EQUITY AUDIT ACTION PLAN WARM SPRINGS MIDDLE

SCHOOLVision 2011

Administrators’ Action Plan

WSMS Administration’s Vision

The following action plan is a workable strategy designed to achieve equity at Warm Springs by involving all members of the staff, students and school community.

Purpose behind the Vision

All of Warm Springs Middle School students deserve equitable educational opportunities.

Through data analysis we have found sufficient discrepancies between school, district, and state averages in the areas of: Teacher quality Programs Student Achievement

Collaborative efforts between all stakeholders have been made to bring about the necessary change required.

Our Goal

To ensure equity at Warm Springs Middle School in the areas of student achievement, programs, and teacher quality.

WARM SPRINGS MIDDLE SCHOOL

PROGRAMMATIC DATADiscrepancies and Decisions

District Comparisons of Programmatic Data

After an analysis of the retention and programmatic enrollment data, a greater amount of special education and bilingual students are found at Warm Springs in comparison to the district average, in addition to a smaller population of gifted students.

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Additional Data

Additional data shows that Warm Springs Middle School has the same percentage of handicapped students among the school population as the district average. It also shows that Warm Springs has a slightly larger percentage of students who are eligible for free and reduced lunch in comparison to the district overall.

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Retention Rates vs. Gifted Programs

Retention Rates

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Participation in Gifted Programs

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After an analysis of the data, it appears that the amount of boys being retained at Warm Springs Middle School is much higher than that of the girls. It also appears that females are placed into gifted programs more frequently than boys at the school.

Programmatic Enrollment by Race/Ethnicity

Finally, in looking at the ethnic and racial enrollment programmatic data, the Hispanic, Black, and Multi-Racial populations at Warm Springs Middle School are being retained and placed in special education programs more frequently than White and Asian students.

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WARM SPRINGS MIDDLE SCHOOL TEACHER DATA

A study in turn-over and inexperience

The graph to the right compares the teacher turn-over rate between WSMS, district, and state.

WSMS has a much higher teacher turn-over rate than the state and district averages.

Many conjectures can be made for the high turn-over rate.

We must find-out why

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Years of Teaching Experience

The graph to the right compares years of teaching experience when comparing WSMS, the district, and state. WSMS Teaching

experience is limited. WSMS features a young

inexperienced teaching staff when compared to the district and state. Note – in terms of

percentages

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Teachers with advanced degrees

This graph to the right shows a comparison of teachers with advanced (post bachelors) between Warm Springs, the district, and state

WSMS features a teaching staff with fewer advanced degrees W

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Teacher Liscences

The graph to the right compares percentage of fully licensed teachers at WSMS, the district, and state WSMS features

fewer fully licensed teachers than the district and state

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WARM SPRINGSMIDDLE SCHOOL

ACHIEVEMENT DATAWhere is the disconnect?

Percentage of Students Passing End-of-Grade Reading Tests

The percentage of students passing the Reading test at Warm Springs Middle School is well below the District and State averages at every grade level.

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Percentage of Students Passing End-of-Grade Math Tests

As in Reading, our school’s passing rate is significantly lower than State and District levels.

The other data that is significant is that from Grade 6 to Grade 8, the percentage of students passing at Warm Springs plummets from 66% to 48%

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Percentage of Students Passing Reading and Math Tests by Ethnic

Background Warm Springs Middle

School students are performing below the District and State averages.

The most alarming data, is that of our African American and Hispanic students, where roughly half as many students are passing in relation to the State average.

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Percentage of Students Passing Reading and Math Tests by Socio-Economic Standards and English

Proficiency Both Economically

Disadvantaged and Non-Economically Disadvantaged students at Warm Springs are performing below District and State averages.

Less than half as many E.D. students are passing the Reading and Math test than there N.E.D. counterparts.

What is truly striking, is that less than 50% of the Limited English Proficiency students are passing the tests across the board, and only 22% at Warm Springs Middle School.

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Attendance, Dropout, and Retention Rates

Where our Attendance and Dropout rates are not far off from the District and State Averages. The Retention Rate at Warm Springs, is more than double.

This indicates that the issue is not with students attending class, rather with a disconnect within the classrooms.

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WARM SPRINGS MIDDLE SCHOOL TURNAROUND PLAN

To Improve Teaching, Programs, and Student Achievement

Plan of Action in Solving Programmatic Deficiencies

The following programs are designed for implementation: Bussing for after-school programs Math and Reading tutoring Support in English Language acquisition for both

families and students Gifted and Talented Program After-School Programs

Homework Intramural Sports Youth Group

Bussing for After School Programs

Depending on the enrollment in these programs, students will either be bussed or taxied home from tutoring, intramurals, and various youth programs.

Warm Springs Middle School’s goal is to give families the incentive to encourage children to participate in these after school programs. By implementing this plan, families will not have to worry about providing transportation home for students.

This initiative will be paid for through a one time only grant from the Michigan Department of Education.

If the after school programs sustain enrollment, the school and district will re-evaluate possible avenues for funding this initiative for the 2012-2013 school year.

Math and Reading Tutoring

These services will be provided to Warm Springs students after school free of charge by the district’s high school National Honor Society.

The students from the NHS program will travel to the middle school to provide support and guidance necessary to success.

The Benefits: High school National Honor

Society members will earn two elective credits per semester for 20 hours of after school tutoring time that can be applied to graduation.

Warm Springs Middle School students may participate as often as desired in the tutoring sessions, provided that their behavior and academic conduct does not become an issue.

Support in English Language Acquisition for Families and Students

This initiative will not cost any money to the district. Warm Springs has formed a partnership with the local

community college. Graduate students from the Spanish, Arabic, and

Chinese language departments have offered to volunteer to tutor families and students in English language acquisition as part of their graduate plan of study.

Support sessions will take place two Saturdays a month from 8:00 a.m. to noon for one consecutive semester at a time.

This service is free of charge to Warm Springs students and families.

Gifted and Talented Program

Warm Springs Middle School’s gifted and talented program will do the following: Accept individual students in the 90th percentile or above on a

combination of two tests designed to measure intellectual capability and school readiness.

Group students of similar skill levels together in classes , that they may receive differentiated instruction in all content areas in order to challenge and appropriately accommodate these children.

The district’s recommendation is for teachers assigned to the gifted and talented programs to differentiate instruction, provide appropriate enrichment opportunities, compact the curriculum, and/or accelerate the content appropriately.

The program will be part of the district’s instructional plan for the 2011-2012 school year, and will not cost any additional funds other than the purchasing of necessary curriculum materials.

After-School Programs

After-school program initiatives: Intramurals Homework Club Youth Programs

The Details: These programs will be run by volunteer educators and

support staff at Warm Springs Middle School. The district has agreed to give the school a budget for

sports equipment, office supplies and consumables, and any other resources that may be needed pending administrator approval.

The programs will run throughout the school year at the discretion of the school and availability of volunteers.

Plan of Action for Solving Deficiencies in Teacher Experience and Quality

Professional Development Continuing Education Cultural Awareness

Ensuring all staff are teaching in areas in which they are highly qualified according to NCLB regulations

Attract and retain experienced quality educators

Employ culturally and ethnically diverse teachers

Professional DevelopmentPlan

Continuing Education Plan

Apply for a Title 1 Grant (Federal) Grant money placed in Teacher Higher Education Fund. Warm Springs Teachers can receive up to $1,000 per year in tuition assistance for an approved graduate programs.

Teacher Cultural Awareness Create a professional

development program on cultural awareness.

Attendance will be required for every Warm Springs teacher.

Utilize the system Designed specifically for

educators and the needs of the community.

Highly Qualified Teachers

Warm Springs Middle School Administration will review the certification of all WSMS teachers and ensure that they are placed within areas they are highly qualified.

Potential Issues: This might create a lack teachers for certain subject areas, potential conflict with teachers, and cost. Programs to solve issues

1. The previously mentioned graduate course work assistance program 2. Programs to attract highly qualified experienced teachers to our

school3. Meetings with teachers affected by the change who must switch

subject areas

Attract and Retain Experienced Quality Teachers

TEACHER ATTRACTION PLANS

TEACHER RETENTION PLANS

Rearrange the schedule for common core and additional planning periods

Improve the school’s technology and provide computers to staff members and place projectors in classrooms

Institute shared leadership in certain areas

Listen to the staff needs

Tuition assistance programs for graduate studies

Professional development opportunities

Common grade level planning periods

Employ Culturally and Ethnically Diverse Staff

WSMS administration will make a strong commitment to a diversity program

The diversity program: Recruitment: Administration will work with local teacher colleagues to

find highly qualified candidates of diverse cultural backgrounds. This will be accomplished through creating relationships with teacher colleagues Work with college minority student associations to find students enrolled in education

programs Work with minority teacher professional organizations Create an inspiring mission that incorporates the commitment to diversity and its

purpose for the students Maintenance of a diverse staff

Incorporate previously mentioned teacher retention programs Create rewards and staff recognition programs (teacher appreciation, diversity awards)

Supportive work environment Professional Development programs

Provide tuition reimbursement, mentor programs, training opportunities

Rewards and Recognition Programs

Employ Culturally and Ethnically Diverse Staff (cont.)

Sustaining Commitment This commitment will become ingrained in the

school culture Yearly monitoring of programs to attract

ethnically diverse applicants Build accountability in minority hiring

practices among WSMS administration Celebrate the success of teachers Continue to develop the program

Plan of Action for Solving Deficiencies in Student

AchievementIn addition to the Plan of Action for Programmatic Deficiencies, we plan to: Create a schedule to improve focus in Reading and

Mathematics Block Scheduling Teacher partnerships in cross-curriculum Focusing core subject instruction in the morning

Coordinating curriculum between Elementary, Middle, and High School level teachers to ensure student growth in core content areas District wide collaboration at the start and end of each

school year

Improved Scheduling

Rework the school day to focus core curriculum classes in the morning

Adjust the weekly schedule to arrange teacher prep time meetings Allow for grade level meetings to assure that

reading and mathematics are taught across the curriculum

Give opportunities for core curriculum teachers to meet and discuss effective teaching strategies

Explore the use of block scheduling to allow for additional instruction time in each subject area

District Wide Curriculum Coordination

At the beginning and end of each school year, Warm Springs would like to organize meetings with educators from the Elementary, Middle, and High School levels

Ninth grade teachers of each subject area will be brought in to meet with their eighth grade counter-parts

Additionally, the sixth grade teachers will meet with fifth grade teachers of the same content areas

Curriculum Coordination Reasoning

In addition to coordinating curriculum within the school building, the Warm Springs Administration feels it is important to assure effective communication district-wide

At the first meeting, grade level teachers from each building can meet with their counterparts to discuss effective methods of teaching

additional instruction may be needed After common grade level meetings, the teachers from the

high school and middle schools can meet with their lower level partners to articulate where they expect students to be once moving on to their buildings. In doing this, the fifth and eighth grade teachers can more

effectively prepare their students for the next level of the education process

In the end of the year meetings, the teachers can once again come together to assure that students have been prepared, and where

Conclusions and Recommendations

ConclusionAbout the Plan

Note that this is a comprehensive three tiered plan that will span several school years

We the administration of Warm Springs Middle School will conduct a yearly evaluation of the plans to determine their progress and effectiveness.

For this plan to be effective, the administration of Warm Springs Middle School will need the support and commitment of the Springdale Board of Education, parents, teachers, and community.

The goal is to create an equitable school for the students.

This includes creating an environment where all students will thrive, feel comfortable, become educated, and succeed in both school and extracurricular endeavors.

ConclusionAbout the Plan Continued

We also learned that the data that proclaims inequity does not adequately provide enough information to create comprehensive conclusions.

The data does not tell the entire story or the humanistic side of the educational inequity.

The included data simply provides one angle to view this startling example of educational inequity.

Henceforth, we felt the need to conduct additional research before creating a plan of action.

This research involved the creation of a teacher, parent, and student survey (see appendices).

The results of these surveys will help fill the information void enabling us to create further plans.

In the attempt to uncover the entire story we met with the Springdale Board of Education.

This meeting provided us with the additional information that we required to create the above plan of action

ConclusionWhat We Learned

Through this process we learned the value of data analysis, the importance of equity in schools, and the highly involved nature of creating an action plan to address inequities in schools.

Data indicates the basic inequities in terms of teacher quality, programs, and achievement.

However, data fails to tell the human story, this is gathered through other means.

Equity, simply put, is necessary; students deserve the chance to succeed.

Students deserve the resources and support necessary for success

The action plan we created addresses the inequities of teacher quality, program offerings, and student achievement at Warm Springs Middle School.

This is a comprehensive action plan that includes methods for improving teacher quality and professional abilities, increases the programs offered to students, and seeks to provide the necessary support for the students to achieve learning.

ConclusionThe Future

Upon completion of the implementation of this three tiered action plan; the following will be achieved:

The teacher staff will mirror the students in their diversity. Greater than fifty percent of the teacher staff will have a

post graduate degree. The teacher staff will understand the diverse population

and teach in the area that they are highly qualified in. Warm Springs Middle School will feature extra

programming that will be the standard bearer for the district and state.

Warm Springs Middle School will feature student achievement in Math and Reading that exceeds the district and state levels of achievement.

Conclusion The Future Continued

The above plan of action will take several years to implement and will need persistence from the staff and community. However, this plan will achieve the above for

the improvement of the Springdale community.

Thank you for your time and consideration.

Jeremy Clark Nicholas KatorJennifer Kidd

Relating the ISSLC Standards of Educational Leadership

The development of this plan allowed us to get hands on experience in creating a school turn around plan while also engaging us in the following ISSLC Standards of Educational Leadership: Standard One Standard Two Standard Three Standard Four Standard Six

Recommendations

As students of Oakland University’s Educational Leadership Program, we recommend that an equity audit analysis be a crucial component of this graduate degree process.

In a prestigious program such as this, the abilities to view, analyze, and discuss data are important skills in the increasingly complex realm of educational administration.

The creation and implementation of a school turn around plan is a necessary lesson for future administrators to learn, as we are in an era that calls for school improvement and transformative leadership.

The development of this plan enabled us to understand the complexities of the school improvement process.

Thank you for your time and consideration.

Jeremy ClarkNicholas KatorJennifer Kidd