Ninth Grade Success Grant Proposal Executive Summary The Adams 14 School District is seeking to participate in the 9th grade success program due to alarming student academic and post-secondary workforce readiness indicators established by the Colorado Department of Education and the Federal Department of Education. Alarming data points include the following: District is entering Year 9 of priority Improvement or Turnaround status and is identified as one of the lowest-performing districts within the state of Colorado. Past improvement efforts have not been effective in increasing student outcomes at the district and at the school level including our graduation rate. As a result, the Colorado State Board of Education directed Adams 14 to engage with an external management organization to improve outcomes. Eleven schools reside within the Adams 14 district boundaries. Six of the eleven schools are accredited with a status of Priority Improvement; five are accredited with a status of Performance. Lester Arnold High School (AEC) has been identified through federal means for comprehensive support due to low graduation rates. Adams City High School, Kearney Middle School, Alsup Elementary, and Dupont Elementary have been identified for targeted support due to low achievement of special education students. Hanson Elementary, Kemp Elementary, Monaco Elementary and Rose Hill Elementary have been identified for comprehensive support due overall low achievement results. Supports from MGT include implementing an instructional program (curriculum, local assessments, scheduling, professional development), recruiting and retaining staff, coordinating community engagement efforts, supporting the local school board, and driving rapid improvement for schools. Additionally, MGT has provided staff to support the buildings identified for improvement including turnaround specialists, math and literacy coaches, and specialists who are tasked with aligning and fortifying improvement efforts throughout the district. The intent of the ninth grade success grant proposal is to move from planning to deep implementation of aligned interventions focusing on eighth to ninth grade transition, family/school partnering and early warning system through data analysis to drastically improve student outcomes and graduation. In order to accomplish this goal, the improvements will be systemic, anchored upon the Four Domains for Rapid Improvement: A Systems Framework (The Center on School Turnaround-WestEd). PART II SECTION A: Needs Assessment Adams City High School is under state directed action as part of their accountability status as they are in year 9 of priority improvement or turnaround. There currently is a 9th grade transition program, and it is in the developing stage. There is a high need for a 9th grade success program in Adams 14 School District at Adams City High School. Our academic results continue to be below state expectations as indicated by the low percentage of students who are at or above grade level proficiency as measured by CMAS in both English language arts and math in 8th grade and PSAT9 in 9th grade. 8th grade students entering 9th grade % Meet or Exceed 2017-2018 2018-2019 2019-2020 ELA 21.9% 19.3% 24.9% Math 13.5% 16.1% 16.6% For the past three years, in English language arts, the 8th grade students entering 9th grade have had 21.9%, 19.3% and 24.9% of students scoring at or above grade level and in math, the results are even lower. The 8th grade students entering 9th grade have had 13.5%, 16.1% and 16.6% of students at or above grade level. This pattern continues through high school, and we see the gaps between our students performance and that of their peers across the state widen as they advance from 9th to 10th and from 10th to 11th grade in both math and evidenced based reading and writing. In fall of 2018-2019 on the PSAT9, we had 13% of the 477 test takers meet both benchmarks; 25% met the Evidence Based Reading and Writing portion and 20% met the math portion. By April of 2018-2019 of the 448 test takers, 20% met on both sections, 36% met in EBRW and 24% met in math. We are seeing small increases in proficiency, but not at a fast enough rate to meet state expectations. The percentage level of students entering 9th grade in need of intensive support academically is between 75%-85% of the population. Our current early warning system indicates that at both of our middle schools, we have approximately 13% of students with all three indicators for attendance, behavior and course failures. The trend continues throughout each of the years of high school as we don’t see much fluctuation between this number in any of the grades after 9th. When looking at course completion rates of 9th grade students over the past three years, we have had between 77% and 80% of credits attempted, earned by students. Adams City High School currently has a 74% on time graduation rate, a 78% 5-year rate and 83.% 6-year rate. With the current percentage of students who qualify for free and reduced lunch at 82%, and 70% of our students who have a first language other than English, and 91% of students are minorities, it is important to evaluate the rates for each of the disaggregated groups as well to recognize the need for a comprehensive transition program in the 9th grade. The 4 year rate for English language learners is 66%, for students who qualify for free or reduced lunch, the rate is 74.6%, for minority the rate is 74% and for our students who are on an IEP, the rate is 43.2%, and only raises to 68.9% by the 7th year. Over the past three years, our data indicates that our 9th grade students have earned between 75% to 80% of their academic credits. This data continues to decline as students progress through our high school. This results in an extremely high number of 11th and 12th grade students who are in need of credit recovery. Up to this point, resources have been prioritized to support the students earning credits at the end of their career (12th grade), rather than having a system that is preventative in nature, and aims to identify students prior to entering 9th grade so there is a plan in place when they enter high school. This lack of resources aligned to meeting the needs of the 9th grade students has created an imbalance in the system, and with a lack of resources to allow us to have simultaneous intensive supports at both 9th grade and 11th and 12th, we continue to see that our 9th grade students are continuing to fall behind. Historically, we have had approximately 540 students who enter in the 9th grade, but by the time this cohort moves to 12th grade, we are down to approximately 320 students. This is a decline of over 200 students. It is a cycle that continues because we haven’t had the leadership, consistency in staffing, along with additional supports to create a system that will support our 9th grade students effectively. The At-Risk dashboard at the end of the 2018-2019 school year reported that 70% of the student population had under a 90% attendance rate, 53% of students had less than a 2.0 grade point average and 6% of students had reported two or more behavioral incidents. This data indicates that there is still an urgent need of interventions and a more robust 9th grade transition program. SECTION B: Program Description Program requirements and capacity Adams 14 currently has an At-Risk dashboard in Tableau for 6th-12th grade that monitors student indicators of attendance rates lower than 90%, GPA below 2.0 and 2+ behavior incidents. The dashboard identifies the total number of at-risk indicators and allows users to select a specific student, and all the details of attendance, behavior and grades populates so that users are able to have a deep analysis of the indicators impacting the individual student. This dashboard is a live feed from our Infinite Campus student information systems, so the data is transferable from 8th to 9th grade. It is set up so that it doesn’t roll student data over until the beginning of the new school year, so the 9th grade team would have access to the incoming students from May until the start of the new school year. We also have the ability to export this data to an Excel spreadsheet so that we are able to use the data over time to compare the student performance in attendance, behavior and credits to the previous year and each checkpoint. This provides the 9th grade team nearly three months to access the data to prepare for the new year. We will need to purchase additional licenses for the members of the success team, as the licensing is currently available for administrators only. Success team logistics: The current schedule and system provides the ability to create a 9th grade success team, as the 9th grade teachers are currently scheduled to teach ninth grade students primarily. Also, there is currently an Assistant Principal, dean, and counselor assigned to work directly with the 9th grade students. We will also work to include either our school psychologist or school social worker on this team so that we have as much knowledge, experience and support possible. The team would select a member of the team who is looking to gain leadership experience, has been in the district for over three years and will be compensated for the additional work. We will create a position in conjunction with our Human Resources Department, to outline the specific duties, such as preparing all data for meetings and reports, creating meeting agendas, facilitating meetings, and communicating with school and district leadership on progress quarterly, with the expected additional time to be spent outside of the contractual day. Once this role and its duties are outlined, there will be a stipend provided to the person who fulfills this role. If there is more than one person interested in this additional work, we will follow the current hiring practices and have them apply for the role, interviews will be conducted and the most qualified person will be offered the position. We will have a regularly scheduled day of the week where the team will convene every other week. This day of the week will be determined based on the best available time for the team members to meet. Once the day of the week is determined, this day will remain constant throughout the year. The team members will be given hourly compensation at the district certified rate. The team will review the At-Risk data dashboard as well as the Credit Audit dashboard of the students identified to be a part of this group. We expect that we will have approximately 120 students who would be a part of the cohort that the 9th grade success team supports. We used the previous At-Risk dashboard data to identify the approximate number of students who have had two of the indicators at the end of their 8th grade year. This number also aligns with the number of students we typically report out as dropouts over a four year span. Each member will be responsible for tracking the data of a specific set of students and the team would use an MTSS framework to identify appropriate interventions/ supports for the student. The team member is responsible for monitoring the intervention and results would be revisited during their biweekly scheduled meetings. The school will have a regularly scheduled day of the week determined by the team, and will meet biweekly, up to two hours outside of the school day. The school will provide a stipend to each member of the team at the certified rate of hourly pay for the time spent outside of the contractual day. Currently, the school schedule is aligned in the manner that ninth grade classes are taught by a single group of teachers who primarily teach ninth grade classes. This schedule will remain as it is in order to support the 9th grade success team. Instructional support and engagement: The District Assessment and Accountability Department has created an At-Risk dashboard to allow schools to track students performance based on the ABCs of dropout prevention. It tracks attendance below 90%, two or more behavior incidents, and less than a 2.0 grade point average. We also have a more in-depth grade tracker that allows grades to be tracked during every progress report so that there is a frequent check on grades. The At-Risk dashboard is only able to track final quarter/semester grades, and we feel that this isn’t as frequent as needed in order to meet the needs of the data tracking for the success team. This data will be made available to each teacher on the success team, and the success team leader will also prepare this information ahead of time to ensure that the data is downloaded and available in an excel spreadsheet so the team members are able to track the student information over time. Through this process, members will be able to monitor each indicator of the students that they will be assigned to track progress. The team will use the data to identify the students that need the extra support and will work to identify the root causes for each individual student. Next steps will be discussed on an individual student basis and may include additional counseling, tutoring opportunities, behavior interventions, or additional resources if a hardship is identified. These are samples of possible next steps, but the focus will be on making sure we are tracking the data frequently and looking to identify students who need additional support, in a timely manner to ensure we provide the supports necessary for the students to be successful. As part of the 8th to 9th grade transition, we will have one data day after school is out, that will include grade level teachers, 8th grade counselors and deans from each of the middle schools. This group will meet with the 9th grade success team to discuss the students who will be a part of the identified group. They will discuss current personal situations, interventions that have been tried, and the supports currently in place. This discussion will also include the data from the At-Risk dashboard and the task will be to identify small groups of students who will be together in and supported by Link Leaders. The goal with Link Leaders is to place the stronger student leaders with the students in this cohort. The student to leader ratio will also be much smaller so that more intensive support by peer leaders is provided. We will send 3 teachers to Link Crew training in February of 2020, to create a Link Leadership crew where student leaders work with the incoming ninth graders. The focus will be on partnering students with risk factors with another student leader, who has the leadership and ability to connect with students so that they have someone to talk with, ask questions, and can help them navigate the school system and social stressors that arise during high school. The summer orientation will include a series of parent engagement nights in the spring. This will include two evenings at each of the two middle schools. One evening will be dedicated to curriculum and programming pathways Adams City High School has available for students. The parents will meet as a large group and receive information regarding the different course offerings in the different academic departments which will include the Career and Tech Education pathways as well as Advanced Placement Offerings. Once this basic overview of programming is delivered, parents and students will have the opportunity to go and speak with department heads, teachers, counselors about specific curriculum and programming opportunities. This will occur prior to students selecting courses for 9th grade to help better prepare them to make choices based on interest and expanded offerings. This will allow for collaboration between the teachers at both middle schools and the staff at the high school. The second parent engagement event in collaboration between the staff of Adams City High School and the two middle schools is to help inform parents about the specific high school credit and graduation requirements. The purpose is to help parents and students understand how to create an academic plan that will support students to graduate on time. During this meeting, staff will support parents with how to login to Infinite Campus and how to learn how to track academic progress in small group rotations. This night will also highlight the additional academic support offerings that are available. There will be two additional parent engagement evenings to help expand a parent’s understanding of the at-risk indicators and increase knowledge of early warning signs students exhibit in high school and strategies to help parents. This will also include behavior expectations of the school, and will provide learning opportunities for parents to support social and emotional learning of their child. This training will include common risky behaviors exhibited by teenagers and will focus on supporting parents on how to identify early signs. It will include helping parents understand the supports and resources that are available within the school, and how the school can support parents and students if their child is experimenting with risky behaviors. Currently, our parent participation with our existing parent program is approximately 50% to 60%, and our goal is to have a minimum of 75% of parents attend. The third parent night will focus on technology training for parents. We will offer small group learning opportunities to ensure parents understand how to navigate Infinite Campus to monitor attendance, behavior and grades. This will also include expectations around student use of technology as we move to a one-to-one device campus. The transition program will also include two days of 9th grade academy prior to school starting. The first full day will be focused on partnering students with a Link leader with a focus on team-building and for students to understand behavior and academic expectations. This day will allow students to navigate through their schedules and learn the logistics around locker usage, lunch procedures, and other common systems and expectations. The second day, the students will continue with team building activities, and will expand to learning about the different extracurricular activities that are available. The focus is to expose students to an overview of different activities to be involved with, and then they can select four to explore more in depth. The purpose is to get students interested in an activity that will connect them to the school. Each breakout session will include either a demonstration or activity that exemplifies what it’s like to be in the particular activity, but also includes a question and answer time so students can ask other students about the activity. We are incorporating an MTSS framework during our PLC scheduled time. The high school staff has been trained in PLC with support from ABS Consultants over the past two school years. With the award of this grant, we will be able to build upon this training by offering additional time for our ninth grade teachers to monitor progress and assign interventions based on need. Additional instructional supports that will be available for the 9th grade students include academic intervention through after school tutoring by both course instructors and also Metro State University partnership. Also, the school is currently using PBIS to praise and motivate students. With the award of this grant, we will create Link Crew Leaders, who will make connections with any new students that enter ACHS. Our purpose of Link Leaders is to help 9th grade students transition to high school and have a connection immediately, whether it’s a student entering from one of Adams 14 middle schools, or a new student entering our school system. Specific additional peer mentoring groups will meet throughout the year to address specific Social and Emotional Needs of students. There will also be opportunity for participation in small group sessions from outside community partners that provide students with additional SEL support. We will continue to partner with Homies Unidos or a like vendor so students have a connection to personnel outside of school as well as staff. Currently, Counselors and Community Partners are working with teachers on trauma informed practices and this work is set to continue and increase over the next year. There are also opportunities for unit recovery if a student has failed one unit within the course of study and that is the cause of course failure. Evidence is growing that students who fall off track during the 9th grade year have very low odds of earning a high school diploma. Indeed, analysis of the progression of students through high school suggests that approximately one-third of the nation’s recent high school dropouts never were promoted beyond ninth grade. Ruth Curran Neild (2009) Problems in 9th grade often are carry-overs from middle school (and even earlier). The transition to middle school also is a challenging life change for many students. The situation calls for increasing independence, taking on more responsibilities, and finding a satisfying place among one’s peers. By the time some students reach 8th grade, it is evident that they are not performing well academically, socially, or both. It is likely their move to 9th grade will not go well. Students whose 8th grade functioning does not raise alarms still may be vulnerable. As Neild (2009) notes in addition to past experiences and performance: • ninth grade coincides with lifecourse changes, such as reduced parental supervision and increased peer influence • in moving to a new school, students must break the bonds they have formed with their middle-school teachers and peers • organization of some high schools is itself a major source of students’ difficulty. Students making unsuccessful transitions and adjustments to any grade have lower GPAs, more failing grades, and tend to have more absences and misbehavior referrals. They may experience significant shifts in self-perceptions, expectations, and values. Major changes in interpersonal relationships, roles, and status are common; some youngsters become isolated and alienated. The program we have set was created based on Check and Connect. Our proposed 9th grade success program is designed to enhance student engagement at school and with learning for marginalized, disengaged students in 9th grade. The focus is on relationship building, problem solving and capacity building, and persistence. It aims at fostering completion of schooling with academic and social competence. Processes use trained mentors and Link Leaders, whose primary goal is to keep education an important issue for disengaged students and their teachers and family members. the ACHS 9th grade success team will work with a caseload of students entering 9th grade who have indicators that are predictors for dropout. The purpose of is to monitoring for truancy, behavior referrals, and academic performance; meeting with students biweekly; and keeping families updated. We created this program proposal to align with the research conducted by Ruth Curran Neild, which indicates that students who were a part of a 9th grade success program had statistically significant better achievement and significantly lower dropout rates than students who were not enrolled. The proposal will focus specifically on the students who are entering 9th grade with the at risk factors that often lead to dropout. Throughout our plan, we focus on the partnership with families and helping parents to understand how to partner with the school to support our students. Our plan includes parent training and engagement events, with a focus on helping students to understand the expectations of high school and the different opportunities to become involved. The Link Leadership team, along with the 9th grade success team, will focus on building relationships and intense monitoring and ensuring the students that are most at risk of not graduating, have the support system across the school and with parents to provide timely interventions to put them back on track. We believe if we support this particular group, we will impact our each of our student groups in on-time graduation. We also expect that we will see an increase in student engagement indicators, where we expect to see an increase in student attendance, a decrease in truancy, a decrease in behavior incidents and an overall increase in academic credits earned. We feel that the outreach and parent engagement will help us to implement a more preventative approach towards dropout prevention. Our current system is set up to be reactionary based on the high levels of students in 11th and 12th grade in need of support to graduate on time, with the grant, we will expedite our efforts to implement prevention efforts with 9th grade students. This perpetuates the issue because we are not able to serve our 9th grade students to set them up for success, and in turn, the students fall behind and then we have to move resources to the students who are closest to graduation. This success grant will allow us to focus on prevention with the 9th grade students while we still use our resources to meet the needs of our students who are in need of course recovery. We intend to reverse our staffing needs within four years so that this system can perform in the way it is intended. Where we can provide the adequate preventative programming so that we don’t have the high number of students in need of credit recovery at the end of their four years, or have lost students to dropout. Implementation Timeline: Recipient School Strategies/Activities Interim Benchmarks Timeline for Completion Person(s) Responsible Adams City High 3 School Personnel attend Link Training Select 3 link leaders by January 15, 2020 Register for event by January 30, All Link leaders trained in February, 2020 ACHS Principal 2020 Adams City High Organize Parent Engagement Curriculum Showcase at each Middle School Dates Identified by February 1, 2020 March 2020 - April 2020 ACHS Principal, ACMS & KMS Counselors Adams City High Organize & Schedule Parent Engagement - Credit Requirements/Academic Planning Dates Identified by February 1, 2020 Complete event by April 15, 2020 ACHS Principal, 9th grade teachers/8th grade and HS Counselors Adams City High Organize & Schedule Parent Engagement - Tech Training for Parents Dates Identified by February 1, 2020 Complete event by August 1, 2020 School Administration with support from District Technology Coordinator Adams City High Organize & Schedule Parent Engagement -Teenage Behavior and Coping Skills for Parents Dates Identified by February 1, 2020 Complete event by September 1, 2020 Link Leaders/ACHS School Administration/ Mental Health Team Members Adams City High 9th Grade Academy (2-Days) Dates Identified by February 1, 2020 Complete event by August 15, 2020 School Administration/ Link Leaders Adams City High Application/Selection of Link Crew Create application process by February 15, 2020 Communication to students about opportunity by March 15, 2020 Students Selected and Notified by April 15, 2020 ACHS School Administration Adams City High Link Leaders train Link Crew and prepare for 9th Grade Academy Start working with students on peer mentoring prior to June 1, 2020 Training and preparations completed by August 7, 2020 Link Leaders/AP 9th Grade, 9th grade counselor Adams City High Create Student Success Team and Discuss Roles/Responsibilities, data systems, expectations Selection of Team by April 1, 2020 Student Success Team begins by August 15, 2020 ACHS School Administration Adams City Select Student Success Team Leader Create job Selection by ACHS School High description by January 8, 2020 Post position by January 15, 2020 February 1, 2020 Administration Adams City High Create Communication Plan for Parent Engagement Offerings Communication Efforts out to Parents by March 1, 2020 Continuous efforts between March and August to inform parents of upcoming events ACHS School Administration with support from Communicatio n Department Adams City High Create Year 1 Schedule for Student Success Team Meetings create tentative schedule by May 1, 2020 Schedule created by August 7, 2020 Student Success Team Leader Adams City High Create intervention/remediation protocol that will be used during Student Success Team Meetings when a student is in need of additional support Create a list of all resources and interventions currently available by June 1, 2020 Protocol created by August 1, 2020 Student Success Team Leader/ACHS Principal and 9th grade AP, Counselors Adams City High Create Data Protocol that will be used in Student Success Meetings Protocol created by August 1, 2020 Student Success Team Leader/ACHS Principal and 9th grade AP, Counselors Adams City High Train Student Success Team on AtRisk Dashboard and Grade Dashboard Training offered by August 1, 2020 and possible follow up throughout Fall semester 2020 Manager of Accountability and Assessment, 9th grade Assistant Principal, Student Success Team, counselors Adams City High Create monthly data reporting protocol so that school leaders are informed of progress of program Protocol created by August 1, 2020 Student Success Team Leader/Dean of Instruction, counselors Adams City High Create monthly schedule of engagement effort/events by Schedule Created by July 15, 2020 Link Leaders Train Student Success Leader by April 15, 2020 month for Link Crew Adams City High Create monthly schedule for Link leaders and Link crew to meet, train, plan for upcoming events Schedule Created by June 1, 2020 Regular meetings start by June 15, 2020 Link Leaders Adams City High Student Survey Administration- to measure school climate and cultural proficiency 1. Created by June1, 2020 2. Baseline Administration during 2-day Academy 3. Mid-Year Administration by December 15, 2020 4. End-of-Year Administration by April 30, 2021 Complete during 9th Grade Academy before school starts Student Success Leader Adams City High School Analysis of Student Survey - to measure school climate and cultural proficiency 1. Baseline analysis by September 30, 2020 2. Mid-Year Analysis by January 31, 2021 3. End-of-year analysis by May 30, 2021 Complete by May 30, 2021 Student Success Team Adams City High School 8th grade team and 9th grade success team meet to discuss students and data 1. Create scheduled date by March 15, 2020 2. Communicate date to 8th and 9th grade teams by April 1, 2020 3. Organize process and communicate so that all teams bring requested data meeting Data Meeting to be completed by June 15, 2020 Principal ACHS, Success Team Leader, 9th grade AP The recipient school staff met with the grant writer in two separate meetings to discuss the overview of the project and to discuss the individual action items, the implementation benchmarks and the personnel that would be responsible. After the spreadsheet was created, it was sent back to the team for review and input prior to submission. SECTION C: Performance Objectives The Student Success Team will meet every other week to review data, and each member will be tracking data of the students assigned to them. This will be an ongoing process to ensure that any declines with attendance, behavior or grades are identified within the two week span so immediate action can be taken. The team will document final credits, attendance percentage, and behavioral incidents earned in core classes each semester, as this is the grade that attributes to graduation course earned requirement. Each semester, the team will aggregate the data for the entire cohort. The final information for each semester will come directly from Infinite Campus student information system and will be the responsibility of the Leader for the Student Success Team with support from the Dean of Instruction. This information will be reported directly to Grants Manager, the administration of the school, as well as the Executive Director of Federal Programs within three weeks of final grades posted. After the first year of implementation, the Dean of Instruction and the Leader of the Success Team will continue to record and document the data after each quarter and report findings to the same personnel until 2022-2023 school year is completed. Final data will be completed at the end of the 2022-2023 school year and submitted to Grant Manager, Executive Director of Federal Programs and school administration with final statistics of program to measure the percentage of students who have decreased their failures in core classes and increase student attendance rates. Recipient School Objective Selected % by 2022-2023 Indicators/ Data Sources Strategies/Activities Adams City High School Program Goal 1: By 2022-23, 80% of students served by the Ninth Grade Success Grant program will decrease failing grades for one or more core classes. 80% of students will decrease failing grades for one or more courses. This will be tracked through our “ACHS Grades Report Tableau Dashboard”. The Student Success Team will review the Data of their caseload every other week, and as a team will identify any students who are in need of additional support. The team Infinite Campus 1. Tracking progress report grades in Success Team every other week 2. Assign tutoring/credit recovery based on need 3. Additional Small group support from mental health team when necessary 4. Parent Engagement Activities to help them support child and understand support available at school 5. Student Success Team supports Student Engagement Specialist to will organize the intervention/support for the student(s). The student success teams using our Adams City High School Program Goal 2: By 2022-23, 80% of students served by the Ninth Grade Success Grant program will increase their school attendance. 80% of students will increase their school attendance. The Student Success Team will use the “AtRisk Dashboard” data file to monitor progress of individual students each semester, which will be prepared by the Student Success Team Leader, to review student progress over time. If there are declines in student attendance, the student success team member assigned to the student will work with the School Engagement Specialist to identify interventions and next steps as outlined in the District Attendance Policy and Procedures Manual. 6. Infinite Campus Student 7. Information System 8. ADA attendance race for 9. each student 10. 11. 12. 13. follow District Attendance Policy which includes intervention system/structures; to include attendance contracts Tracking attendance in Success Team every other week Link Crew Mentoring two times a month 9th Grade Academy Transition Program (2 days) Parent Engagement Training on Technology and how to support students with monitoring progress Parent Engagement Training on understanding teenage behavior and Coping Skills for Parents Additional peer mentoring groups focused on Social Emotional Learning Needs of the selected group Training for teachers on Trauma Informed Practices through counselors and community partners/programs Implementation of Behavior Intervention Plans when needed We expect that all the engagement events, team meetings, and the leadership roles and responsibilities would repeat in years 2, 3, and 4, as this is the creation of new system. There is also the likeliness that we would need to train an additional Link Leader each year based upon our current teacher turnover rates. SECTION D: Evaluating and Reporting The criteria that will be used to measure effectiveness of services will include student perception surveys, attendance, behavior and credits earned. 1. 80% of students will increase attendance rates from 8th grade end of year to 9th grade end of the year as measured by Infinite Campus ADA attendance report. 2. 80% of students will increase the number of core classes passed from the end of 8th grade to the end of 9th grade year as measured by Infinite Campus course credits earned. 3. 50% decline in behavioral incidents from total end of 8th grade to total end of 9th grade year as measured by Infinite Campus behavior report of total incidents that lead to in school and out of school suspensions. 4. 75% of families will attend Parent Engagement events as measured by sign-in sheets. 5. Increase student positive response rating by 50% regarding cultural responsiveness and school climate from the beginning of the year to end of year survey administration. 6. Implement parent satisfaction survey of students entering 9th grade to measure levels of support from school and district. At the completion of the 2022-2023, we expect that the four-year graduation rate would increase to 85% or higher. We also expect that the dropout rate for Adams City High School will decline to less than 2%. We also expect to see an increase by the end of 2021-2022 school year in the percentage of credits earned to be above 82%. ● Baseline graduation rate is 74% ● Dropout rates is currently 5.7% ● Credits Earned is currently 79% The expectation for improvement in student outcomes tied to high school completion is that 80% of students in the program increase their course completion. We know that if we are successful with our cohort of students decreasing their course failures and increasing attendance, this will correlate to an increase the credit attainment and number of students who exit 9th grade on track to graduate. This will decrease the number of students we typically see disengage from school in tenth as well as the number of students who dropout by 12th grade. Adams City High School has a Dean of Information who will support the data collection and completing the requirements for the performance report. This work will be completed in collaboration with the Accountability and Assessment Department personnel to ensure that the State Assigned Student Identifier of the students served are collected accurately and submitted according to the timeline required. There will be quarterly meetings between ACHS leadership team and Grant Manager to ensure active monitoring is occurring and program adjustments are made. This programming and action plan will be incorporated in the current UIP under the Major Improvement Strategy: Student Engagement Support Systems and Structures and will be monitored in collaboration with school and district leadership as part of the short data cycle system of Adams 14. Any adjustments necessary will be entered into the UIP plan quarterly. SECTION E: Budget Narrative and Electronic Budget 1) Budget Narrative (Budget Spreadsheet (Excel file): Provide an explanation that summarizes the proposed uses of grant funds by budget category or proposed program strategies in the Budget Narrative – grant application worksheet in the budget spreadsheet. Refer to all uses of funds described in the Budget Detail worksheet to ensure they are all justified expenses for components of the proposed program. Note: Per statute, 22-14-109.5(3)(a), a local education provider or charter school that is selected to receive a grant must, as a condition of accepting the grant, provide a grant match, which may include in-kind contributions, in an amount set by the state board, which amount must not exceed: (i) fifteen percent of the grant amount for a local education provider that is a small rural school district or for a charter school; and (ii) twenty-five percent of the grant amount for all other local education providers. A description of how the applicant will meet this matching requirement must be included in the budget and the budget narrative. 2) Provide the budget for each recipient school. a. Complete and attach the Budget Spreadsheet (Excel file). In Budget Detail worksheet in the budget spreadsheet, include a brief description of the item to be funded and the funding calculation to show how amounts were derived. Item Description Example: .xx FTE for [role or title] at $xxxxx per [hour or month or year] times [x per hours or months or year] 2) Costs are reasonable and sufficient in relation to the measurable objectives, design, scope, sustainability, and duration of project activities. Use of funds are connected to grant goals and activities. To receive maximum points, the budget and budget narrative should provide justification for activities, strategies and/or staffing referenced in Section B: Program Description.