2019-2020 UPSM District Improvement Plan University … · 2020-03-03 · 2019-2020 UPSM District Improvement Plan University Preparatory Science and Math (PSAD) Ms. Danielle Jackson

2019-2020 UPSM District Improvement

Plan

University Preparatory Science and Math (PSAD)

Ms. Danielle Jackson

5100 JOHN R ST DETROIT, MI 48202

Document Generated On June 19, 2019

TABLE OF CONTENTS

Overview 1 Goals Summary 2

Goal 1: Students scoring proficient or advanced proficient on the ELA portion of the state assessment will total 60% by

the year 2024-25. 3

Goal 2: Students scoring proficient or advanced proficient on the Math portion of the state assessment will total 47.55%

by the year 2024-25. 15

Goal 3: Students scoring proficient or advanced proficient on the Science portion of the state assessment will total 33%

by the year 2024-25. 26

Goal 4: Students scoring proficient or advanced proficient on the Social Studies portion of the state assessment will

total 30% by the year 2024-25. 35

Activity Summary by Funding Source 45 Activity Summary by School 199

Overview

Plan Name

2019-2020 UPSM District Improvement Plan

Plan Description

DIP for 2019-2020

2019-2020 UPSM District Improvement PlanUniversity Preparatory Science and Math (PSAD)

University Preparatory Science and Math (PSAD) Page 1© 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Students scoring proficient or advanced proficient

on the ELA portion of the state assessment willtotal 60% by the year 2024-25.

Objectives:1Strategies:1Activities:6

Organizational $394800

2 Students scoring proficient or advanced proficienton the Math portion of the state assessment willtotal 47.55% by the year 2024-25.



3 Students scoring proficient or advanced proficienton the Science portion of the state assessment willtotal 33% by the year 2024-25.



4 Students scoring proficient or advanced proficienton the Social Studies portion of the stateassessment will total 30% by the year 2024-25.





Goal 1: Students scoring proficient or advanced proficient on the ELA portion of the state

assessment will total 60% by the year 2024-25.

Strategy 1: Multi-Tiered System of Support (MTSS) - We are committed to the ongoing process of continuous improvement focusing on increasing student achievement through

data conversations. These data-driven conversations focus on developing a deep understanding of the current data on the status of student achievement, interpreting

the data, identifying root causes and determining how to use the data to identify broad strategies and specific activities to foster our goal of increasing student

proficiency. The data teams are also responsible for analyzing data and implementation of strategies. The instructional staff, support staff and administration will plan,

monitor, and evaluate academic and behavioral interventions which provides immediate and effective research based strategies to narrow the gap in achievement for

all students along with sub-groups. MTSS data will be collected through M-Step and other various classroom formative and summative assessments.

Category: Learning Support Systems Research Cited: Avant, D. W. (2016). Using response to Intervention/Multi-tiered systems of supports to promote social justice in schools. Journal for Multicultural

Education, 10(4), 507-520.

Tier:

Measurable Objective 1:demonstrate a proficiency by increasing the percentage of students scoring proficient or above by 3% by 06/30/2020 as measured by the ELA section of the stateassessment.

Activity - Academic Tier I ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



At University Preparatory Science and Math, we believe astrong Tier I is a critical component to ensure student successboth behaviorally and academically. We define Tier Iinstruction as universal instructional practices, protocols andsupports delivered within the classroom to all students. Interms of professional development, we define Tier I as trainingavailable to all staff in order to support all students. Along withinstruction provided to all students, it is vital that we monitordata on an ongoing process in order to determine whether ornot students are mastering the content or need extra support.Data we will be tracking will be based off priority standards.We will collect and analyze data from said standards in a fewways including bi-weekly grade level meetings, quarterly datastep backs and daily exit tickets. We use formative andsummative assessments to track data and determine whoneeds additional supports. Below is a summary of our Tier Ipractices available to all students.

Teachers will meet throughout the month with their Grade LevelTeams to analyze benchmark data, set action plans to targetweak areas, and examine formative assessment data toevaluate progress. Grade Level Team Leaders will providesupport to the teachers in implementing the data team processand monitor that the data team process is being done withfidelity. Teachers, students and families will meet at least twicea year at parent teacher conferences or a meeting specificallydesigned for setting goals for the student on meeting academicgoals. Progress will be monitored and reviewed throughout theyear.

In Tier 1 ELA, students receive instruction with the ELEducation K-5 Language Arts curriculum which is acomprehensive, standards-based core literacy program. K-2receive Skills block, Module block, and Literature Lab. The K-2Reading Foundations Skills Block is a one-hour block that usesa structured phonics approach. The lessons and assessmentsexplicitly address the Reading Foundations standards, as wellas some Language standards associated with spelling andletter formation. Using supplemented with technology (ExactPath), teacher created activities that focus on phonemicawareness, spelling, decoding and fluency. Progressmonitoring using cycle assessments and EL Benchmarkingadministered three times a school year. In Kindergarten forexample students will receive high-quality, scientifically basedinstruction, differentiated to meet their needs, and are screenedon a periodic basis to identify struggling learners who needadditional support in Tier 2 for interventions.

Reading instructors and support staff will attend training (OrtonGillingham Training: $15000) to improve instructional strategiesin the classroom that will promote individual academic growthand increased reading achievement. Grade level teachers willengage in a variety of professional development and learning

AcademicSupportProgram

Tier 1 GettingReady

09/03/2019 06/30/2020 $140100 Section31a, Title IPart A,Section31a, Title IPart A, TitleI Part A,Title II PartA, Title IIPart A, TitleII Part A,Title I PartA, Title IPart A

AllInstructional Staff andthe BuildingLeadershipTeam



engage in a variety of professional development and learningactivities that will help them implement what is necessary foreffective data-based decision making. This includes training on:the data team process, data driven decision making, usingassessments to drive instruction, effective progress monitoring,best practices in reading instruction, using formativeassessments, developing and using common assessments andusing technology to enhance instruction.

In Module Block, students receive grade level instruction in awhole group setting. Lessons consist of exploration of rich text,writing objectives and engaging protocols that encourage gradelevel appropriate speaking and listening standards. Progressmonitoring includes Entrance and Exit Tickets, verbal checksfor understanding, a variety of mid and end of unitassessments, performance tasks and speaking and listeningchecklists. Beyond instruction and assessment, we will partnerwith our parents to bolster student achievement and progress.Additionally, instructional paraprofessional under the guidanceof the teacher will assist with assessments and duringindependent work time. The instructional coaches ($50,000)will assist in the development of teacher practice driven by dataand student work. We will also use our library scienceresources as well. Follett is a library science program that willallow students to check out books for reading groups andresearch projects. This program is to help supplementrecommended text for the ELA and Social Studies curriculum. Italso allows the school to catalog entire book collections.

UPSM MS’s ELA Tier I Core Content and Interventions arerooted in the researched based Common Core alignedEngageNy ELA 6-8 Curriculum. It consists of four modules.Each module is developed down to three units containing six totwenty lessons that link complex informational and literaryreading texts with writing, speaking and listening skills. It is ourbelief that ALL of our students should be challenged withevidenced based reading of complex anchor texts and supportmaterials as are presented in the EngageNY curriculum. Thisallows our teachers to dig deeper into the content and skillsthat all of our students must master in order to competeglobally. (CCSS Aligned Professional Training/Development -EngageNY Curriculum $2500; Class library book purchases,$600; EngageNY Anchor books, $5000)UPSM MS teachers are supported by an ELA InstructionalCoach and coaching cycles that embed the work and --- of theschool’s Work Plan learning targets. Instructional Coach($50,000)

Assessment: UPSM MS teachers continue to value and use thedata and information that they collect during instruction todetermine and plan for adjustments in student learning. Thisformative assessment cycle helps to guide our teachers’decision making and differentiate instruction. Our ELA



decision making and differentiate instruction. Our ELAcurriculum provides several scaffolding activities and materialsthat allow our teachers to assess students individually, duringpartnering, in small groups and in a whole class setting.Teachers quickly identify problems or misconceptions whichcan be addressed immediately. Teachers engage students in*summaries and reflections, *lists, charts and graphicorganizers, *visual representations of information, and*collaborative activities that include questioning and discussiontechniques. Ongoing training and support in these strategieswill serve to increase our teacher’s ability to implement theformative assessment cycle with fidelity. (FormativeAssessment Training/Professional Development $1500) Ourteachers use the summative assessments embedded in eachmodule and the ANet interim assessments to measure studentlearning. Specifically, teachers use the EngageNY Mid Unit andEnd of the Unit Assessment results to gather evidence ofstandards proficiency and to develop whole class reteachingplans for pre-identified student performance ranges.Instructional Coaches assist with the planning that takes placeduring their professional learning community (PLC) meetings.(ANet Assessments $25,000; Teacher ProfessionalDevelopment in collecting and interpreting reading data $500)

Differentiation: All of our students will receive differentiatedstandards based instruction in the classroom. Our teachersdifferentiate for providing extra support for struggling studentsand more challenging tasks for proficient students. Oncestudent performance levels have been determined throughformative and summative assessment, differentiated instructionis implemented, with teachers providing probing andprescriptive feedback to help students discover their ownmistakes and progress toward mastery. We supportdifferentiated instruction with diverse supplemental readingmaterials (computer based and --), through small and largegroup instruction, and the learning of the EngageNY ELAcontent in a variety of ways through projects, an additionalscaffolding of background building and adjustment ofquestioning types. Additional support would also be availablethrough after-school tutoring ($11,000), our summer learningprogram ($11,000) and family participation in our ELACurriculum Night activities and handouts ($1500).

Teacher as Facilitator and Student Ownership: UPSM MSteachers are gaining ground in successfully facilitating effectivequestioning and discussions as pathways to reveal studentmastery of the ELA Common Core Standards. Usingdiscussions and standards aligned tiered questions as aprimary teaching method has allowed us to stimulate criticalthinking for students who are performing at all levels on theperformance spectrum. Students develop proficiency withaccountable talk cards with the teacher guiding each student,or student group to respond to questions with accuracy and



or student group to respond to questions with accuracy andevidence. Students support the thinking for their peers andemphasize wait time for student who need more time toconstruct meaning of the task. Students self evaluate duringgroup discussions and participate in their own academic growthduring student-led conferences with the teacher and with theirparents. (Teacher as Facilitator Professional Development$500; Student led conferencing training $300)Lesson Design-Planning Common Core Standards instructionfor all levels of learning: Lesson Design provides the detailedpreparation to deliver high quality and differentiated instruction.EngageNY lessons provide all of the resources, details andinformation our teachers need to drive daily step-by-stepinstructional planning. UPSM MS ELA instruction focuses onClose Reading of a complex text; questions and tasks thatrequire students to cite details and support their claims aboutthe text and that attends to academic language/vocabulary,using the Workshop 1.0 and 2.0 Lesson Design Models.Workshop 1.0 focuses on: Introduction, Mini-Lesson, GuidedPractice, Application, Share and Debrief. Workshop 2.0focuses on: Engage, Grapple, Focus, Apply, and Synthesize.Plans will include scaffolded instructional support for strugglinglearners as well as exemplars so teachers will know when andwhat students are and are not producing masterful work thatmeets the work of the standard. Teachers specify on the lessontemplate groups and/or individual student’s names who needadditional support (Tier 2). These students can be grouped byinterest, topic, ability or learning styles. The lessons will bedeveloped through both weekly and unit planning modelsduring partner planning (PLCs.)

Progress Monitoring and Learning Walks: The ELAInstructional Coach and ELA teams engage in learning walks toprovide precise written and oral feedback and analyze resultsof Tier 1 instructional components to make evidence basedrecommendations for further and successful support andimplementation. (Substitutes for teacher coverage $2500)

Mentor teachers will receive extensive training ($27,000) andsupport to work with novice teachers as they enter theprofession of teaching. Mentors will acquire skills aroundfacilitating conversations, observation/coaching, leadinganalyses of student work, and setting goals with colleagues.Mentors and novice teachers will interact at least one hour perweek throughout the school year.

For incoming K, 6th, and 9th graders to UPSM, we utilize ourSummer Bridge program to acclimate students to our school.During Summer Bridge ($2,500) students get the opportunity tolearn the norms, expectations, and engage with our ELAcurriculum and teachers.



Schools:All Schools

Activity - Academic Tier II ActivityType


Source OfFunding

StaffResponsible



Our Tier II interventions continue the ELA academic supportsprovided in Tier I, and use formative and summativeassessment data to provide another layer of targeted,classroom teacher driven interventions to help students mastergrade level standards. Tier II can be seen as a “double dose” ofgrade level content. Tier II interventions last from six to eightweeks and provides around 50 to 100 minutes of additionalinstruction per week on specifically targeted skills. Theseinterventions are always “in addition to” and never “instead of”Tier I instruction. Students are encouraged to immediatelyapply skills learned in Tier II in their daily independent practice.

In Tier I, all students receive differentiated small groupinstruction in Skills Block & Reading. During this small grouptime, student receive instruction that addresses gaps inlearning, as well as reinforces current grade level standards.Students who struggle to make progress within their smallgroup will receive Tier II small group reading intervention fromtheir classroom teacher or from one of the eighteenparaprofessionals designated for Tier II interventions ($60,000)under the direction of the classroom teacher. The Tier II smallgroup interventions will occur during extended learning time orafter-school intervention. In 3-12, the Tier II small groupinterventions will occur during additional Reading instructionand/or in-school intervention time. Tier II small groups differfrom Tier I in the instructional strategies that are utilized. Tier IIsmall groups should follow a format of: modeling, guided andsupported practice, affirmative and immediate correctivefeedback, and student self-monitoring.

Students who are demonstrating that Tier II interventions arenecessary within the ELA modules can be provided withscaffolded supports during whole group or teacher led smallgroup work. These scaffolds include: shortening ofassignments, increased time to complete assignments,sentence frames for writing tasks, and being given graphicorganizers or charts. Teachers may also choose to use their in-school intervention time to address critical RI/RL standards. Inaddition, after school tutoring will serve as Tier II interventionsupport in ELA.

When a student is placed in a Tier II academic intervention,communication between the classroom teacher and parentsshould increase. Parents should be made aware ofinterventions being provided inside and outside of theclassroom, reason for interventions, student progress based oninterventions, and parents should be given resources &strategies to help support their students at home.Communication between the teacher and parents should bedocumented in case an MTSS meeting becomes necessary.

It is crucial that data be collected by the classroom teacher inTier II to document what interventions have been provided,


Tier 2 GettingReady

09/03/2019 06/30/2020 $65000 Section31a,Section 31a

AllInstructional SupportStaff andthe BuildingLeadershipTeam



Tier II to document what interventions have been provided,duration of the interventions, and the outcomes of the providedinterventions. Data collection should occur more frequently withthe classroom teacher and paraprofessional in Tier IIinterventions to monitor student progress and makeadjustments to instructional strategies being used. Studentswho continue to struggle to make adequate gains with Tier IIinterventions should be referred to the MTSS team todetermine if Tier III interventions are necessary. Documentationis vital in Tier II because the MTSS team can only act on theinformation and data they are provided by the classroomteacher.

All Tier II students will have the opportunity to take part in ourafter school tutoring ($5,000) intervention program. Thisprogram will focus on closing the learning gaps for thesestudents.

Schools:All Schools

Activity - Academic Tier III ActivityType


Source OfFunding

StaffResponsible



Based on student results from Tier I and II interventions,students are assigned to Tier III Interventions. Tier IIIintervention is our most intensive support system for studentswho have not made growth on the tracked priority standards.Tier III instruction is provided by a certified teacher who is amath/reading teacher. In Tier III, students receive extra time inorder to get access to grade level content. This instruction isprovided either 1 on 1 or in a small group setting.

Intervention Teachers ($120,000) in grades K-12 will run minigroups providing struggling Tier 2 students additional time anda reduced teacher to student ratio. These interventions willutilize more intensive strategies in a smaller group setting andwill provide students additional exposed to reading strategies.These interventions will help accelerate students reading abilitythrough instruction built around community, inferencing, criticalthinking and text structures.

The school will also provide extended learning opportunities forstudents through a series of after school and summerprograms.

Schools:All Schools


Tier 3 GettingReady

09/03/2019 06/30/2020 $120000 Section 31a AllInstructional SupportStaff andthe BuildingLeadershipTeam

Activity - Behavioral Tier I ActivityType


Source OfFunding

StaffResponsible



Crew and School Wide Community Crew: UPSM supports itsEL Education Crew and Community Crew practices and valuesthe impact it has had on developing talented studentchampions. It is in Crew where teachers and student peerscreate a community where relationship building, academicmonitoring, and individual student strengths are nurtured andcelebrated. Crew meets every morning, five days a week.Community Crew takes place every month where the entirestudent body and staff meet to celebrate student successesand behavioral growth.

UPSM ES:Restorative practices are effective at addressing thedisproportionality of discipline on students of color. Restorativepractices will give us new tools to replace outdated andineffective methods of punishment and suspension. It’s aim isto decrease school push-out/suspension and create a morepositive school culture, the Restorative Practices (RP)approach uses various communicative techniques focused onaffective statements and proactive community buildingactivities. ($20,000) in training will include an Introduction toRestorative Practices, Book study, Tier II and III intensivetraining, restorative strategies and circle training for up to 20participants. The additional 20 participants will cost $20, 000.We will use positive behavior incentives to encourage the useof character traits and choices that meet our school wide andclassroom expectations. This approach is used to improveschool safety and promote positive behavior. It teachesstudents about behavior, just as they would teach about anyother subject. It allows kids to meet behavior expectations ifthey know what the expectations are. It is required thateveryone is that everyone knows what’s appropriate behavior.Some the practices include: Weekly community circle - aweekly celebration where students are acknowledged forcharacter traits and academic achievement. Daily opening andclosing crew time - designed to set the tone for the day andreflect on character growth and development. Student-lednorms/rules students - allows students to create socialcontracts that govern student behavior Teaching CharacterEducation traits - explicit lessons that focus on one of the fourCharacter Traits Restorative language - used to reinforce acommon language to problem-solve, display a growth mind-setand support transformative behavioral change Weekly Check-ins - one-on-one time between teacher and student used toaddress/assess growth and development. Other examplespossibly include: Scholar Dollar Store, Pizza Party, Ice CreamSocial, Fun Friday Field.

UPSM MS / HS:At UPSM our Tier 1 Behavioral Intervention initiatives areuniversally grounded in our school wide positive support planthat every student will experience in the mathematics andscience classrooms, all other classrooms and in all school

BehavioralSupportProgram

Tier 1 GettingReady

09/03/2019 06/30/2020 $49700 Section31a,Section31a,Section31a,Section31a,Section31a, Title IIPart A

AllInstructional Staff,BehavioralStaff andthe BuildingLeadershipTeam



science classrooms, all other classrooms and in all schoolsettings. It is preventative and proactive. It is a multiple tieredsystem of support (MTSS) behavior plan whereby Tier 1provides our staff and students with concrete tools, systemsand practices. We believe in our best practices as these toolshave already begun to shape the vision we have for achampionship positive school culture. These practices willinclude and build on the following: PBIS $8,000 (PositiveBehavior Intervention and Supports) activities like, RestorativePractices, praise, rewards and consequences; ScholarChipABE w/Parental Portal $2500) Crew (Expeditionary LearningModel) $500, Community Crew ($1000, Parent CommunicationSystems, Naviance ($2,700), Etiquette Classes $400,Community Partnerships, and College and Career Counseling($1500)

PBIS , Restorative Practices and Crew: UPSM is workingtoward linking classroom and school wide best practices thatteach classroom behavior expectations, recognizes the socialgrowth of individual, student groups, and classrooms through:acknowledgements (Crew and Community Crew), teachingexpectations of the UPSM core values (Crew and CommunityCrew-Wings), providing appropriate discipline systems andsupports for teachers, Coaching and mentoring by studentsand staff, responses to misbehavior, student leadershipinitiatives (DocSidekicks/Student Ambassadors/Michigan FirstBanking Program) and field trips ($15,000). We also integratethe Restorative Practices approach where students learn howto use various communicative techniques and affectivestatements. We use this strategy to improve, repair and rebuildstudent relationships and build healthy classroom and school-wide communities.

Schools:All Schools

Activity - Behavioral Tier II ActivityType


Source OfFunding

StaffResponsible



The Restorative Practice Practitioner ($20,000) will assist withthe following restorative practices: Problem Solving Circles -used to address recurring issues and concerns Peer mediation-will be used to resolve individual challenges and concerns thatoccur and could be resolved through positively supported ideasthat help resolve existing and new misunderstandingsReflection sheets - used as an immediate opportunity forreflection Buddy room - a “friendly” place for a student to moveaway from the conflict and reflect on behavior Restorativelanguage - used to reinforce a common language to problem-solve, display a growth mind-set and support transformativebehavioral change.

The Restorative Practice Practitioner will lead the following:Restorative Conferencing and circles - used to allow student todive into the root of the concern and problem solve with allparticipants related to the issue Restorative plans andagreements - after the concern is addressed and an agreementis drawn up students will be accountable for their decisionsBIPs - A behavioral contract written by the Dean of Culture thathas to be agreed and signed off by all parties (student, parentand the Dean)

To encourage Tier 2 to increase greater self-awareness andsocial and academic improvement they will be involved inmentoring activities. Students would be paired with adultmentors from local community entities. The volunteers meetwith kids and participate in fun activities that explore education,career- and self-awareness. Mentors and students willparticipate in monthly mentoring sessions, meetings withrefreshments, field trips, and end of year celebration withrefreshments and associated costs with mentoring.

Continuous Staff Monitoring, Self Monitoring (StudentOwnership) and Peer Mentoring-Scholars receiving Tier 2behavior supports will be required to ‘check-in, check-out andreceive encouragement from their peer mentor, parent, Deanand the School Based Intervention Team.. A timeline of theseevents will be detailed in the scholar’s contract. Studentscholars must take ownership in meeting the expectations forimprovement which must take place within a specified time.Scholars will provide details of their improvement which wouldinclude a self evaluation of their success at their student ledconference.

School Based Intervention Team: The function of theIntervention Team as a Tier 2 participant will be to worktogether with the Dean and support staff and to assist with anyother actions or recommendations that are needed for thescholar’s success.

Schools:All Schools


Tier 2 GettingReady

09/03/2019 06/30/2020 $20000 Section 31a BehavioralSupportStaff andthe BuildingLeadershipTeam



Goal 2: Students scoring proficient or advanced proficient on the Math portion of the state

assessment will total 47.55% by the year 2024-25.







Category: Learning Support Systems

Activity - Behavioral Tier III ActivityType


Source OfFunding

StaffResponsible

When Tier 2 does work, the Dean of Culture would interveneand begin structuring a plan involving the family and schoolpriorities and responsibilities that need to be meet. The planmay include specific actions and consequences that could betaken to ensure the student and family meet the outlinedexpectations and more severe measures may be taken ifcompliance is not met.

Schools:All Schools


Tier 3 GettingReady

09/03/2019 06/30/2020 $0 Other BehavioralSupportStaff andthe BuildingLeadershipTeam

Measurable Objective 1:demonstrate a proficiency by increasing the percentage of students scoring proficient or above by 3% by 06/30/2020 as measured by the Math section of the stateassessment.



Research Cited: Avant, D. W. (2016). Using response to Intervention/Multi-tiered systems of supports to promote social justice in schools. Journal for Multicultural

Education, 10(4), 507-520.

Tier:



Source OfFunding

StaffResponsible




Teachers will meet throughout the month with their Grade LevelTeams to analyze benchmark data, set action plans to targetweak areas, and examine formative assessment data toevaluate progress. Grade Level Team Leaders will providesupport to the teachers in implementing the data team processand monitor that the data team process is being done withfidelity. Teachers, students and families will meet at least twicea year at parent teacher conferences or a meeting specificallydesigned for setting goals for the student on meeting academicgoals. Progress will be monitored and reviewed throughout theyear.

There will be various instructional coaches ($50,000), who willobserve and meet with teachers weekly. The coaches willanalyze data, review teacher planning documents, adjust scopeand sequences and provide instructional feedback. Lessonplan checks will be performed by our instructional coaches tomonitor the frequency of math strategies within Tier I. TheInstructional Coach will also coordinate our Peer-to-Peerclassroom observations along with providing teachersnecessary Tier I coaching, along with providing classroom walkthrough observations and support.

At the University Prep Science and Math, in Tier 1 Math, we willuse best practices, technology, collaboration, rich math tasksand the curriculum to address the standards. To accomplishthat task, in Tier 1, we will use do now and fluency activities,math problems of the week, the Eureka math curriculum,formative and summative assessments and instructionalcontent aides. Do Now & Fluency: Do Now’s and Fluency areopportunities given daily for students to practice and strengthencomputational skills along with reinforce foundationalunderstandings. Math problem of the week: Math Problems ofthe Week are given weekly from October to May where mathproblems are given for K-2 as well as 3-5. These problems


Tier 1 GettingReady

09/03/2019 06/30/2020 $129500 Title I PartA, Section31a, Title IIPart A, TitleI Part A




problems are given for K-2 as well as 3-5. These problemspromote critical thinking and problem solving. Students with thecorrect answers are acknowledged during Community Circleand are rewarded with scholar dollars. The Eureka MathCurriculum: The curriculum is taught whole-group; however,students are also given opportunities to work independently aswell as collaborate and practice with partners and small groups.Checks for understanding are embedded throughout the lessonin various ways. Teachers also use the M-STEP coaching bookto track understanding in all standards covered during the year.Exit Tickets/Assessments: Along with teaching the curriculum,students are given formal assessments through exit ticketsafter every lesson as well as summative assessments throughmid- and end-module assessments. Instructional Aides($50,000) will have a daily schedule of which grade andteacher they will push in for and the aide will focus onsupporting students with understanding the grade-level content.

Teachers will use the results of formative assessments todetermine the depth of student understanding of the material,and to adjust their instruction to meet the needs of students.Adjustments may include spending additional time reviewingmaterial with the class, with small groups of students, orpresenting information in a different way, bringing in additionalphenomenon for students to consider, reviewing pre-requisiteskills with the class, pairing higher-performing students withlower-performing students, or asking questions and engagingstudents in dialogue so that students realize self-monitor theirunderstanding as well.



Schools:All Schools





Source OfFunding

StaffResponsible



Our Tier II interventions continue the math academic supportsprovided in Tier I, and use formative and summativeassessment data to provide another layer of targeted,classroom teacher driven interventions to help students mastergrade level standards. Tier II can be seen as a “double dose” ofgrade level content. Tier II interventions last from six to eightweeks and provides around 50 to 100 minutes of additionalinstruction per week on specifically targeted skills. Theseinterventions are always “in addition to” and never “instead of”Tier I instruction. Students are encouraged to immediatelyapply skills learned in Tier II in their daily independent practice.

In Tier I, all students receive differentiated small groupinstruction in guided math. During this small group time,student receive instruction that addresses gaps in learning, aswell as reinforces current grade level standards. Students whostruggle to make progress within their small group will receiveTier II small group math intervention from their classroomteacher or from one of twelve paraprofessionals designated forTier II interventions ($60,000) under the direction of theclassroom teacher. The Tier II small group interventions willoccur during additional math time or after-school intervention.Tier II small groups differ from Tier I in the instructionalstrategies that are utilized. Tier II small groups should follow aformat of: modeling, guided and supported practice, affirmativeand immediate corrective feedback, and student self-monitoring. Students who are demonstrating that Tier IIinterventions are necessary within the math modules can beprovided with scaffolded supports during whole group orteacher led small group work. These scaffolds include:shortening of assignments, increased time to completeassignments, use of concrete manipulatives, and being givengraphic organizers or charts.

When a student is placed in a Tier II academic intervention,communication between the classroom teacher and parentsshould increase. Parents should be made aware ofinterventions being provided inside and outside of theclassroom, reason for interventions, student progress based oninterventions, and parents should be given resources &strategies to help support their students at home.Communication between the teacher and parents should bedocumented in case an MTSS meeting becomes necessary.

It is crucial that data be collected by the classroom teacher inTier II to document what interventions have been provided,duration of the interventions, and the outcomes of the providedinterventions. Data collection should occur more frequently withthe classroom teacher and paraprofessional in Tier IIinterventions to monitor student progress and makeadjustments to instructional strategies being used. Studentswho continue to struggle to make adequate gains with Tier IIinterventions should be referred to the MTSS team to


Tier 2 GettingReady





interventions should be referred to the MTSS team todetermine if Tier III interventions are necessary. Documentationis vital in Tier II because the MTSS team can only act on theinformation and data they are provided by the classroomteacher.

All Tier II students will have the opportunity to take part in ourafter school tutoring (5,000) intervention program. This programwill focus on closing the learning gaps for these students.

Schools:All Schools



Source OfFunding

StaffResponsible

Based on student results from Tier I and II interventions,students are assigned to Tier III Interventions. Tier IIIintervention is our most intensive support system for studentswho have not made growth on the tracked priority standards.Tier III instruction is provided by a certified teacher who is amath/reading teacher. In Tier III, students receive extra time inorder to get access to grade level content. This instruction isprovided either 1 on 1 or in a small group setting.

Intervention Teachers ($120,000) in grades K-12 will run minigroups providing struggling Tier 2 students additional time anda reduced teacher to student ratio. These interventions willutilize more intensive strategies in a smaller group setting andwill provide students additional exposed to mathematicsstrategies. These interventions will help accelerate studentsmath ability through instruction built around community,inferencing, critical thinking and text structures.


Schools:All Schools


Tier 3 GettingReady






Source OfFunding

StaffResponsible







Tier 1 GettingReady

09/03/2019 06/30/2020 $49700 Section31a,Section31a,Section31a,Section31a, Title IIPart A,Section 31a






Schools:All Schools



Source OfFunding

StaffResponsible








Schools:All Schools


Tier 2 GettingReady




Goal 3: Students scoring proficient or advanced proficient on the Science portion of the state

assessment will total 33% by the year 2024-25.







Schools:All Schools



Source OfFunding

StaffResponsible


Schools:All Schools


Tier 3 GettingReady


Measurable Objective 1:demonstrate a proficiency by increasing the percentage of students scoring proficient or above by 3% by 06/30/2020 as measured by the Science section of the stateassessment.



Category: Learning Support Systems Research Cited: Avant, D. W. (2016). Using response to Intervention/Multi-tiered systems of supports to promote social justice in schools. Journal for Multicultural

Education, 10(4), 507-520.

Tier:



Source OfFunding

StaffResponsible




Teachers will throughout the month with their Grade LevelTeams to analyze benchmark data, set action plans to targetweak areas, and examine formative assessment data toevaluate progress. Grade Level Team Leaders will providesupport to the teachers in implementing the data team processand monitor that the data team process is being done withfidelity. Teachers, students and families will meet at least twicea year at parent teacher conferences or a meeting specificallydesigned for setting goals for the student on meeting academicgoals. Progress will be monitored and reviewed throughout theyear.


Grade level teachers will engage in a variety of professionaldevelopment and learning activities that will help themimplement what is necessary for effective data-based decisionmaking. This includes training on: the data team process, datadriven decision making, using assessments to drive instruction,effective progress monitoring, best practices in readinginstruction, using formative assessments, developing and usingcommon assessments and using technology to enhanceinstruction.

Teachers will use the results of formative assessments todetermine the depth of student understanding of the material,


Tier 1 GettingReady

09/03/2019 06/30/2020 $80500 Title II PartA, Title IPart A, TitleI Part A,Title I PartA




determine the depth of student understanding of the material,and to adjust their instruction to meet the needs of students.Adjustments may include spending additional time reviewingmaterial with the class, with small groups of students, orpresenting information in a different way, bringing in additionalphenomenon for students to consider, reviewing pre-requisiteskills with the class, pairing higher-performing students withlower-performing students, or asking questions and engagingstudents in dialogue so that students realize self-monitor theirunderstanding as well.

Parents and students will participate Family Night ($1,000).Parents will be given helpful guidelines from an experiencedteacher to enhance their child's ability. Parents will be educatedon strategies to implement at home to improve their child’smath ability. Math work stations and games will be availablealong with take home materials.



Schools:All Schools



Source OfFunding

StaffResponsible



Based on student results from tier I instruction and intervention,students are assigned to Tier II Interventions. Tier II instructionand support varies from Tier I in a few ways. Tier II instructionis provided to small groups of students as determined by thedata collected from benchmark assessments and grade-leveldata meeting after tracking the priority standards. Additionally,Tier II can be either pull in or push out, under the guidance of acertified teacher.

Tier II interventions will be done in small groups providingstruggling students with additional exposure to classroomcontent. Intervention for Tier II goes beyond the classroom andstudents benefit by having another opportunity to learn thegrade level content.

There will be numerous paraprofessionals ($60,000)designated to support small group instruction both as push inand pull out under the guidance of a certified teacher. Groupswill be designated by frequent assessment and data collection.Data collection will be based off students’ mastery on the gradelevel standards as we track the priority standards in our bi-weekly grade level meetings and quarterly benchmarkassessments. We will determine success to see whether or notstudents have been successful in Tier II intervention based offthese benchmark assessments and ongoing data collection.For students who have not made progress on the trackedstandards, they will be recommended for Tier III intervention.

Teachers will participate in MTSS professional development toensure timely intervention for students who are struggling incontent.

Students struggling in Science will be given the opportunity toparticipate in tutoring to improve science and math skills.Summer School ($40,000) will provide additional instructionalsupport for students who did not meet proficiency in science onthe MSTEP and/or local science assessments. Students will beselected to attend a 1 week summer session ($15,000)provided by Ecotek, where they will receive increased exposureto science lab techniques and strategies in a comprehensiveSTEM research and innovation camp.

Schools:All Schools


Tier 2 GettingReady

09/03/2019 06/30/2020 $115000 Section31a,Section31a,Section 31a






Source OfFunding

StaffResponsible

Based on student results from Tier I and II interventions,students are assigned to Tier III Interventions. Tier IIIintervention is our most intensive support system for studentswho have not made growth on the tracked priority standards.Tier III instruction is provided by a certified teacher. In Tier III,students receive extra time in order to get access to grade levelcontent. This instruction is provided either 1 on 1 or in a smallgroup setting.

Intervention Teachers ($120,000) in grades K-12 will run minigroups providing struggling Tier 2 students additional time anda reduced teacher to student ratio. These interventions willutilize more intensive strategies in a smaller group setting andwill provide students additional exposed to science strategies.These interventions will help accelerate students science andmath ability through instruction built around community,inferencing, critical thinking and text structures.


Schools:All Schools


Tier 3 GettingReady




Source OfFunding

StaffResponsible







Tier 1 GettingReady

09/03/2019 06/30/2020 $49700 Section31a,Section31a,Section31a, Title IIPart A,Section31a,Section 31a






Schools:All Schools



Source OfFunding

StaffResponsible








Schools:All Schools


Tier 2 GettingReady




Goal 4: Students scoring proficient or advanced proficient on the Social Studies portion of the

state assessment will total 30% by the year 2024-25.







Category: Learning Support Systems



Source OfFunding

StaffResponsible


Schools:All Schools


Tier 3 GettingReady


Measurable Objective 1:demonstrate a proficiency by increasing the percentage of students scoring proficient or above by 3% by 06/30/2020 as measured by the Social Studies section of thestate assessment.



Research Cited: Avant, D. W. (2016). Using response to Intervention/Multi-tiered systems of supports to promote social justice in schools. Journal for Multicultural

Education, 10(4), 507-520.

Tier:



Source OfFunding

StaffResponsible




Teachers will throughout the month with their Grade LevelTeams to analyze benchmark data, set action plans to targetweak areas, and examine formative assessment data toevaluate progress. Grade Level Team Leaders will providesupport to the teachers in implementing the data team processand monitor that the data team process is being done withfidelity. Teachers, students and families will meet at least twicea year at parent teacher conferences or a meeting specificallydesigned for setting goals for the student on meeting academicgoals. Progress will be monitored and reviewed throughout theyear.


Grade level teachers will engage in a variety of professionaldevelopment and learning activities that will help themimplement what is necessary for effective data-based decisionmaking. This includes training on: the data team process, datadriven decision making, using assessments to drive instruction,effective progress monitoring, best practices in readinginstruction, using formative assessments, developing and usingcommon assessments and using technology to enhanceinstruction.

Teachers will use the results of formative assessments todetermine the depth of student understanding of the material,


Tier 1 GettingReady

09/03/2019 06/30/2020 $80500 Title I PartA, Title IPart A, TitleII Part A,Title I PartA




determine the depth of student understanding of the material,and to adjust their instruction to meet the needs of students.Adjustments may include spending additional time reviewingmaterial with the class, with small groups of students, orpresenting information in a different way, bringing in additionalphenomenon for students to consider, reviewing pre-requisiteskills with the class, pairing higher-performing students withlower-performing students, or asking questions and engagingstudents in dialogue so that students realize self-monitor theirunderstanding as well.

Parents and students will participate Family Night ($1,000).Parents will be given helpful guidelines from an experiencedteacher to enhance their child's ability. Parents will be educatedon strategies to implement at home to improve their child’smath ability. Math work stations and games will be availablealong with take home materials.



Schools:All Schools



Source OfFunding

StaffResponsible



Based on student results from tier I instruction and intervention,students are assigned to Tier II Interventions. Tier II instructionand support varies from Tier I in a few ways. Tier II instructionis provided to small groups of students as determined by thedata collected from benchmark assessments and grade-leveldata meeting after tracking the priority standards. Additionally,Tier II can be either pull in or push out, under the guidance of acertified teacher.

Tier II interventions will be done in small groups providingstruggling students with additional exposure to classroomcontent. Intervention for Tier II goes beyond the classroom andstudents benefit by having another opportunity to learn thegrade level content.

There will be numerous paraprofessionals ($60,000)designated to support small group instruction both as push inand pull out under the guidance of a certified teacher. Groupswill be designated by frequent assessment and data collection.Data collection will be based off students’ mastery on the gradelevel standards as we track the priority standards in our bi-weekly grade level meetings and quarterly benchmarkassessments. We will determine success to see whether or notstudents have been successful in Tier II intervention based offthese benchmark assessments and ongoing data collection.For students who have not made progress on the trackedstandards, they will be recommended for Tier III intervention.

Teachers will participate in MTSS professional development toensure timely intervention for students who are struggling incontent.

Students struggling in Social Studies will be given theopportunity to participate in tutoring to improve ELA and SocialStudies skills. Summer School will provide additionalinstructional support for students who did not meet proficiencyin social studies on the MSTEP and/or local social studiesassessments. Students will be selected to attend a 4 weeksummer session ($15,000) where they will receive directinstruction from highly qualified teachers that will focus onareas where students need to improve upon.

Schools:All Schools


Tier 2 GettingReady







Source OfFunding

StaffResponsible

Based on student results from Tier I and II interventions,students are assigned to Tier III Interventions. Tier IIIintervention is our most intensive support system for studentswho have not made growth on the tracked priority standards.Tier III instruction is provided by a certified teacher. In Tier III,students receive extra time in order to get access to grade levelcontent. This instruction is provided either 1 on 1 or in a smallgroup setting.

Intervention Teachers ($120,000) in grades K-12 will run minigroups providing struggling Tier 2 students additional time anda reduced teacher to student ratio. These interventions willutilize more intensive strategies in a smaller group setting andwill provide students additional exposed to social studiesstrategies. These interventions will help accelerate studentsreading and social studies ability through instruction builtaround community, inferencing, critical thinking and textstructures.


Schools:All Schools


Tier 3 GettingReady




Source OfFunding

StaffResponsible







Tier 1 GettingReady

09/03/2019 06/30/2020 $49700 Section31a,Section31a,Section31a,Section31a, Title IIPart A,Section 31a






Schools:All Schools



Source OfFunding

StaffResponsible








Schools:All Schools


Tier 2 GettingReady






Source OfFunding

StaffResponsible


Schools:All Schools


Tier 3 GettingReady




Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

Activity Name Activity Description ActivityType


StaffResponsible



Academic Tier I At University Preparatory Science and Math, webelieve a strong Tier I is a critical component toensure student success both behaviorally andacademically. We define Tier I instruction asuniversal instructional practices, protocols andsupports delivered within the classroom to allstudents. In terms of professional development,we define Tier I as training available to all staff inorder to support all students. Along withinstruction provided to all students, it is vital thatwe monitor data on an ongoing process in order todetermine whether or not students are masteringthe content or need extra support. Data we will betracking will be based off priority standards. Wewill collect and analyze data from said standardsin a few ways including bi-weekly grade levelmeetings, quarterly data step backs and daily exittickets. We use formative and summativeassessments to track data and determine whoneeds additional supports. Below is a summary ofour Tier I practices available to all students.

Teachers will meet throughout the month with theirGrade Level Teams to analyze benchmark data,set action plans to target weak areas, andexamine formative assessment data to evaluateprogress. Grade Level Team Leaders will providesupport to the teachers in implementing the datateam process and monitor that the data teamprocess is being done with fidelity. Teachers,students and families will meet at least twice ayear at parent teacher conferences or a meetingspecifically designed for setting goals for thestudent on meeting academic goals. Progress willbe monitored and reviewed throughout the year.

In Tier 1 ELA, students receive instruction with theEL Education K-5 Language Arts curriculum whichis a comprehensive, standards-based core literacyprogram. K-2 receive Skills block, Module block,and Literature Lab. The K-2 Reading FoundationsSkills Block is a one-hour block that uses astructured phonics approach. The lessons andassessments explicitly address the ReadingFoundations standards, as well as someLanguage standards associated with spelling andletter formation. Using supplemented withtechnology (Exact Path), teacher created activitiesthat focus on phonemic awareness, spelling,decoding and fluency. Progress monitoring usingcycle assessments and EL Benchmarkingadministered three times a school year. InKindergarten for example students will receive


Tier 1 GettingReady

09/03/2019 06/30/2020 $2500 AllInstructional Staff andthe BuildingLeadershipTeam



Kindergarten for example students will receivehigh-quality, scientifically based instruction,differentiated to meet their needs, and arescreened on a periodic basis to identify strugglinglearners who need additional support in Tier 2 forinterventions.

Reading instructors and support staff will attendtraining (Orton Gillingham Training: $15000) toimprove instructional strategies in the classroomthat will promote individual academic growth andincreased reading achievement. Grade levelteachers will engage in a variety of professionaldevelopment and learning activities that will helpthem implement what is necessary for effectivedata-based decision making. This includes trainingon: the data team process, data driven decisionmaking, using assessments to drive instruction,effective progress monitoring, best practices inreading instruction, using formative assessments,developing and using common assessments andusing technology to enhance instruction.

In Module Block, students receive grade levelinstruction in a whole group setting. Lessonsconsist of exploration of rich text, writingobjectives and engaging protocols that encouragegrade level appropriate speaking and listeningstandards. Progress monitoring includes Entranceand Exit Tickets, verbal checks for understanding,a variety of mid and end of unit assessments,performance tasks and speaking and listeningchecklists. Beyond instruction and assessment,we will partner with our parents to bolster studentachievement and progress. Additionally,instructional paraprofessional under the guidanceof the teacher will assist with assessments andduring independent work time. The instructionalcoaches ($50,000) will assist in the developmentof teacher practice driven by data and studentwork. We will also use our library scienceresources as well. Follett is a library scienceprogram that will allow students to check outbooks for reading groups and research projects.This program is to help supplement recommendedtext for the ELA and Social Studies curriculum. Italso allows the school to catalog entire bookcollections.

UPSM MS’s ELA Tier I Core Content andInterventions are rooted in the researched basedCommon Core aligned EngageNy ELA 6-8Curriculum. It consists of four modules. Each



Curriculum. It consists of four modules. Eachmodule is developed down to three unitscontaining six to twenty lessons that link complexinformational and literary reading texts withwriting, speaking and listening skills. It is our beliefthat ALL of our students should be challenged withevidenced based reading of complex anchor textsand support materials as are presented in theEngageNY curriculum. This allows our teachers todig deeper into the content and skills that all of ourstudents must master in order to compete globally.(CCSS Aligned ProfessionalTraining/Development -EngageNY Curriculum$2500; Class library book purchases, $600;EngageNY Anchor books, $5000)UPSM MS teachers are supported by an ELAInstructional Coach and coaching cycles thatembed the work and --- of the school’s Work Planlearning targets. Instructional Coach ($50,000)

Assessment: UPSM MS teachers continue tovalue and use the data and information that theycollect during instruction to determine and plan foradjustments in student learning. This formativeassessment cycle helps to guide our teachers’decision making and differentiate instruction. OurELA curriculum provides several scaffoldingactivities and materials that allow our teachers toassess students individually, during partnering, insmall groups and in a whole class setting.Teachers quickly identify problems ormisconceptions which can be addressedimmediately. Teachers engage students in*summaries and reflections, *lists, charts andgraphic organizers, *visual representations ofinformation, and *collaborative activities thatinclude questioning and discussion techniques.Ongoing training and support in these strategieswill serve to increase our teacher’s ability toimplement the formative assessment cycle withfidelity. (Formative AssessmentTraining/Professional Development $1500) Ourteachers use the summative assessmentsembedded in each module and the ANet interimassessments to measure student learning.Specifically, teachers use the EngageNY Mid Unitand End of the Unit Assessment results to gatherevidence of standards proficiency and to developwhole class reteaching plans for pre-identifiedstudent performance ranges. InstructionalCoaches assist with the planning that takes placeduring their professional learning community(PLC) meetings. (ANet Assessments $25,000;



(PLC) meetings. (ANet Assessments $25,000;Teacher Professional Development in collectingand interpreting reading data $500)

Differentiation: All of our students will receivedifferentiated standards based instruction in theclassroom. Our teachers differentiate for providingextra support for struggling students and morechallenging tasks for proficient students. Oncestudent performance levels have been determinedthrough formative and summative assessment,differentiated instruction is implemented, withteachers providing probing and prescriptivefeedback to help students discover their ownmistakes and progress toward mastery. Wesupport differentiated instruction with diversesupplemental reading materials (computer basedand --), through small and large group instruction,and the learning of the EngageNY ELA content ina variety of ways through projects, an additionalscaffolding of background building and adjustmentof questioning types. Additional support wouldalso be available through after-school tutoring($11,000), our summer learning program($11,000) and family participation in our ELACurriculum Night activities and handouts ($1500).

Teacher as Facilitator and Student Ownership:UPSM MS teachers are gaining ground insuccessfully facilitating effective questioning anddiscussions as pathways to reveal studentmastery of the ELA Common Core Standards.Using discussions and standards aligned tieredquestions as a primary teaching method hasallowed us to stimulate critical thinking forstudents who are performing at all levels on theperformance spectrum. Students developproficiency with accountable talk cards with theteacher guiding each student, or student group torespond to questions with accuracy and evidence.Students support the thinking for their peers andemphasize wait time for student who need moretime to construct meaning of the task. Studentsself evaluate during group discussions andparticipate in their own academic growth duringstudent-led conferences with the teacher and withtheir parents. (Teacher as Facilitator ProfessionalDevelopment $500; Student led conferencingtraining $300)Lesson Design-Planning Common CoreStandards instruction for all levels of learning:Lesson Design provides the detailed preparationto deliver high quality and differentiated



to deliver high quality and differentiatedinstruction. EngageNY lessons provide all of theresources, details and information our teachersneed to drive daily step-by-step instructionalplanning. UPSM MS ELA instruction focuses onClose Reading of a complex text; questions andtasks that require students to cite details andsupport their claims about the text and thatattends to academic language/vocabulary, usingthe Workshop 1.0 and 2.0 Lesson Design Models.Workshop 1.0 focuses on: Introduction, Mini-Lesson, Guided Practice, Application, Share andDebrief. Workshop 2.0 focuses on: Engage,Grapple, Focus, Apply, and Synthesize. Plans willinclude scaffolded instructional support forstruggling learners as well as exemplars soteachers will know when and what students areand are not producing masterful work that meetsthe work of the standard. Teachers specify on thelesson template groups and/or individual student’snames who need additional support (Tier 2).These students can be grouped by interest, topic,ability or learning styles. The lessons will bedeveloped through both weekly and unit planningmodels during partner planning (PLCs.)

Progress Monitoring and Learning Walks: TheELA Instructional Coach and ELA teams engagein learning walks to provide precise written andoral feedback and analyze results of Tier 1instructional components to make evidence basedrecommendations for further and successfulsupport and implementation. (Substitutes forteacher coverage $2500)

Mentor teachers will receive extensive training($27,000) and support to work with noviceteachers as they enter the profession of teaching.Mentors will acquire skills around facilitatingconversations, observation/coaching, leadinganalyses of student work, and setting goals withcolleagues. Mentors and novice teachers willinteract at least one hour per week throughout theschool year.

For incoming K, 6th, and 9th graders to UPSM, weutilize our Summer Bridge program to acclimatestudents to our school. During Summer Bridge($2,500) students get the opportunity to learn thenorms, expectations, and engage with our ELAcurriculum and teachers.




Teachers will throughout the month with theirGrade Level Teams to analyze benchmark data,set action plans to target weak areas, andexamine formative assessment data to evaluateprogress. Grade Level Team Leaders will providesupport to the teachers in implementing the datateam process and monitor that the data teamprocess is being done with fidelity. Teachers,students and families will meet at least twice ayear at parent teacher conferences or a meetingspecifically designed for setting goals for thestudent on meeting academic goals. Progress willbe monitored and reviewed throughout the year.

There will be various instructional coaches($50,000), who will observe and meet withteachers weekly. The coaches will analyze data,review teacher planning documents, adjust scopeand sequences and provide instructionalfeedback. Lesson plan checks will be performedby our instructional coaches to monitor thefrequency of math strategies within Tier I. TheInstructional Coach will also coordinate our Peer-to-Peer classroom observations along withproviding teachers necessary Tier I coaching,along with providing classroom walk throughobservations and support.

Grade level teachers will engage in a variety ofprofessional development and learning activitiesthat will help them implement what is necessary


Tier 1 GettingReady




that will help them implement what is necessaryfor effective data-based decision making. Thisincludes training on: the data team process, datadriven decision making, using assessments todrive instruction, effective progress monitoring,best practices in reading instruction, usingformative assessments, developing and usingcommon assessments and using technology toenhance instruction.

Teachers will use the results of formativeassessments to determine the depth of studentunderstanding of the material, and to adjust theirinstruction to meet the needs of students.Adjustments may include spending additional timereviewing material with the class, with smallgroups of students, or presenting information in adifferent way, bringing in additional phenomenonfor students to consider, reviewing pre-requisiteskills with the class, pairing higher-performingstudents with lower-performing students, or askingquestions and engaging students in dialogue sothat students realize self-monitor theirunderstanding as well.

Parents and students will participate Family Night($1,000). Parents will be given helpful guidelinesfrom an experienced teacher to enhance theirchild's ability. Parents will be educated onstrategies to implement at home to improve theirchild’s math ability. Math work stations and gameswill be available along with take home materials.









Tier 1 GettingReady






























Tier 1 GettingReady














At the University Prep Science and Math, in Tier 1Math, we will use best practices, technology,collaboration, rich math tasks and the curriculum


Tier 1 GettingReady




collaboration, rich math tasks and the curriculumto address the standards. To accomplish thattask, in Tier 1, we will use do now and fluencyactivities, math problems of the week, the Eurekamath curriculum, formative and summativeassessments and instructional content aides. DoNow & Fluency: Do Now’s and Fluency areopportunities given daily for students to practiceand strengthen computational skills along withreinforce foundational understandings. Mathproblem of the week: Math Problems of the Weekare given weekly from October to May where mathproblems are given for K-2 as well as 3-5. Theseproblems promote critical thinking and problemsolving. Students with the correct answers areacknowledged during Community Circle and arerewarded with scholar dollars. The Eureka MathCurriculum: The curriculum is taught whole-group;however, students are also given opportunities towork independently as well as collaborate andpractice with partners and small groups. Checksfor understanding are embedded throughout thelesson in various ways. Teachers also use the M-STEP coaching book to track understanding in allstandards covered during the year. ExitTickets/Assessments: Along with teaching thecurriculum, students are given formalassessments through exit tickets after everylesson as well as summative assessmentsthrough mid- and end-module assessments.Instructional Aides ($50,000) will have a dailyschedule of which grade and teacher they willpush in for and the aide will focus on supportingstudents with understanding the grade-levelcontent.


Mentor teachers will receive extensive training($27,000) and support to work with novice



($27,000) and support to work with noviceteachers as they enter the profession of teaching.Mentors will acquire skills around facilitatingconversations, observation/coaching, leadinganalyses of student work, and setting goals withcolleagues. Mentors and novice teachers willinteract at least one hour per week throughout theschool year.









Tier 1 GettingReady
















Tier 1 GettingReady















Tier 1 GettingReady





























Tier 1 GettingReady






























Tier 1 GettingReady
















Tier 1 GettingReady


















Tier 1 GettingReady















Tier 1 GettingReady

























Title II Part A



StaffResponsible



Behavioral Tier I Crew and School Wide Community Crew: UPSMsupports its EL Education Crew and CommunityCrew practices and values the impact it has hadon developing talented student champions. It is inCrew where teachers and student peers create acommunity where relationship building, academicmonitoring, and individual student strengths arenurtured and celebrated. Crew meets everymorning, five days a week. Community Crewtakes place every month where the entire studentbody and staff meet to celebrate studentsuccesses and behavioral growth.

UPSM ES:Restorative practices are effective at addressingthe disproportionality of discipline on students ofcolor. Restorative practices will give us new toolsto replace outdated and ineffective methods ofpunishment and suspension. It’s aim is todecrease school push-out/suspension and createa more positive school culture, the RestorativePractices (RP) approach uses variouscommunicative techniques focused on affectivestatements and proactive community buildingactivities. ($20,000) in training will include anIntroduction to Restorative Practices, Book study,Tier II and III intensive training, restorativestrategies and circle training for up to 20participants. The additional 20 participants willcost $20, 000.We will use positive behavior incentives toencourage the use of character traits and choicesthat meet our school wide and classroomexpectations. This approach is used to improveschool safety and promote positive behavior. Itteaches students about behavior, just as theywould teach about any other subject. It allows kidsto meet behavior expectations if they know whatthe expectations are. It is required that everyone isthat everyone knows what’s appropriate behavior.Some the practices include: Weekly communitycircle - a weekly celebration where students areacknowledged for character traits and academicachievement. Daily opening and closing crew time- designed to set the tone for the day and reflecton character growth and development. Student-led norms/rules students - allows students tocreate social contracts that govern studentbehavior Teaching Character Education traits -explicit lessons that focus on one of the fourCharacter Traits Restorative language - used toreinforce a common language to problem-solve,display a growth mind-set and support


Tier 1 GettingReady

09/03/2019 06/30/2020 $20000 AllInstructional Staff,BehavioralStaff andthe BuildingLeadershipTeam



display a growth mind-set and supporttransformative behavioral change Weekly Check-ins - one-on-one time between teacher andstudent used to address/assess growth anddevelopment. Other examples possibly include:Scholar Dollar Store, Pizza Party, Ice CreamSocial, Fun Friday Field.

UPSM MS / HS:At UPSM our Tier 1 Behavioral Interventioninitiatives are universally grounded in our schoolwide positive support plan that every student willexperience in the mathematics and scienceclassrooms, all other classrooms and in all schoolsettings. It is preventative and proactive. It is amultiple tiered system of support (MTSS) behaviorplan whereby Tier 1 provides our staff andstudents with concrete tools, systems andpractices. We believe in our best practices asthese tools have already begun to shape thevision we have for a championship positive schoolculture. These practices will include and build onthe following: PBIS $8,000 (Positive BehaviorIntervention and Supports) activities like,Restorative Practices, praise, rewards andconsequences; ScholarChip ABE w/ParentalPortal $2500) Crew (Expeditionary LearningModel) $500, Community Crew ($1000, ParentCommunication Systems, Naviance ($2,700),Etiquette Classes $400, Community Partnerships,and College and Career Counseling ($1500)

PBIS , Restorative Practices and Crew: UPSM isworking toward linking classroom and school widebest practices that teach classroom behaviorexpectations, recognizes the social growth ofindividual, student groups, and classroomsthrough: acknowledgements (Crew andCommunity Crew), teaching expectations of theUPSM core values (Crew and Community Crew-Wings), providing appropriate discipline systemsand supports for teachers, Coaching andmentoring by students and staff, responses tomisbehavior, student leadership initiatives(DocSidekicks/Student Ambassadors/MichiganFirst Banking Program) and field trips ($15,000).We also integrate the Restorative Practicesapproach where students learn how to use variouscommunicative techniques and affectivestatements. We use this strategy to improve,repair and rebuild student relationships and buildhealthy classroom and school-wide communities.







Tier 1 GettingReady






























Tier 1 GettingReady


















Tier 1 GettingReady














Tier 1 GettingReady













Tier 1 GettingReady






























Tier 1 GettingReady














Tier 1 GettingReady













Tier 1 GettingReady




























Tier 1 GettingReady









Section 31a



StaffResponsible






Tier 1 GettingReady









Academic Tier II Based on student results from tier I instruction andintervention, students are assigned to Tier IIInterventions. Tier II instruction and supportvaries from Tier I in a few ways. Tier II instructionis provided to small groups of students asdetermined by the data collected from benchmarkassessments and grade-level data meeting aftertracking the priority standards. Additionally, Tier IIcan be either pull in or push out, under theguidance of a certified teacher.

Tier II interventions will be done in small groupsproviding struggling students with additionalexposure to classroom content. Intervention forTier II goes beyond the classroom and studentsbenefit by having another opportunity to learn thegrade level content.

There will be numerous paraprofessionals($60,000) designated to support small groupinstruction both as push in and pull out under theguidance of a certified teacher. Groups will bedesignated by frequent assessment and datacollection. Data collection will be based offstudents’ mastery on the grade level standards aswe track the priority standards in our bi-weeklygrade level meetings and quarterly benchmarkassessments. We will determine success to seewhether or not students have been successful inTier II intervention based off these benchmarkassessments and ongoing data collection. Forstudents who have not made progress on thetracked standards, they will be recommended forTier III intervention.

Teachers will participate in MTSS professionaldevelopment to ensure timely intervention forstudents who are struggling in content.

Students struggling in Science will be given theopportunity to participate in tutoring to improvescience and math skills. Summer School($40,000) will provide additional instructionalsupport for students who did not meet proficiencyin science on the MSTEP and/or local scienceassessments. Students will be selected to attend a1 week summer session ($15,000) provided byEcotek, where they will receive increasedexposure to science lab techniques and strategiesin a comprehensive STEM research andinnovation camp.


Tier 2 GettingReady

09/03/2019 06/30/2020 $15000 AllInstructional SupportStaff andthe BuildingLeadershipTeam



Behavioral Tier II The Restorative Practice Practitioner ($20,000)will assist with the following restorative practices:Problem Solving Circles - used to addressrecurring issues and concerns Peer mediation-willbe used to resolve individual challenges andconcerns that occur and could be resolvedthrough positively supported ideas that helpresolve existing and new misunderstandingsReflection sheets - used as an immediateopportunity for reflection Buddy room - a “friendly”place for a student to move away from the conflictand reflect on behavior Restorative language -used to reinforce a common language to problem-solve, display a growth mind-set and supporttransformative behavioral change.

The Restorative Practice Practitioner will lead thefollowing: Restorative Conferencing and circles -used to allow student to dive into the root of theconcern and problem solve with all participantsrelated to the issue Restorative plans andagreements - after the concern is addressed andan agreement is drawn up students will beaccountable for their decisions BIPs - A behavioralcontract written by the Dean of Culture that has tobe agreed and signed off by all parties (student,parent and the Dean)

To encourage Tier 2 to increase greater self-awareness and social and academic improvementthey will be involved in mentoring activities.Students would be paired with adult mentors fromlocal community entities. The volunteers meet withkids and participate in fun activities that exploreeducation, career- and self-awareness. Mentorsand students will participate in monthly mentoringsessions, meetings with refreshments, field trips,and end of year celebration with refreshments andassociated costs with mentoring.

Continuous Staff Monitoring, Self Monitoring(Student Ownership) and Peer Mentoring-Scholars receiving Tier 2 behavior supports will berequired to ‘check-in, check-out and receiveencouragement from their peer mentor, parent,Dean and the School Based Intervention Team.. Atimeline of these events will be detailed in thescholar’s contract. Student scholars must takeownership in meeting the expectations forimprovement which must take place within aspecified time. Scholars will provide details of theirimprovement which would include a selfevaluation of their success at their student led


Tier 2 GettingReady

09/03/2019 06/30/2020 $20000 BehavioralSupportStaff andthe BuildingLeadershipTeam



evaluation of their success at their student ledconference.

School Based Intervention Team: The function ofthe Intervention Team as a Tier 2 participant willbe to work together with the Dean and supportstaff and to assist with any other actions orrecommendations that are needed for thescholar’s success.






Tier 1 GettingReady












Tier 1 GettingReady









Academic Tier II Our Tier II interventions continue the ELAacademic supports provided in Tier I, and useformative and summative assessment data toprovide another layer of targeted, classroomteacher driven interventions to help studentsmaster grade level standards. Tier II can be seenas a “double dose” of grade level content. Tier IIinterventions last from six to eight weeks andprovides around 50 to 100 minutes of additionalinstruction per week on specifically targeted skills.These interventions are always “in addition to” andnever “instead of” Tier I instruction. Students areencouraged to immediately apply skills learned inTier II in their daily independent practice.

In Tier I, all students receive differentiated smallgroup instruction in Skills Block & Reading. Duringthis small group time, student receive instructionthat addresses gaps in learning, as well asreinforces current grade level standards. Studentswho struggle to make progress within their smallgroup will receive Tier II small group readingintervention from their classroom teacher or fromone of the eighteen paraprofessionals designatedfor Tier II interventions ($60,000) under thedirection of the classroom teacher. The Tier IIsmall group interventions will occur duringextended learning time or after-schoolintervention. In 3-12, the Tier II small groupinterventions will occur during additional Readinginstruction and/or in-school intervention time. TierII small groups differ from Tier I in the instructionalstrategies that are utilized. Tier II small groupsshould follow a format of: modeling, guided andsupported practice, affirmative and immediatecorrective feedback, and student self-monitoring.

Students who are demonstrating that Tier IIinterventions are necessary within the ELAmodules can be provided with scaffolded supportsduring whole group or teacher led small groupwork. These scaffolds include: shortening ofassignments, increased time to completeassignments, sentence frames for writing tasks,and being given graphic organizers or charts.Teachers may also choose to use their in-schoolintervention time to address critical RI/RLstandards. In addition, after school tutoring willserve as Tier II intervention support in ELA.

When a student is placed in a Tier II academicintervention, communication between theclassroom teacher and parents should increase.


Tier 2 GettingReady




classroom teacher and parents should increase.Parents should be made aware of interventionsbeing provided inside and outside of theclassroom, reason for interventions, studentprogress based on interventions, and parentsshould be given resources & strategies to helpsupport their students at home. Communicationbetween the teacher and parents should bedocumented in case an MTSS meeting becomesnecessary.

It is crucial that data be collected by the classroomteacher in Tier II to document what interventionshave been provided, duration of the interventions,and the outcomes of the provided interventions.Data collection should occur more frequently withthe classroom teacher and paraprofessional inTier II interventions to monitor student progressand make adjustments to instructional strategiesbeing used. Students who continue to struggle tomake adequate gains with Tier II interventionsshould be referred to the MTSS team to determineif Tier III interventions are necessary.Documentation is vital in Tier II because theMTSS team can only act on the information anddata they are provided by the classroom teacher.

All Tier II students will have the opportunity to takepart in our after school tutoring ($5,000)intervention program. This program will focus onclosing the learning gaps for these students.






Tier 1 GettingReady












Tier 1 GettingReady









Academic Tier III Based on student results from Tier I and IIinterventions, students are assigned to Tier IIIInterventions. Tier III intervention is our mostintensive support system for students who havenot made growth on the tracked priority standards.Tier III instruction is provided by a certified teacherwho is a math/reading teacher. In Tier III,students receive extra time in order to get accessto grade level content. This instruction is providedeither 1 on 1 or in a small group setting.

Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to readingstrategies. These interventions will help acceleratestudents reading ability through instruction builtaround community, inferencing, critical thinkingand text structures.

The school will also provide extended learningopportunities for students through a series of afterschool and summer programs.


Tier 3 GettingReady







Tier 1 GettingReady












Tier 1 GettingReady









Academic Tier II Our Tier II interventions continue the mathacademic supports provided in Tier I, and useformative and summative assessment data toprovide another layer of targeted, classroomteacher driven interventions to help studentsmaster grade level standards. Tier II can be seenas a “double dose” of grade level content. Tier IIinterventions last from six to eight weeks andprovides around 50 to 100 minutes of additionalinstruction per week on specifically targeted skills.These interventions are always “in addition to” andnever “instead of” Tier I instruction. Students areencouraged to immediately apply skills learned inTier II in their daily independent practice.

In Tier I, all students receive differentiated smallgroup instruction in guided math. During this smallgroup time, student receive instruction thataddresses gaps in learning, as well as reinforcescurrent grade level standards. Students whostruggle to make progress within their small groupwill receive Tier II small group math interventionfrom their classroom teacher or from one of twelveparaprofessionals designated for Tier IIinterventions ($60,000) under the direction of theclassroom teacher. The Tier II small groupinterventions will occur during additional math timeor after-school intervention. Tier II small groupsdiffer from Tier I in the instructional strategies thatare utilized. Tier II small groups should follow aformat of: modeling, guided and supportedpractice, affirmative and immediate correctivefeedback, and student self-monitoring. Studentswho are demonstrating that Tier II interventionsare necessary within the math modules can beprovided with scaffolded supports during wholegroup or teacher led small group work. Thesescaffolds include: shortening of assignments,increased time to complete assignments, use ofconcrete manipulatives, and being given graphicorganizers or charts.

When a student is placed in a Tier II academicintervention, communication between theclassroom teacher and parents should increase.Parents should be made aware of interventionsbeing provided inside and outside of theclassroom, reason for interventions, studentprogress based on interventions, and parentsshould be given resources & strategies to helpsupport their students at home. Communicationbetween the teacher and parents should bedocumented in case an MTSS meeting becomes


Tier 2 GettingReady




documented in case an MTSS meeting becomesnecessary.


All Tier II students will have the opportunity to takepart in our after school tutoring (5,000)intervention program. This program will focus onclosing the learning gaps for these students.






Tier 1 GettingReady












Tier 1 GettingReady














Tier 2 GettingReady












Tier 1 GettingReady












Tier 1 GettingReady













Students struggling in Social Studies will be giventhe opportunity to participate in tutoring to improveELA and Social Studies skills. Summer Schoolwill provide additional instructional support forstudents who did not meet proficiency in socialstudies on the MSTEP and/or local social studiesassessments. Students will be selected to attend a4 week summer session ($15,000) where they willreceive direct instruction from highly qualifiedteachers that will focus on areas where studentsneed to improve upon.


Tier 2 GettingReady







Tier 1 GettingReady












Tier 1 GettingReady















Tier 2 GettingReady







Tier 1 GettingReady












Tier 1 GettingReady














Tier 2 GettingReady














Tier 2 GettingReady




Academic Tier III Based on student results from Tier I and IIinterventions, students are assigned to Tier IIIInterventions. Tier III intervention is our mostintensive support system for students who havenot made growth on the tracked priority standards.Tier III instruction is provided by a certifiedteacher. In Tier III, students receive extra time inorder to get access to grade level content. Thisinstruction is provided either 1 on 1 or in a smallgroup setting.

Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to sciencestrategies. These interventions will help acceleratestudents science and math ability throughinstruction built around community, inferencing,critical thinking and text structures.



Tier 3 GettingReady







Tier 1 GettingReady












Tier 1 GettingReady












Tier 1 GettingReady














Tier 1 GettingReady












Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed tomathematics strategies. These interventions willhelp accelerate students math ability throughinstruction built around community, inferencing,critical thinking and text structures.



Tier 3 GettingReady









Tier 2 GettingReady













Tier 2 GettingReady












Tier 1 GettingReady





























Tier 2 GettingReady












Tier 1 GettingReady












Tier 1 GettingReady










Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to socialstudies strategies. These interventions will helpaccelerate students reading and social studiesability through instruction built around community,inferencing, critical thinking and text structures.



Tier 3 GettingReady








Tier 1 GettingReady































Tier 2 GettingReady




Other



StaffResponsible

Behavioral Tier III When Tier 2 does work, the Dean of Culture wouldintervene and begin structuring a plan involvingthe family and school priorities and responsibilitiesthat need to be meet. The plan may includespecific actions and consequences that could betaken to ensure the student and family meet theoutlined expectations and more severe measuresmay be taken if compliance is not met.


Tier 3 GettingReady




Tier 3 GettingReady




Tier 3 GettingReady




Tier 3 GettingReady




Activity Summary by School

Below is a breakdown of activity by school.

All Schools



StaffResponsible







Tier 1 GettingReady






























Tier 2 GettingReady










Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to readingstrategies. These interventions will help acceleratestudents reading ability through instruction builtaround community, inferencing, critical thinkingand text structures.



Tier 3 GettingReady







Tier 1 GettingReady














Tier 2 GettingReady








Tier 3 GettingReady









Tier 1 GettingReady

















Tier 2 GettingReady








Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed tomathematics strategies. These interventions willhelp accelerate students math ability throughinstruction built around community, inferencing,critical thinking and text structures.



Tier 3 GettingReady







Tier 1 GettingReady














Tier 2 GettingReady








Tier 3 GettingReady









Tier 1 GettingReady

















Tier 2 GettingReady





Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to sciencestrategies. These interventions will help acceleratestudents science and math ability throughinstruction built around community, inferencing,critical thinking and text structures.



Tier 3 GettingReady







Tier 1 GettingReady














Tier 2 GettingReady








Tier 3 GettingReady









Tier 1 GettingReady

















Tier 2 GettingReady





Intervention Teachers ($120,000) in grades K-12will run mini groups providing struggling Tier 2students additional time and a reduced teacher tostudent ratio. These interventions will utilize moreintensive strategies in a smaller group setting andwill provide students additional exposed to socialstudies strategies. These interventions will helpaccelerate students reading and social studiesability through instruction built around community,inferencing, critical thinking and text structures.



Tier 3 GettingReady







Tier 1 GettingReady














Tier 2 GettingReady








Tier 3 GettingReady




Documents

2019-2020 UPSM District Improvement Plan University … · 2020-03-03 · 2019-2020 UPSM District Improvement Plan University Preparatory Science and Math (PSAD) Ms. Danielle Jackson