighborhoods have little access to
reading material in their public libraries, in their schools, and at home. After investigating access to
reading material in different neighborhoods, Neuman and Celano (2001) concluded that that “... children
in middle-income neighborhoods were likely to be deluged with a wide variety of reading materials.
However, children from poor neighborhoods would have to aggressively and persistently seek them out"
Stephen Krashen. Literacy Network News. (2007)

During the summer and at long breaks, Hallman’s library will be open to students for literacy
activities and access to books. This will allow students access to books during breaks when they
normally would have no access to printed materials. The “bookmobile” will be staffed by a
 Hallman staff member and community outreach coordinator. A variety of books and resources
will be available for Hallman students and their families. There is also the opportunity to develop
partnerships with other community organization to offer support and resources as well. (S-K
Coalition for Equality, Mano a Mano, etc.)
If more access leads to more reading, and if more reading leads to better reading, writing,
spelling, grammar, and a larger vocabulary (for overwhelming evidence, see Krashen, 2004), this
means that the first step any literacy campaign needs to take is to make sure children have access to
plenty of books.
Stephen Krashen. Literacy Network News. (2007)

5. SCHOOL CAPACITY CHECK LIST

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

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

1) Human Capacity: Refers to the knowledge, understanding, and commitment of individuals

in the LEA/district.
Great Extent: The offices of the Superintendent,
Elementary Education, Instructional Services and
Curriculum/Instruction and Assessment are aware of and
fully intend to support the SI Grant actions at Hallman.

The District Program Assistants in the Curriculum,

a) Is district staff
knowledgeable about the
requirements for
implementing the
intervention selected?
Instruction and Assessment department have expertise, in
both scientifically based instruction and content in reading
and math, and will be afforded as supports to the Hallman
staff.
External ongoing support is provided to Hallman and other
district schools for the implementation of the research
project “Literacy Squared” through the University of
Colorado. 2010-11 will be the second year of the Literacy
Squared implementation and Hallman will have 10
classrooms involved in this research.

Moderate Extent: The Hallman leadership team,

b) Is the Tier I school staff
receptive to the selected
intervention?
teachers, specialists and instructional assistants are
receptive to the planned intervention because they
understand that changes are necessary in order to
increase student achievement and that any change that
promotes further student growth is a positive step.
 c) Is the Tier II school staff
receptive to the selected
intervention? N/A

d) Do local school board Great Extent: Yes, School Board members understand
members understand the and support the planned intervention model that will guide
requirement of the selected the transformation of Hallman Elementary School.
intervention?

Great Extent: Yes, the district’s strategic plan focuses

e) Is there a written Vision for
the district’s intervention
implementation?
extensively on improving instruction to support academic
achievement. Strategic plan goals such as the
comprehensive K-12 literacy model including the program
model for Ell supports differentiation for all students, core
standards and quality curriculum, formative assessments
and the frequent and systematic use of data – all of which
are integral to the Transformation Model. In addition, the
district is working with Chalkboard on the CLASS project to
review and revise the evaluation model for Salem-Keizer
schools including licensed and classified staff. This also
supports the tenants of the Transformation Model.

Great Extent: District leadership is committed to the

f) Is district leadership completion of every facet of the Transformation Model Plan
committed to complete and for Hallman elementary and fully prepared to provide any
full implementation of the method of support in order to ensure the success of the
intervention selected? plan.

2) Organizational Capacity: Refers to relationships among individuals both within the

LEA/district and with individuals outside the district to support intervention implementation (i.e.,
collaboration, networking, partnerships, and culture).

a) Will teachers receive
professional development to
build their capacity for
implementation of the
selected intervention?
b) Do teachers have the
opportunity to network with
others to learn about and
share intervention
practices?
Great Extent: Eleven Hallman teachers will also attend a
summer (July 26-28, 2010) PLC Institute to learn about PLC
collaboration as described by DeFours and Eaker.
Hallman will create a comprehensive Professional
Development plan ensuring on-going embedded support
for the implantation of researched-based instructional
practices, programs, and systems that matter most to
improved student achievement. This will be supported,
facilitated and provided by Hallman instructional coaches,
district specialists and external providers.
Mathematics and Literacy Professional development
consisting of research-based reading instruction (centered
on phonological awareness, phonics, word-structure analysis,
fluency, vocabulary and comprehension) will preface initial
program training. Ongoing program-based professional
development and coaching will ensue with support from
instructional coaches.
Professional development consisting of research-based
reading instruction centered on effective practices for
developing literacy and language for ELL’s with
understanding of best practices comprehension,
vocabulary and word-structure analysis, fluency,
phonological awareness, phonics, student engagement and
biliteracy.
Great Extent: The proposed intervention actions include
changes in the instructional day to afford teachers regular
and ongoing PLC team time to network and collaborate
with one another on issues pertaining to implementation of
reading, math, language, data-study and collaborative
planning.
PLC time will be integrated on a weekly if not daily basis.
As such, teachers will be afforded the opportunity to
observe one another and teachers at other schools with
similar instructional approaches and demographics. Coach
led data-study sessions will co-exist within this structure.
It will also be an expectation that each grade level team will
take a day each month to collaborate, model lessons for
each other with opportunities for peer feedback and/or visit
other effective schools and effective teachers, facilitated by
at least one instructional coach, literacy, math or ELD.

c) Has the district partnered
with external organizations
for support with
implementation of the
selected intervention?
d) Has the district created a
shared understanding of the
selected intervention
implementation across the
district?
Structural Capacity: Refers to the functional elements of the system such as LEA/district
policies, procedures, and practices to support implementation.
a) Has the district adopted
local policies or
requirements for selected
intervention
implementation?
b) Are the selected intervention
implementation actions
coordinated with other
district standards-based
school improvement efforts?
Moderate Extent: The district has partnered with Dr.
Kathy Escamilla from the University of Colorado. She and
her team provide training, support and monitoring of her
approach to English Language Acquisition through
biliteracy, called Literacy-Squared. Hallman currently has 6
classes K-2 implementing her approach and plans to add 4
more next school year to include grades 3-5. The district
also has partnered with Dr. Barbara Flores from California
State University San Bernardino to provide training and
support for literacy instruction for all students, especially
struggling readers and English Language Learners. She
has visited Hallman 4 times this school year. Hallman
would like to consider hiring her as a consultant 2010-2011
to provide more intensive training in her Mini-Shared
Lesson protocol.
Moderate Extent: Staff members at the district and
school have communicated details of the planned
interventions. Several presentations have been made to
key stakeholders including Leadership (district wide), IL
Content meetings (Principal), school staff, School Board,
Budget Committee, community groups, and key school-
community leaders. Local media (newspapers) provided
extensive coverage on the SIGs and the transformation
model while working with district leadership and staff.
Inside 24J—a district publication provided an article on
SIGs and the transformation model and its benefits to us as
a district. District leaders also covered this on school visits.
Great Extent: The school board is unanimously
supportive of the district’s vision and commitment for this
model. There is no need to develop policy for the
implementation since the Salem-Keizer Board governance
model delegates authority to the superintendent to
implement appropriate strategies and instructional models
that support he district’s goals and strategic plan.
Great Extent: The adopted Salem-Keizer 2009-10 (and
2010-11) Strategic Plans address the areas of Student
Achievement, Leadership Development, and Public
Engagement. The combined efforts of a variety of
departments will further support he SIG implementation
plans.

c) Will the district have the
capacity to monitor
intervention implementation
practices in schools?
d) Is there recognition of
student involvement in the
actions called for with the
selected intervention?
Material Capacity: Refers to the fiscal and material resources available to support
implementation in the district.
a) Are resources allocated to
provide time for teachers to
work together on the
implementation of the
intervention selected?
b) Is current district staffing
sufficient to support
implementation of the
selected intervention?
Great Extent: The district will have in place, as part of
this Transformational Intervention Model, a district School
Improvement Department, with a Turnaround Coordinator
who will monitor and support the work in the SIG identified
schools, and call for changes as required. In addition,
level directors, departmental leaders, curriculum
specialists and the office of data and assessment will
support progress toward the identified goals.
Moderate Extent: The integrated data system will help
Hallman monitor student achievement and ensure student
success as a part of the Transformational Model as well as
increasing student engagement through student
involvement in the extended instructional day, tutoring
opportunities, and the school’s Enrichment Academy, and
improved school attendance.
Moderate Extent: Hallman’s leadership team will meet
for two days in summer to collaboratively develop details of
the implementation in order to ensure a successful launch
of the intervention strategies in the fall. Principal and
Coaches will meet for 1-2 days with the district’s English
Language Acquisition department Elementary Coordinator
for support in outlining scope and sequence for
professional development and instructional focus for Ell’s.
In addition, the proposed intervention actions include
instructional day changes that will permit teachers to
collaborate weekly in PLC (grade level) teams to develop
systems of continual improvement by ongoing monitoring of
data, instructional practice, student learning, and adjusting
instruction and academic interventions to ensure student
achievement. SIG funds will also provide one day a month
for grade level teacher teams to work on the above PLC
work as well as opportunities for peer feedback and
observation of effective practices in other schools.
Great Extent: The goal is to build capacity among
administrators, teachers and staff to better manage student
behavior, to align curriculum, instruction and assessment to
state and district standards, deliver a well articulated K-5
curriculum with QFIC and staff the highly needed supports
for students to improve literacy and math skills. By
providing supportive services at Hallman in increased
instructional coaching, administrative support for students
and families, and monitoring of students’ progress, Hallman
staff will be building capacity that is sustainable.

c) Is there an understanding at
the LEA/district level that
there may be staffing
changes to support
implementation of the
selected intervention?
Great Extent: The district and school community
understand that staffing changes may occur in order to
accomplish the goals of the Transformation Model at
Hallman elementary school. District leadership and school
staff are committed to building capacity in all stakeholders
and support the reassignment and/or realignment of
resources, including staff.

d) Will the district be able to
provide curriculum and
instructional resources for
implementation of the
intervention selected?
Great Extent: The district supports the Hallman plan to
purchase core, supplemental and intensive resources that
are aligned with Oregon State Standards and the district
Comprehensive Literacy Model.

Moderate Extent: Yes, the Transformational Model is

e) Is the selected intervention included in the school/district budget through the English
implementation supported in Language Acquisition Specialists, Curriculum/Instruction &
the district budget? Assessment Department.

5.1. EVIDENCE OF CAPACITY

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

HUMAN CAPACITY: Refers to the knowledge, understanding, and commitment of individuals

in the LEA/district.

Hallman’s principal and teachers are dissatisfied with the performance their students have
demonstrated on district and state tests in reading, writing and math. They are also
dissatisfied with student attendance rates, number of office referrals, number of classroom
disruptions caused by student behavior, and any achievement gaps seen with ELLs, students
of poverty, special education students. Along with district administrators, both groups are
eager for change if it is based on evidence of best practices and implemented under strong
leadership.
ORGANIZATIONAL CAPACITY: Refers to relationships among individuals both within the
LEA/district and with individuals outside the district to support intervention implementation
(i.e., collaboration, networking, partnerships, and culture).

Hallman teachers will receive several opportunities for professional development during
summer conferences (PLC conference July 2010, working with students of poverty workshop August 2010,
and professional development week August 2010) and workshops as well as regular feedback from
instructional leader and coaches (weekly and monthly meetings to review , and in PLCs during
the academic year. Professional development will be ongoing, embedded and focused,
facilitated by the instructional coaches, district curricular specialists, and external providers.
Teachers will be required to model lessons in front of peers, receiving feedback and will have
opportunities to visit other effective schools and observe other effective teachers. This
comprehensive network of summer trainings and training held throughout the year,
consultations with university researchers such as Dr. Flores and Dr. Escamilla and consistent
consultation with instructional coaches and school administrator will ensure that the
organization builds capacity to improve instruction at Hallman, leading to improved student
achievement.

STRUCTURAL CAPACITY: Refers to the functional elements of the system such as

LEA/district policies, procedures, and practices to support implementation.

Aligning curriculum across all grade levels, aligning curriculum with district and state
frameworks and standards, and working with district leaders, school leader and instructional
coaches, teachers and students is a comprehensive and ambitious plan. School-wide systems
and structural alignment are key to ensuring that all students, regardless of socio-economic
means, language or other obstacles, gain the skills and knowledge they need to be successful
at the secondary level, leaving Hallman reading, writing and understanding mathematics at
grade level. The district is prepared to support school-based efforts by helping to monitor
progress, analyze school-based data and assist with the development of instructional
strategies to ensure student success at Hallman.
MATERIAL CAPACITY: Refers to the fiscal and material resources available to support
implementation in the district.

The district is fully committed to these strategies and partnerships and recognizes the need for
change at Hallman. Hallman leaders and staff will have full access to all district resources to
ensure the success of the plan. The district providing Hallman’s current Instructional Coach,
providing an English Language Acquisition Specialist, and support with the implementation
Literacy-Squared approach all demonstrate the commitment of the district and school planning
team in this educational plan to change Hallman policies, practices and culture.

6.1 SCHOOL SUPPORT TO FULLY IMPLEMENT THE INTERVENTION MODEL

Describe actions the school has taken, or will take, to:

1. Design and implement interventions consistent with the final requirements.

Hallman has plans to engage the internal and external school community in an ongoing process of
implementing the transformational model designed to improve student success at Hallman Elementary
School. Communication sessions with parents (monthly), students (monthly), staff (weekly), district
(monthly), and community members (quarterly) will take place on an ongoing basis and will provide a
process for stakeholder input and evaluation of the interventions. School staff and district staff has
examined multiple sources of data in the process of identifying the specific components included in the
transformation plan.

While the district and school have already began the work of curriculum alignment to core standards
and developing common assessments to guide instruction; this plan will provide for acceleration of
these important aspects of curriculum, assessment, and instruction. The plan is designed to build
capacity in school instructional leaders (principal and instructional coaches) around these components,
as well as develop the knowledge and skills among instructional staff to implement highly effective
practice in every classroom with QFIC.

School and district staff has devoted many hours in identifying research-based strategies that meet the
improvement needs of Hallman. Staffing included in the grant proposal will add to the ongoing
technical and systemic support to ensure the success of the intervention strategies and their
sustainable effects. (Additional staffing includes assistant principal, community resource assistant, and
instructional coaches for literacy and math.)

While the intervention strategies and the tiered intervention model that are proposed will have a school
wide effect on all students, the populations predicted more than others are the at-risk students who
often live in poverty and/or are English Language Learners. By analyzing data on student attendance,
academic performance, and behavior, students with the highest needs for support will be identified and
supported by school staff and the strategic interventions they employ to meet the unique needs of these
individual students.

Hallman has strategically aligned a plan to align general fund dollars, Title I budget, and SIG support in
order to ensure maximum focus on the goals of the transformation plan. The alignment of resources in
the school and district to support this plan for improvement is very strong and supported by school,
district and school board leadership.

Plan Summary

The Transformational Model Intervention plan for Hallman Elementary School involves the
implementation of a tiered service delivery model in reading instruction using standards-based and high
caliber first teaching along with scientifically based interventions designed to facilitate catch-up growth.
Connections between the Oregon K-12 Literacy Framework and the District Literacy Model will be
developed as complementary systems that can work together to build a powerful, effective and
sustainable system that meets the needs of all learners. The application of a comprehensive
assessment system that includes a process for screening students early to identify students at-risk,
diagnostic measures to pinpoint specific areas of deficiency, the implementation of targeted
supplemental and/or intensive reading interventions followed by progress monitoring measures to track
student growth will ensure a checks and balances system that guarantees no single student falls
through the cracks without tailored and appropriate supports. The regularly scheduled and coach-
facilitated Professional Learning Team meetings will create the venue by which student data is
monitored and a data-culture becomes firmly rooted.

In order to implement our planned system, teacher, principal and coach professional development will
ensue. The principal and coach will continue to participate in district sponsored sessions. The principal
will also receive training and coaching around effective leadership: McRel, PLCs, leading Instructional
Rounds, and effective supervision and evaluation of staff. The Instructional Coach is applying for the
state-sponsored July 2010 TOT session on the Oregon K-12 Literacy Framework. Teachers will be
afforded professional development on: research based instruction in standards-based critical reading
elements of phonological awareness, phonics/word structure analysis, fluency, vocabulary and
comprehension. Initial program training will be delivered August 25, 2010 by Reading Street’s
publisher with follow up from district specialists, school’s instructional coaches and will work to find an
external provider of literacy training, adding it to Hallman’s comprehensive professional development
plan. Initial school-wide training on issues related to educating students of poverty is planned August 23
and 24, 2010 with follow up through the hiring on an external provider (possibly Donna Beagle).
Ongoing coaching support via technical coaching through the coaching cycle (planning, observing,
modeling, and debriefing) will ensue. Regularly scheduled Professional Learning Team meetings
centered on data study and essential PLC questions (What do we want students to know or be able to
do? How will we know they learned it? What do we do if the don’t? What do we do if the do?) are
included in this Transformational Intervention.

Methods planned to monitor the successful implementation of the Transformation Intervention at

Hallman are multi-faceted. Student progress monitoring and formative data will help us track student
growth over the course of the year. Interventions will be recalibrated on an ongoing basis to ensure
maximum student success. Classroom observations will be conducted through Principal Instructional
Rounds on a weekly basis. Coaching cycle actions (planning, modeling, observing and debriefing) will
support powerful first teaching and QFIC implementation of interventions. A variety of observational
tools will be used including the district created literacy feedback tool, the district’s Literacy Model
continuum, the General Features of Instruction checklist (measuring research-backed instructional
methodology developed by the University of Oregon), program specific tools and district evaluation
tools. External school support will be provided through on outside organization not yet determined with
a focus on a systematic and differentiated literacy instruction training and support. Intermittent (2x
annually) self-audits will be conducted using the state K-12 Literacy Framework School Level Matrix in
the following areas of focus: Goals, Assessment, Instruction, Leadership, Professional Development
and Commitment. Summative (year-end OAKS and DRA2-EDL2) data will be analyzed to measure
progress toward the stated goals increase in the percent of students meeting state standards in reading
and math on a continuous basis, through the life of the grant, and after.

6.2 SCHOOL SUPPORT TO FULLY IMPLEMENT THE INTERVENTION MODEL

Describe actions the school has taken, or will take, to:

2. Recruit, screen, and select external providers, if applicable, to ensure their quality.
School staff will work collaboratively with district staff to ensure that reasonable and timely steps are
taken to secure an external provider for a diagnostic tool for staff and students. This tool will allow for
an ongoing measure of the effectiveness of the model to elevate student learning and teacher practice
to a level, which increases the number of students achieving at grade level in reading and math.

Additionally existing partnerships and newly developed ones with community and state-level
businesses, organizations, and universities will be used to create strong comprehensive rewards and
incentives for teachers, staff and students to recognize improved student performance in academics,
attendance and behavior.

For both initiatives, criteria will be developed and utilized in the selection process to ensure that all
external providers have extensive experience and proven success with elementary schools with
demographics among their student bodies.
6.3 LEA & SCHOOL SUPPORT TO FULLY IMPLEMENT THE INTERVENTION MODEL
Describe actions the school has taken, or will take, to:

3. Align other resources with the intervention.

The school and district staff has identified alignment of budget items in order to focus resources on the
successful implementation of the model. The interventions described in the SIG will only partially
support the improvement developed for Hallman. The grant resources will be aligned with the general
school budget, general district budget, and title I budget in order to implement the transformation at full
capacity. One example of aligning resources will occur in the plan to use SIG funds to cover the cost of
salaries for staff to attend the weeklong August Professional Development, while title one budget will be
used to compensate trainers and district specialists who will provide professional development focused
research-based instructional strategies during three days of the academy. In addition, multiple sources
and organizations are collaborating to use SIG funds, general fund, Title I dollars, 21st Century School
grant monies, Safe Routes to School and Salem-Keizer Coalition for Equality to develop Hallman’s
Enrichment Academy. Both will be an integral component of the intervention model and will serve as a
great resource for Hallman students and parents.

6.4 LEA & SCHOOL SUPPORT TO FULLY IMPLEMENT THE INTERVENTION MODEL
Describe actions the LEA & school has taken, or will take, to:

4. Modify its practices or policies, if necessary, to enable it to implement the

interventions fully and effectively.
As described in detail elsewhere, the school staff and leadership will increase instructional time and
opportunities for students to learn required standards and receive the necessary support to do so, staff
work day will also be increased to provide time for implementation of Professional Learning
Communities for job-embedded professional development, extended year for staff development to
create a week in August dedicated to professional development and implementation of the chosen
intervention model, institute a new instructional leadership model, use continuous student data and
reporting measures to identify students who need significant and specific interventions, develop a
reward and incentive program for students and teachers, and with collaboration with staff and principal,
develop and implement a evaluation system for staff and administration that take into account student
progress as a factor in the evaluation.

Those staff working on the reward and incentive program will collaboratively develop a method to
recognize individual staff members that have had a significant impact on student learning and progress
toward meeting school wide goals described in the SIG. Staff will work to identify criteria for
recognizing individual students and groups of students for recognition and incentives as well as for
parents who have demonstrated involvement in the school and in their children’s educations. A
comprehensive instructional, assessment and intervention plan using a tiered service delivery model
will use student data to identify students in need of support to access school-based resources to meet
their needs as learners (Many of these students will be students of poverty and ELL students.)

6.5 LEA SUPPORT TO FULLY IMPLEMENT THE INTERVENTION MODEL

Describe actions the LEA/school has taken, or will take, to:

5. Sustain the reforms after the funding period ends.

Significant changes in both the school day and the school year will allow for visible changes in the daily
work of students, staff, and school leaders. The new structure of the school day (see g under Curriculum
and Instruction on 4. School Need Check List) will allow for increased time for staff to engage in
professional development and collaboration in PLC school and grade-alike teams. The extended year
for staff in the form of the August Academy will allow for the front-loading of school wide strategies for
implementation. Support for leadership development designed to build capacity in the principal as an
instructional leader. Working collaboratively with principal, staff, district and employee associations,
Hallman will develop a comprehensive method of identifying and utilizing multiple data sources in order
to evaluate staff with a significant focus on student learning results. The addition of one assistant
principal will help ensure the maximum guidance and evaluation processes are available for all staff,
will allow principal to better prioritize time and focus on instructional leadership, will help develop and
establish effective school systems all to ensure that Hallman has an effective learning environment and
there is a skilled and caring teacher in every classroom.

Many of these procedural changes will become part of the established systems and culture of Hallman
and are fully sustainable beyond the scope of the SIG. For those that include new staff hires using SIG
funds, those staff persons will be used for development and start-up of the new practices at Hallman
and may be continued in those positions with alternative funding sources after the SIG ends. The goal
is to create the systems and practices that become part of the Hallman school culture and norms, and
build the school and staff capacity to sustain the work after the life of the SIG.
Specific interventions include:
The following are more specific ways we will ensure the sustainability of continuous improvement,
initiatives and actions that were initiated with the SIG:

• Sustaining Effective Planning and Progress: This will be sustained by our school’s leadership
systems along with district and state requirements. We will use long-term planning processes that
are associated with our Comprehensive School Improvement Plan and Hallman’s Strategic Plan
that will support continuous improvement and implementation of reforms with progress monitoring
of the level of effectiveness and implementation. During the funding years we will also hire a third
party consultant/evaluator to determine our progress and effectiveness as well as work with state
and district personnel to monitor planning and progress toward our desired outcomes.

• Sustainable Staffing Changes: At this time Hallman plans to hire several new staff members to
assist the full and effective implementation of our plan: an assistant principal, two instructional
coaches focused on literacy and math, skilled in implementing strategies to meet the needs of
English Language Learners and students of poverty as well as facilitating the development of
Professional Learning Communities, a classified position to provide assistance in finding health and
social services for children and their families. Initially we anticipate needing the fulltime support of
each of these positions to implement our plan. After each year Hallman will evaluate needs,
capacity and each position’s effectiveness. As capacity is built, each position’s duties and
responsibilities will be absorbed by current staff members and/or working collaboratively with district
and other sources to provide similar support (district develops/provides appropriate support, AmeriCorps
volunteers, colleges and universities, etc.). We will be strategic in terms of where we provide initial
support, how we strategically decrease the support, and what the support will look like after the
funding period.

• Hallman’s Assessment Plan: In collaboration with the school district and a possible third party, we
will develop and use a comprehensive system of formative and summative data collection to
monitor progress, measure the effectiveness of our practices and programs, and drive decision-
making at all levels. This will be sustained after the SIG funds are gone because the collection
systems and technology will be in place, and supported by the district. The use of data will be an
integral part of the school’s instructional and evaluative systems.
• Extended Learning: Increasing students’ school day by 45 minutes will not require funds but only
the flexibility to maintain schedule after the funding period has ended. In order to continue
providing the additional student tutoring time by teaching staff, Hallman will leverage other school
and district resources (Title I, School Improvement funds, general budget, regular staffing allocations) and
by modifying school and employee schedules. Hallman will focus their attention at the data and
evidence of effectiveness during the SIG funding period and work to plan avenues to continue
providing the effective services after the funds have ended.

• Effective Instructional Practices: During the funding period there will be a number of factors to
ensure that researched-based practices and programs will be implemented. These include and are
not limited to developing peer accountability, mandatory use of instructional coaches, principal’s
involvement with instructional expectations and accountability for implementation and outside
consultants/evaluators. After the funding period has ended and new systems of monitoring and
evaluation of practices and programs is established, the improved systems and practices will
sustain themselves as the capacity of school staff and leadership have increased. The systems will
be an integral part of the culture and values developed over the three years, guaranteeing practices
and programs are implemented with Quality, Fidelity, Intensity and Consistency.

• Collaboration: During the funding period, Hallman will be giving intense professional development
around the formation of Professional Learning Teams and Communities, establishing professional
collaborative teams focused on student learning and student achievement. This professional
development will be reinforced by a variety of outside consultants and experts. After this intense
period of training and additional time for collaboration, Hallman will make planning and scheduling a
priority to ensure staff continues to experience high-quality professional development and
collaborate effectively. Will also work with district to allocate the necessary resources and support
to continue this work.

• New Staff: A formal system of hiring, training, professional development, and placing will be
developed to ensure new staff members understand the expectations and receive the necessary
training and development so that they can work at a high level, contributing to the continuous
improvement of Hallman Elementary School. They will be provided an explanation of the school’s
plan, vision and mission, important programs and practices. They will have access to instructional
resources within the school and the district. As well as being involved with the district’s new
teacher mentor program, a Hallman staff member will be assigned to support and guide new hires.
In this way Hallman will continue its focus, direction and progress as there are in inevitable changes
in staff.

• Professional Development: During the three years of funding, we have plans to provide intense
job-embedded professional development with use of systematic, strategic, and highly effective
professional development. This PD will be supported by multiple instructional coaches to focus on
modeling, feedback and implementation of improved practices, guaranteeing that the money spent
on professional development will make a positive difference for children. To sustain this after the
SIG, Hallman will work with district to continue to providing meaningful opportunities and support for
staff through curriculum specialist, program assistants, and school’s instructional coach paid out of
Title I funds. Hallman will also look to collaborate with other schools and allocate Title I funds to
continue effective professional development for each and every staff member.

• Parental Involvement and Support: Research confirms that parental involvement in a child’s
literacy and education plays a significant role in a child’s success in school (Baker, L. (2007); Halle,
Kurtz-Costes & Mahoney, 1997; Morrow & Young. (1997); Feiler. (2003). Hallman will work to build an effective
partnership with parents by improving communication with and involvement of parents in the school
and in the education of all students through regular meetings, development of parent leaders
through school’s Parent Teacher Club and site council, attendance at events, activities and
conferences, use of parents as volunteers and mentors, development of Hallman’s Parent
University and staffing a position that provides resources and education for students and families
 around community health, employment and social services. Hallman will do this to build parent
knowledge, skill and capacity to provide better support and education for their children. These will
remain after the SIG funding has ended as the supports are established and responsibilities can be
transferred to existing Hallman staff (Resource Coordinator, School Based Health Assistant, School
Counselor and other Title I position) and Title I, Migrant and other funding sources can be allocated.

The Transformation Model and accompanying SIG funds will not only make significant academic
improvement a reality for Hallman Elementary School, it will make it possible to accelerate the
improvement process. The model will do this by making it necessary for state, district, community and
employee associations to come together as participants in turning Hallman around. The SIG funds
provide the initial resources to accomplish Hallman’s plans and the ability to do so in a much shorter
period of time than if they did not have the funding. In terms of sustainability, the SIG will provide the
means to establish:
• Strong Leadership: Using a model of strong instructional leadership.
• Effective Instruction: Hiring, retaining and developing committed, knowledgeable, and skilled
staff that work together in collaboration.
• Student Engagement: Creating a safe and orderly environment that cultivates and inspires
students to learn at high levels.
• Rigorous Curriculum and School Systems of Support: Developing school-wide academic
systems, programs and interventions that ensure a rigorous Guaranteed and Viable Curriculum
for each student, eliminating any achievement gaps…all resulting in high levels of learning and
achievement.
Our focus on creating a school with high expectations and a culture of continuous achievement,
where ALL students are college bound and career ready, where students experience relevant,
aligned and rigorous curriculum, where the adults have continual professional conversations
around students learning at high levels, and where families and community are engaged and
involved in the education of our students is not dependent on money.

7. SCHOOL IMPROVEMENT GOALS

What improvement will be made with the funded school? List specific SMART GOALS for improvement
for this school?

A SMART goal is: Student-centered/specific Measurable Attainable Realistic Time bound

Year Hallman’s Reading Improvement

By June 2011, 60% of Hallman 3rd, 4th and 5th graders will meet the state standard in reading
1 as identified by MET scores on OAKS.
By June 2012, 65% of Hallman 3rd, 4th and 5th graders will meet the state standard in reading
2 as measured by MET scores on OAKS.
By June 2013, 70% of Hallman 3rd, 4th and 5th graders will meet the state standard in reading
3 as measured by MET scores on OAKS.
Year Hallman’s Math Improvement
By June 2011, at least 50% of Hallman 3rd, 4th and 5th graders will meet the state standard in
1 math as measured by MET scores on OAKS.
By June 2012, at least 59% of Hallman 3rd, 4th and 5th graders will meet the state standard in
2 math as measured by MET scores on OAKS.
By June 2013, at least 69% of Hallman 3rd, 4th and 5th graders will meet the state standard in
3 math as measured by MET scores of OAKS.

Year Number of Students Sent to Office for Behavior Decreased

By June 2011, we will decrease the number of students sent to the office for behavior issues
1 by 20%
By June 2012, we will decrease the number of students sent to the office for behavior issues
2 by 10%
By June 2013, we will decrease the number of students sent to the office for behavior issues
3 by 10%

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

A key to each of these improvements is family involvement and engagement. We will be

involving families to help us make more students successful in each of these targeted areas.
To do so, we will be engaged in active outreach activities with parents including home visits,
worksite visits, individual meetings with parents and group meetings with parents to ensure
that both school and home are working together to improve academic performance and
promote positive behavioral outcomes for Hallman students.
8. RESULTS MEASUREMENT
How will you measure progress toward the stated improvement goals? Pay particular attention to
mathematics and reading/language arts progress measurements. Be specific, and relate these measures
to the intervention selected.

A comprehensive assessment plan will be developed and implemented by Sept 2010 to monitor
and ensure there is evidence Hallman is making progress towards stated SMART goals.
Multiple sources of data will continually be collected to measure individual student growth, class
growth, grade level growth, and school growth towards stated goals in reading, math and
behavior. It will be analyzed by staff, Professional Learning Teams, school leadership and
district to determine growth of student learning and effectiveness of programs and practices. To
better understand Hallman’s effectiveness they will also disaggregate and analyze data based
on student subgroups, individual student baseline levels and growth to targets, student
participation in specific interventions, student attendance rates, language proficiency levels,
student stability and consistency of instruction (In terms of how long has student attended Hallman?
How many different schools has the student attended?), and other factors. This information will be
used to help better understand how Hallman can meet the needs of individual students,
diagnostically looking at the data to strategically give support specifically where it is needed in
the area of reading, math and behavior.

Hallman will work in collaboration with the district’s assessment office, technology department,
and Hallman’s Instructional Coaches to organize data and generate relevant reports. These will
be used by teachers to drive decisions and monitor their effectiveness at weekly grade level
meetings. School leadership will use the data and reports to monitor progress, growth, validate,
celebrate (monthly staff meetings and school wide assemblies) and help make decisions
regarding school wide systems. Entire school will review data and reports at beginning of each
grading period (Sep, Dec, Mar, and May/June) to find what’s working and what needs attention.
School will also use the Oregon K-12 Literacy Framework to evaluate systems level progress
in the areas of goals, assessment, instruction, leadership, professional development, and
commitment.

Decisions will be made based on the data that might include change in instructional practices or
strategy, problem solving, reallocation of resources, making mid-course corrections,
professional development needs, celebrating gains and most importantly, ensuring we meet our
stated SMART goals. At the end of every school year all programs, practices and initiatives are
reviewed in light of the data to determine whether support in those areas should continue or not
or if another strategy is appropriate to implement. The following are specific evidence we will
use:

Progress towards reading goal

Data from following sources will be used to monitor progress toward this goal:
• OAKS reading assessment (given 3 opportunities per year starting in late fall)
• DRA2 and EDL (given at each grading period)
• Edusoft (district assessment given 2/year)
• Running records
• ELPA
• Fast ForWord
• End of unit assessments and skill assessments for selected literacy program
• Other formative assessments and common assessments
Progress towards math goal
Data from following sources will be used to monitor progress toward this goal:
• Work Samples
• OAKS math assessment (given 3 opportunities per year starting in late fall)
• Edusoft (district assessment given 2/year)
• Mad Math Minutes
• End of unit assessments and skill assessments for selected mathematics program
• Other formative assessments and common assessments

Progress towards behavior goal

Data from following sources will be used to monitor progress toward this goal:
• Student attendance
• Surveys: student, staff and parent
• Behavior tickets
• Office behavior referrals
• Notice of concerns
9. SCHOOL ANNUAL TIMELINE OF INTERVENTION ACTIVITIES
Year 1 (2010-11): Please show a Year 1 timeline for the intervention model selected for the
school that directly relates to the proposed actions. Please use additional rows as need.
Approximate Funding
# Month/Year Event Description of Activity
Cost Source
1 July/August New Staff SIG Leadership team will hire highly SIG
2010 Assignments qualified personnel to implement the
Transformational Model:
*Assistant Principal $100,000
*Instructional Coach 80,000
*Instructional Coach 80,000
*Community School Outreach 40,000
Coordinator

2 July Literacy Library Books 8,000 SIG

2010 Initiative

3 August August PD Week-long “August Academy” for all $45,000 SIG

2010 Academy Hallman staff. All staff will plan and
organize to implement the changes
required in Hallman’s transformational
process. Professional development
will also take place to increase the
staff’s knowledge and skill in meeting
the needs of Hallman students.

4 September All day Provide an all day kindergarten to $160,000

2010 Kindergarten scaffold their learning before they 80,000
– enter 1st grade. Two teachers and
June instructional assistants.
2011

5 September Extended Extended day and year to meet the $189,5000

2010 Learning academic needs of all students in the 318,662
– areas of literacy (Literacy-Squared)
June and math. 5,000
2011
Summer Literacy. 20,000

Supplemental Instructional Program

6 September Student Students will receive incentives $15,000 SIG

2010 Incentives aligned to participation, academic
– performance and achievement.
June
2011 8,000
7 September Technology Begin the Transformational Model by $8,000
2010 Team Initiative building capacity in a Technology 5,000
– Team that will provide professional 2,000
June development in the form of model 219,000
2011 classrooms. Technology equipment 8,538
 Approximate Funding
# Month/Year Event Description of Activity
Cost Source
and conferences costs.
13,000

MP3 recorders for students.

8 October Parental Parent meetings to build strong $20,000 SIG

2010 University educational partnerships while 17,800
– provide technology, and English
May 2011 classes. 15,000

Parent incentives aligned with

technology and academic tools.
9 October On going Teachers will participate in peer $20,000 SIG
2010 Professional observations as they implement
– Development literacy strategies, and best practices.
May Teachers will develop Professional
2011 Learning Communities; data will be
collected and analyzed to inform
instruction.

10 October Teacher A teacher incentive program will be 20,000

2010 Incentives developed.
–
May
2011
Year 2 (2011-12): Please show a Year 2 timeline for the intervention model selected for the
school that directly relates to the proposed actions. Please use additional rows as need.
Approximate Funding
# Month/Year Event Description of Activity
Cost Source
1 July/August New Staff SIG Leadership team will hire highly SIG
2011 Assignments qualified personnel to implement the
Transformational Model: $100,000
*Assistant Principal 80,000
*Instructional Math Coach 40,000
*Instructional Science Coach 80,000
(Contracted) 40,000
*Instructional
Intervention/Assessment Coach
*Community School Outreach
Coordinator

2 July Literacy Bookmobile costs. $2,000 SIG

2011 Initiative Books 15,000

Library Books 8,000

3 August August PD Week-long Culture of Poverty $60,500 SIG

2011 Academy awareness professional development 45,000
and instructional strategy development
and collaboration for licensed staff.
Two day Culture of Poverty awareness
professional development for
classified staff.

4 September Pre Provide a Perk to address the $80,000 SIG

2011 Kindergarten academic needs before they enter 20,000
- kindergarten. Pilot year to begin with a 10,000
June teacher and an instructional assistant.
2012 Materials and start up costs and
transportation will be required.

5 September All day Provide an all day kindergarten to $160,000

2011 Kindergarten scaffold their learning before they 80,000
– enter 1st grade. Two teachers and
June instructional assistants.
2012

6 September Extended Extended day and year to meet the $166,5000

2011 Learning academic needs of all students in the 498,200
– areas of literacy (Literacy-Squared)
June and math.
2012 5,000
 Approximate Funding
# Month/Year Event Description of Activity
Cost Source
Summer Literacy.
20,000
Supplemental Instructional Program

7 September Student Students will receive incentives $15,000 SIG

2011 Incentives aligned to participation, academic
– performance and achievement.
June
2012 8,000
8 September Technology Begin the Transformational Model by $25,000
2011 Team Initiative building capacity in a Technology
– Team that will provide professional
June development in the form of model
2012 classrooms. 90,000
8,538
Technology equipment and
conferences costs. 13,000

MP3 recorders for students.

9 October Parental Parent meetings to build strong $40,000 SIG

2011 University educational partnerships while provide 17,800
– technology, and English classes.
May 15,000
2012 Parent incentives aligned with
technology and academic tools.
10 October On going Teachers will participate in peer $10,000 SIG
2011 Professional observations as they implement
– Development literacy strategies, and best practices.
May Teachers will develop Professional
2012 Learning Communities; data will be
collected and analyzed to inform
instruction.

11 October Teacher A teacher incentive program will be 20,000

2011 Incentives developed.
–
May
2012
Year 3 (2012-13): Please show a Year 3 timeline for the intervention model selected for the
school that directly relates to the proposed actions. Please use additional rows as need.
Approximate Funding
# Month/Year Event Description of Activity
Cost Source
1 July/August New Staff SIG Leadership team will hire highly SIG
2012 Assignments qualified personnel to implement the
Transformational Model: $50,000
*Assistant Principal 80,000
*Instructional Math Coach 40,000
*Instructional Science Coach 40,000
(Contracted) 40,000
*Instructional
Intervention/Assessment Coach
*Community School Outreach
Coordinator

2 July Literacy Bookmobile costs. $2,000 SIG

2012 Initiative Books 15,000

Library Books 1,000

3 August August PD Week-long Culture of Poverty $56,000 SIG

2012 Academy awareness professional development 45,000
and instructional strategy development
and collaboration for licensed staff.
Two day Culture of Poverty awareness
professional development for
classified staff.

4 September Pre Provide a Pre-K to address the $80,000 SIG

2012 Kindergarten academic needs before they enter 20,000
– kindergarten. Pilot year to begin with a 10,000
June teacher and an instructional assistant.
2013 Materials and start up costs and
transportation will be required.

5 September All day Provide an all day kindergarten to $160,000

2012 Kindergarten scaffold their learning before they 80,000
– enter 1st grade. Two teachers and
June instructional assistants.
2013

6 September Extended Extended day and year to meet the $161,5000

2012 Learning academic needs of all students in the 519,700
– areas of literacy (Literacy-Squared)
June and math.
2013 5,000
 Approximate Funding
# Month/Year Event Description of Activity
Cost Source
Summer Literacy.
20,000
Supplemental Instructional Program

7 September Student Students will receive incentives $15,000 SIG

2012 Incentives aligned to participation, academic
– performance and achievement.
June
2013 8,000
8 September Technology Begin the Transformational Model by $25,000
2012 Team Initiative building capacity in a Technology
– Team that will provide professional
June development in the form of model
2013 classrooms. 90,000
8,538
Technology equipment and
conferences costs. 13,000

MP3 recorders for students.

9 October Parental Parent meetings to build strong $80,000 SIG

2012 University educational partnerships while provide 17,800
– technology, and English classes.
May 15,000
2013 Parent incentives aligned with
technology and academic tools.
10 October On going Teachers will participate in peer $10,000 SIG
2012 Professional observations as they implement
– Development literacy strategies, and best practices.
May Teachers will develop Professional
2013 Learning Communities; data will be
collected and analyzed to inform
instruction.

11 October Teacher A teacher incentive program will be 20,000

2012 Incentives developed.
–
May
2013
 School Budget Plan: Transformation Intervention Model
Hallman Required Activities
1. Replace Principal (except those hired previously as part of turnaround or transformation
effort)
Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one
of the categories listed.
Example: New instructional Implement instructional leadership development
leadership model implemented program for members of the administrative team in order
to develop…
1. Instructional Leadership model Implement instructional leadership development
implemented program for members of the administrative team to
continue expanding their knowledge of literacy,
second language learners and educational reform.
2. Assistant Principal Assistant Principal will round out the instructional
leadership team. AP will work closely with district
curriculum specialists and literacy coach to ensure
staff capacity in the improved literacy plan. The
assistant principal will be full time (1 FTE) the first
two years of the grant to ensure full implementation
of the transformational model. On the third year, the
assistant principal will be a half time (.5 FTE)
position with district support the following year.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicat 12x Substitute Salaries
e 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No below,
number 2xx Benefits students are enrolled in the school and how
and identify other funding sources
of 310 Instructional, Professional, & Tech. much money is necessary to transform the
that may be used to sustain this
person services school.)
activity after the SIG funds
nel 350 Communication
expire)
below 4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities
Please provide object code below
1.0 113 $71,025 No $100,000 Y1
FTE 2XX $28,975 $100,000 Y2
$50,000 Y3

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

Proposed Activity
Note: If the desired activity does not fit into one of
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Modify school day for
students
Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Transformation Model
Modify the school day schedule from current student
start time of 7:40 a.m. to new start time of 8:15 a.m., to
improve overall attendance for students….
1. Extended day Teachers will provide a tutoring and enrichment
academy to support literacy, Literacy Squared before
and after the regular school day. Support of extended
activities will be provided by office manager and
office specialists to address the needs staff, parents
and community. The student day will increase by 45
minutes per day (+128.65 hrs/yr, the equivalent of
more than an additional month of school) providing
students with more instructional time each day and
more opportunities to learn. The schedule adjustment
will give Hallman staff the scheduling flexibility to
establish consistent instructional blocks: Math,
Literacy, ELD, intervention, GLAD, etc. In addition,
rearrangement of schedules will allow teachers a
common planning, professional development and
data-study time (working collaboratively in a PLC
format).
2. Literacy Support Provide and promote a summer literacy program in
the community supported by staff and library books.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

130 $56,471 . $69,939 Y1

2XX $13,468 $69,939 Y2
$69,939 Y3

3. Rigorous, transparent and equitable teacher and leader evaluation systems using student
growth in significant part AND other measures AND designed with teacher/leader input
Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Develop faculty capacity Develop expertise among faculty for continuous use of
to use data data to ensure that instructional practices produce
evidence of improved student outcomes
1. Build capacity among staff in the Develop a comprehensive assessment plan to screen,
use of data to inform instruction diagnose and monitor student performance on an
ongoing basis. Summative data will be analyzed each
year, and used to evaluate and recalibrate systems of
support (school level, teacher level, student level)
based on student outcomes.
2. Literacy Support to inform In order to address the specific academic needs and
instruction improve instruction a cadre of coaches will provide
professional development; gather data to inform
instruction and thereby impacting student
achievement. Instructional/Literacy Coach and
Math/Technology Coach (2 FTE).

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

2.0 111 $109,863 . $160,000 Y1

FTE 2XX $50,248 $160,000 Y2
$160,000 Y3

4. Identify/reward effective personnel & remove ineffective personnel

Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Recognize school-wide Recognize departmental and school-wide achievements
and departmental achievements in with rewards and incentives (Examples: gift certificates,
improved student learning school celebrations….)
1. Recognize school-wide A comprehensive incremental incentive plan will be
achievement in improved student developed to monetarily recognize and reward
performance teachers based on a determined percentage of
students’ achievement.
2.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

0 4XX $20,000 $20,000 Y1

$20,000 Y2
$20,000 Y3
 5. High-quality, job-embedded, instructionally aligned professional development
Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Professional Learning Use student-learning data to inform instruction and
Communities teacher planning in a Professional Learning
Communities structure.
1. Professional Learning In order to address the specific academic needs and
Communities improve instruction a cadre of coaches will provide
professional development; gather data to inform
instruction and thereby impacting student
achievement. Instructional/Literacy Coach and
Math/Technology Coach. (See section 3 above)
2. Academic Achievement Support Both licensed and classified staff will participate in a
5-day professional development in August 2010 to
focus on how to better meet the academic needs of
students who live in poverty. A cadre comprised of
key staff attended a PLC conference during July ’10.
During the academic year, staff will continue to work
in their PLCs. They will use this knowledge and
materials to conduct self-directed study groups. Also,
staff will participate in the district-wide professional
development opportunities in the areas of curriculum
and Literacy Squared. Licensed staff will observe
each others’ practices throughout the school year.
Consultants (Dr. Flores and Dr. Escamilla) will
provide professional development to address
literacy/oracy for English Language Learners. The
student day will increase by 45 minutes per day. The
schedule adjustment will give Hallman staff the
scheduling flexibility to establish consistent
instructional blocks: Math, Literacy, ELD, and
intervention, GLAD, AVID and Scientifically Based
program. In addition, rearrangement of schedules
will allow teachers a common planning, professional
development and data-study time (working
collaboratively in a PLC format). On the second and
third year, the focus will change to technology
embedded in the curriculum.
3. Technology professional Includes conference registration and travel to provide
development year 2 & year 3 professional development on embedding technology in
instruction. A cadre will attend technology
conferences and provide ongoing professional
development to other teachers.
FTE Object Code Will this activity be $ Amount Requested from SIG Grant 
111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits identify other funding sources that students are enrolled in the school and how
personn 310 Instructional, Professional, & Tech. may be used to sustain this much money it will take to transform the
el services activity after the SIG funds school.)
below 350 Communication expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

130 $221,334 $349,623 Y1

12X $41,341 $357,161 Y2
2XX $56,448 $360,439 Y3
310 $29,000
4XX $1,500

6. Financial incentives, career opportunities and flexible work conditions

Proposed Activity
Note: If the desired activity does not fit into one of
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Flexible work schedule
1. Staff Incentive Program
2.
Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Transformation Model
Implement extended hours of operation which will allow
teachers to work days or evenings. This will allow our
students to work jobs and attend school at…
A reward and incentive program will be developed
(spirit wear, staff celebrations) to recognize individual
staff members who have made a significant impact on
improved student outcomes and progress toward
meeting school-wide goals.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

0 n/a (See Section 4)

7. Instructional reform
Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Literacy Support Provide literacy and writing-help resource similar to
college labs staffed with a literacy teacher and an
instructional literacy coach….
1. Extended day The student day will increase by 45 minutes per day
(+128.65 hrs/yr) providing students with more
instructional time each day and more opportunities to
learn. Current kindergarten students attend school
2.5 hours a day. Hallman believes increasing
kindergarten time in school to full-day (7 hr/day)
would allow students time to develop their skills at
high levels and more time to help those who struggle,
providing a strong foundation for students in literacy
and numeracy.
2. Instructional Resources, The instructional focus will be literacy/oracy
Materials and Technology specifically for English Language Learners. Age-
appropriate, high interest book will be purchase for
classroom libraries. A supplementary research-based
instructional program (to be determined) to address:
literacy (year 1) math (year 2). Fast Forward will be
used to enhance cognitive skills specifically focused on
developing “phonological awareness.” Technology
(MP3 players, etc., projectors doc cameras) each
classroom will be equipped with a networkable digital
projector and document camera. Professional
development /observations will provide teaching and
learning opportunities for both teachers and students
to more effectively share text, graphs, student work,
note taking, and other information.
3. Student Incentives Incentives for students will be based on student
behavior, academic participation and improvement
and attendance.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

4XX $114,538 $114,538 Y1

$103,000 Y2
$141,722 Y3

8. Student data reform

Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Use multiple student level
data to assess student learning
improvements
1. Use of data to inform instruction
Use multiple data sources to identify evidence of student
growth (might include classroom assessments, classroom
learning products)….
Develop a comprehensive assessment plan to screen,
diagnose and monitor student performance on an
ongoing basis. Summative data will be analyzed each
year, and used to evaluate and recalibrate systems of
support (school level, teacher level, student level)
based on student outcomes. Instructional coaches see
above (Section 3).

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

N/A $0 Y1
Y2
Y3

9. Increased learning time

Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Saturday Academy Implement a supplemental Saturday Academy focused on
English Language Learners….
1. Extended day tutoring The student day will increase by 45 minutes per day.
The schedule adjustment will give Hallman staff the
scheduling flexibility to establish consistent
instructional blocks: Math, Literacy, ELD, and
intervention, GLAD, AVID and Scientifically Based
program. (See Section 2 above.)
2.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. may be used to sustain this much money it will take to transform the
el services activity after the SIG funds school.)
below 350 Communication expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

0 n/a Yes 0 Y1
Y2
Y3

10. Ongoing family and community engagement

Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.
Example: Improve parent Conduct parent education series via parent enrichment
involvement nights on topics such as ‘how to create learning culture
at home….’
1. Parent/Community Involvement A community resource specialist (1.0 FTE) will build
an effective partnership by coordinating regular
meetings, developing parent leaders through the
school’s Parent Teacher Club and site council,
events and activities, use of parents as volunteers
and mentors, etc.
To ensure communication in various languages a flat
screen will be purchased to stream announcements,
upcoming events etc. and use for parental
involvement night/meetings.
2.

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

111 Licensed Salaries sustainable after the grant Funds 
Please 112 Classified Salaries expires?
indicate 12x Substitute Salaries
number 130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
of 2xx Benefits students are enrolled in the school and how
identify other funding sources that
personn 310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
el services school.)
activity after the SIG funds
below 350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

1.0 112 $22,579 No $45,000 Y1

2XX $17,421 $49,000 Y2
4XX $5,000 $57,000 Y3

11. Ongoing intensive technical assistance from LEA, SEA or external partner
Proposed Activity Please describe briefly how each applicable activity
aligns with a comprehensive vision for the
Note: If the desired activity does not fit into one of Transformation Model
the below categories, it will not be allowable.
Please align all of your proposed activities to one of
the categories listed.

1. Participation in the State System of

Support
School Coach and District Coach
(REQUIRED expenditure
2. Technical Assistance Meetings
(REQUIRED expenditure each year.)
3. Reporting Requirements
(REQUIRED expenditure each year.)
4. Complete School Review
(REQUIRED expenditure each year.)
5. Coaching Training
(REQUIRED expenditure each year.)

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

111 Licensed Salaries sustainable after the grant Funds 
112 Classified Salaries expires?
12x Substitute Salaries
130 Additional Salaries (When planning, please consider how many
(Please indicate Yes or No, and
2xx Benefits students are enrolled in the school and how
identify other funding sources that
310 Instructional, Professional, & Tech. much money it will take to transform the
may be used to sustain this
services school.)
activity after the SIG funds
350 Communication
expire)
4xx Instructional Supplies and Materials Federal funds are supplemental and should not
640 Dues and Fees supplant general fund activities

1 310 $50,000
2 310 $12,000
3 310 $4,000
4 310 $15,000
5 310 $17,500

Total Amount $1,000,000 Y1

Requested for Required $1,000,000 Y2
Activities $1,000,000 Y3
Total Indirect $42,400 Y1
$42,400 Y2
$42,400 Y3