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