amandabauer.weebly.com€¦ · Web viewTable of Contents2. Introduction3. Overview - SIP Workbook3. Comprehensive Needs Assessment4. Evaluation of School Improvement Efforts27

Detroit Enterprise Academy

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National Heritage Academies

School Improvement Process Workbook

Student Intervention ServicesJanuary 2013


Table of Contents

Table of Contents..........................................................................................................................2

Introduction....................................................................................................................................3

Overview - SIP Workbook.............................................................................................................3

Comprehensive Needs Assessment.............................................................................................4

Evaluation of School Improvement Efforts..................................................................................27

School Improvement Goals.........................................................................................................29

Intervention Plan..........................................................................................................................32

Prioritized List of Grant Funded Investments Worksheet.........................................................33

Professional Development Plan..................................................................................................34

Community Partnerships.............................................................................................................35

Parental Involvement...................................................................................................................36

Career Initiatives..........................................................................................................................37

Home-School Communications...................................................................................................38

Evidence of Collaboration............................................................................................................39

Collaboration with teachers and other school staff (including Title I staff)...............................41

School Improvement Staff Meeting Agenda............................................................................42

School Improvement Staff Meeting Survey..............................................................................43

School Improvement Staff Meeting Sign-in/Sign-out Form......................................................45

Collaboration with parents.......................................................................................................46

Title I / School Improvement Parent Meeting Agenda.............................................................47

Title I / School Improvement Parent Meeting Survey...............................................................48

Title I / School Improvement Parent Sign-in/Sign-out Form.....................................................49

Collaboration with the school board.........................................................................................50

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Introduction

National Heritage Academies’ (NHA) School Improvement Process (SIP) is designed to enable schools to identify and prioritize areas of improvement.

The SIP Workbook is an alignment to the six (6) critical success factors (CSFs): Academic Proficiency, Academic Growth, Strong Instructional Team, Full Enrollment, Manage Expenses, and Engage Customers. The inclusion of the 6 CSFs is purposeful in order to demonstrate the alignment between your school improvement efforts and the key components by which NHA measures success. This SIP Workbook will guide you through all aspects of the school improvement process for this year, including all State and Federal compliance requirements.

Overview - SIP Workbook

The items included in the checklist below must be completed and returned to your Grants Consultant by March 31. Please use a hard-copy of this checklist as a guide as you implement the activities related to these requirements. Note that all documents returned to your Grants Consultant should be returned via email attachment and should be completed using this Microsoft Word template.

Comprehensive Needs Assessment

Evaluation of School Improvement Efforts Checklist

School Improvement Goals

Prioritized List of Grant Funded Investments Worksheet

Prioritized List of Professional Development Activities Worksheet

Community Partnerships Checklist

Parental Involvement Activities Checklist

Career Initiatives Checklist

Home-School Communications Checklist

Evidence of Collaboration – Supporting Documents:

Evidence of Collaboration Form (New York Schools only)

School Improvement Staff Meeting Agenda

School Improvement Staff Meeting Survey

School Improvement Staff Meeting Sign-in/Sign-out Form

Title I / School Improvement Parent Meeting Agenda

Title I / School Improvement Parent Meeting Survey

Title I / School Improvement Parent Sign-in/Sign-out Form

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Comprehensive Needs Assessment(Supports CSF # 1-Academic Proficiency, CSF #2-Academic Growth, CSF #3-Strong Instructional Team, CSF #4-Full Enrollment, CSF #6-Engage Customers)

Overview

The No Child Left Behind Act of 2001 (NCLB or Elementary and Secondary Education Act/ESEA) requires that each school conduct a comprehensive needs assessment to determine areas of need and prioritize and focus improvement efforts. This section outlines the requirements pertaining to the comprehensive needs assessment and provides you with tools to carry out the required activities.

Your comprehensive needs assessment must include a review of a variety of data, and the results of the review should confirm the selection of your school’s goals/strategies. Data from the following categories must be considered:

Student achievement data, including State test data, NWEA data, and local and formative assessment data (including subgroup analysis)

Demographic data, including student demographics by subgroup, student enrollment information, teacher demographics (including years of experience), Highly Qualified teacher and paraprofessional information, student attendance and discipline information, etc.

Programs and process data, including curriculum alignment assessments, School Quality Review findings (if appropriate), Ed Yes! Information (if appropriate—Michigan only), etc.

Perceptions data, including staff survey results, parent survey results, perception information from community members, etc.

This data should be analyzed and discussed (using the questions contained in this workbook) by your Leadership Team or a designated School Improvement Team. Results of your analysis will determine your school’s focus areas and will need feedback from the following stakeholders:

1) Staff2) Parents3) Board members

Tools to help with staff, parent, and board discussions can be found later in this workbook.

Instructions

Review the data provided in the next section and respond to the questions following each set of data.

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Demographic Data

Three Year Enrollment TrendsFall Counts 12-13 11-12 10-11Kindergarten 66 75 77First Grade 82 75 83Second Grade 65 79 84Third Grade 80 84 79Fourth Grade 65 75 83Fifth Grade 79 82 71Sixth Grade 79 78 84Seventh Grade 83 84 82Eighth Grade 86 82 83Totals 685 714 726

Student Data

Identification PercentagesFall Counts 12-13 11-12 10-11GenderFemale 51.7% 51.1% 52.2%Male 48.3% 48.9% 47.8%Race/EthnicityNative American N/A N/A N/AAsian N/A N/A N/AAfrican American 99.1% 99.3% 99.3%Hispanic 0.4% 0.4% 0.3%Native Hawaiian N/A N/A N/ACaucasian 0.4% 0.3% 0.4%Socio-economicFree Lunch 86.0% 85.7% 84.8%Reduced Lunch 5.1% 4.8% 5.0%Not Eligible 8.9% 9.5% 10.2%ELL StudentsELL 0.0% 0.0% 0.0%Non ELL 100.0% 100.0% 100.0%

What trends do you see in your school’s enrollment and demographic data? For example, has there been a noteworthy increase or decrease in enrollment or demographic make-up over the last 3 years? Insert your analysis below.

The trends observed in our school’s enrollment and demographic data show that there’s a decrease in Kindergarten, second grade, and fourth grade enrollment. Fifth through eighth grade enrollment tend to remain consistent over the course of the three years shown. The gender demographic remains balanced. Our race/ ethnicity demographic is consistently over 99% African-American. The socio-economic statuses of our students have remained the same except for the small (2%) decrease in the amount of students that are not eligible for free or reduced lunch.

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Is student academic performance impacted by student enrollment or demographic data? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Student academic performance is impacted by student enrollment data. New students tend to have a higher achievement gap than existing Detroit Enterprise Academy students. Start implementing our 1095 plan to close the achievement gap with all new and returning students. Continue to provide rigorous instruction and use grant funded personnel to assist qualifying students.

Student Mobility Rates(defined as students enrolled the prior year that do not return in the fall - Attrition)

12-13 (year to date) 11-12 10-115.4% 25.6% 20.0%

What trends do you see in your school’s student mobility rate? For example, has there been a noteworthy increase or decrease in student mobility over the last 3 years? Insert your analysis below.

Attrition increased from 2010-2011 school years. The year-to-date data shows a decrease in attrition from 2011-2012 to 2012-2013 school years.

Is student academic performance impacted by student mobility rates? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Yes student academic performance is impacted by student mobility rates. Whether a student is proficient or at-risk they have received at least one full school year of academic instruction with a highly qualified educator. Start to incorporate more project-based learning opportunities. Continue to provide Detroit Enterprise Academy students and families with family literacy night and additional programs.

Average Daily Attendance12-13 11-12 10-1194.9% 91.9% 92.4%

What trends do you see in your school’s attendance rate? For example, has there been a noteworthy increase or decrease in student attendance rates over the last 3 years? Insert your analysis below.

The trend shows a slight increase over the past three years. Daily attendance is very consistent.

Is student academic performance impacted by attendance? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Yes, student academic performance is impacted by attendance. Instruction missed and classwork needed to be made up lends to an increase in the achievement gap. We will start to

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inform classroom teachers of students who are experiencing excessive absences and tardies so that a uniform collaboration (with the school attendance officer and social worker) can assist in holding parents accountable for student presence. In addition, we will ensure that staff members are informed/ trained of the truancy policy and procedures at the school. Continue to use the phone system which contacts families when students are not present on a daily basis. Also continue to hold parents accountable through the current attendance policy.

Student Discipline Data

School Year 12-13 11-12 10-11Type of DisciplineIn School Suspensions 8 5 5Out of School Suspensions 100 93 55Expulsions 0 0 0Number of IncidentsReferrals Per Student 3.38 3.68 .3Referrals By GenderFemale 1121 462 27Male 1782 970 56Referrals by Grade Level per StudentKindergarten .07 0.06 0First Grade .07 0.09 0.01Second Grade .28 0.08 0Third Grade .12 0.11 0.01Fourth Grade .45 0.14 0.01Fifth Grade .94 0.12 0.01Sixth Grade .28 0.34 0.02Seventh Grade .49 0.47 0.02Eighth Grade .49 0.37 0.08

What trends do you see in your school’s discipline data? For example, has there been a noteworthy increase or decrease in student discipline data over the last 3 years? Insert your analysis below.

The disciplinary system within Detroit Enterprise Academy has become more diligent and aggressive in documentation of student offenses regardless of the severity. Because of this change, more accountability has been placed on the teacher to input student offenses in order for more accurate consequences to be issued. Now teachers are entering minor offenses wherein 2011-2012 only moderately severe and severe offenses were entered by teachers and deans and in 2010-2011 only severe offenses were entered by deans. The number of out of school suspensions have doubled year-to-date. In addition, the amount of referrals for students has grown exponentially. However, we attribute that growth to the new documentation system.

Is student academic performance impacted by student discipline? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Yes, student academic performance is impacted by student discipline. There is a loss of instruction due to the buddy system and out of school suspensions. Negative behavior severely impacts student learning in the classroom. Start to implement effective behavior corrective

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action plans and hold all stakeholders (student, parent, staff and administration) accountable for proper execution. Continue to foster a positive culture by utilizing CHAMPS and SLANT in all classrooms. Stop student removal from classroom with no documentation.

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Staff Data

Teacher ExperienceYears at school Less than 3 years 3 to 6 years More than 6 yearsNumber of Teachers 17 14 6

Teacher Turnover2011-12 2010-11

Percentage of Teacher Turnover 18.4% 16.2%

What trends do you see in your school’s staff data? For example, has there been a noteworthy increase or decrease in your staff’s years of experience or turnover during the last 3 years? Has the data been consistently low or high in specific areas? Insert your analysis below.

The majority of the teaching staff at Detroit Enterprise Academy has six years or less of teaching experience. Teacher turnover tends to remain consistent with a slight increase (2%) over the past two years. National Heritage Academies continues to expand as a company by opening new schools which require a staff. We have lost a few individuals for this reason.

Is student academic performance impacted by your staff’s experience or turnover? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Yes, student academic performance is impacted by your staff’s experience or turnover. New and inexperienced teachers need instructional coaching to assist with curriculum, behavior management, and school culture. Start having deans embracing their instructional coaching role to support staff. Continue to retain teachers from year to year to create a more experienced staff.

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Programs and Processes Data – Michigan schools only

<Ed Yes! Data will be inserted by your Grants Consultant to meet this School Improvement requirement>

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Perceptions Data

Staff PerceptionsPercent of Staff Satisfaction (Highly Satisfied)

11-12 10-11Personal GrowthProper Training 48% 32%Encouragement 52% 42%Develop Leadership Skills 52% 34%Possess Necessary Materials 60% 42%Manager/PrincipalHave Notified of Progress 60% 42%Principal is Committed to School 59% 44%Stated Expectations 55% 44%High Expectation for Students 55% 42%Students/Staff RelationshipStudents and Staff Feel Safe 40% 28%Children are Well-Behaved 12% 2%Parents Support Education 12% 8%Morale in School is High 21% 10%LoyaltyTells Others Positive Things About NHA 40% 30%Would Recommend NHA to Friend 50% 32%School Provides Quality Education 50% 34%Would Recommend NHA Education 36% 22%

What trends do you see in your school’s staff satisfaction data? For example, has there been a noteworthy increase or decrease in your staff’s overall satisfaction during the last 2 years? Have the results been consistently low or high in specific areas? Insert your analysis below.

The percentage of highly satisfied staff has increased in all areas. The staff’s perceptions of parents and students have increased, but remains low.

Is student academic performance impacted by your staff’s satisfaction? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Academic performance is impacted because if staff members are not satisfied then they may not work at their best. Start coaching staff on developing a strong partnership between teachers and parents. Continue to implement initiatives such as the mentor/ mentee program and team building workshops to foster high staff morale and satisfaction.

Do you have other staff perception data that you would like to add to this analysis? If yes, insert your other data and analysis below.

Not applicable

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Parent Perceptions

Percent of Parental Satisfaction (Highly Satisfied)11-12 10-11

LoyaltyOverall Satisfaction 64% 62%Likelihood to Enroll Next Year 74% 76%Likelihood to Recommend School 70% 73%Child ExperienceChild is Motivated 69% 75%School Has High Expectations 70% 74%School Properly Notifies Parents 57% 60%Satisfaction with Child’s Progress 59% 67%AdministrationDiscipline is Effective 52% 51%Academic Program is Best in Area 62% 58%Delivers Moral Guidance 56% 61%Provides Safe Environment 64% 67%Emphasis on Reading and Math is Good 68% 73%Grades School with an A 61% 64%I am proud my student attends this school. 74% N/AThe Deans/Assistant Principals are continually working to improve this school 55% N/A

What trends do you see in your school’s parent satisfaction data? For example, has there been a noteworthy increase or decrease in your parent’s overall satisfaction during the last 2 years? Have the results been consistently low or high in specific areas? Insert your analysis below.

There has been a slight decline in most areas, except for an increase in “overall satisfaction” and our “academic program is best in the area”. The most notable decrease was an 8% decline with parent satisfaction in “Child’s progress”.

Is student academic performance impacted by your parent’s satisfaction? If so, how? What strategies will you start, stop, or continue based on this information? Insert your analysis below.

Yes, student academic performance is impacted. If parents are not satisfied this may cause a lack of support in school or at home. Start getting teachers involved in PTO meetings and off-campus school events. Require teachers to attend a minimum of one PTO meeting per school year per the team of month schedule. Continue high level of teacher participation with on-campus events such as literacy nights and family fun nights.

Do you have other parent perception data to add to this analysis? Informal parent surveys? Attendance rates at school functions? If yes, insert your other data and analysis below.

Parents’ surveys show a high level of satisfaction when attending family literacy nights. They enjoy the enthusiasm the teachers’ exhibit and enjoy presentations given by their students. Staff should start using this opportunity to build and enhance existing relationships with parents and students.

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Student Achievement Data

State Test Data

All Students - Percent of Proficient StudentsArea Math Reading Science Social Studies Writing2011-12 16.6% 41.6% 0.6% 3.8% 25.5%2010-11 14.7% 40.5% 0.7% 6.0% 36.8%

Percent Proficient by Grade LevelMath Reading Science Social Studies Writing

2011-12Third Grade 17.5% 45.7% N/A N/A N/AFourth Grade 12.0% 36.0% N/A N/A 28.0%Fifth Grade 17.5% 41.3% 1.3% N/A N/ASixth Grade 27.4% 42.7% N/A 3.8% N/ASeventh Grade 23.2% 42.7% N/A N/A 23.2%Eighth Grade 2.5% 41.3% N/A N/A N/A2010-11Third Grade 11.4% 39.2% N/A N/A N/AFourth Grade 9.8% 34.1% N/A N/A 36.6%Fifth Grade 20.0% 47.1% N/A N/A N/ASixth Grade 22.2% 40.7% N/A 6.1% N/ASeventh Grade 24.7% 40.7% N/A N/A 38.0%Eighth Grade 1.2% 41.7% 1.2% N/A N/A

What trends do you see in your school’s State proficiency data? For example, has there been a noteworthy increase or decrease in proficiency levels over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

Students are not proficient according to state testing. There is a decrease in proficiency in the areas of social studies and writing. Math and science remain low.

What strategies will you start, stop, or continue based on this information? Insert your analysis below.

We will start making deliberate efforts to show that students are mastering MEAP/common core strands and teaching for mastery within the classroom. Promote students at pivotal grade levels such as third grade and sixth grade using multiple sources of data consisting of MEAP, NWEA, DIBELS and classroom grades. Stop using retention as a “threat”. Start using retention as an intervention as long as it is focused on the student’s best interest.

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Percent Proficient by Socio-Economic StatusMath Reading Science Social Studies Writing

2011-12Free Lunch 13.7% 40.7% 0.8% 3.3% 23.2%Reduced Lunch 25.8% 38.7% N/A N/A 16.7%Not Eligible 30.5% 49.2% N/A 6.3% 45.0%2010-11Free Lunch 13.6% 38.6% N/A 5.6% 39.6%Reduced Lunch 28.1% 45.3% N/A 10.0% 33.3%Not Eligible N/A 53.1% 5.6% N/A N/A

Percent Proficient by GenderMath Reading Science Social Studies Writing

2011-12Female 17.5% 46.5% 1.2% 4.8% 31.1%Male 15.7% 36.5% N/A 2.8% 20.5%2010-11Female 13.5% 44.6% 1.1% 4.8% 44.2%Male 15.9% 35.8% N/A 7.1% 28.6%

Percent Proficient by IEPMath Reading Science Social Studies Writing

2011-12IEP Student 18.0% 44.3% 0.7% 4.2% 28.4%Non-IEP Student N/A 10.8% N/A N/A N/A2010-11IEP Student 2.4% 4.9% N/A N/A 15.4%Non-IEP Student 15.8% 43.8% 0.7% 7.1% 38.7%

Percent Proficient by EthnicityMath Reading Science Social Studies Writing

2011-12Native American N/A N/A N/A N/A N/AAsian N/A N/A N/A N/A N/AAfrican American 16.5% 41.7% 0.6% 3.8% 25.2%Hispanic N/A N/A N/A N/A 50.0%Native Hawaiian N/A N/A N/A N/A N/ACaucasian 100.0% 100.0% N/A N/A N/A2010-11Native American N/A N/A N/A N/A N/AAsian N/A N/A N/A N/A N/AAfrican American 14.6% 40.6% 0.7% 6.0% 36.8%Hispanic N/A N/A N/A N/A N/ANative Hawaiian N/A N/A N/A N/A N/ACaucasian 50.0% 50.0% N/A N/A N/A

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Percent Proficient by ELL StatusMath Reading Science Social Studies Writing

2011-12ELL Student N/A N/A N/A N/A N/ANon- ELL Student 16.6% 41.6% 0.6% 3.8% 25.5%2010-11ELL Student N/A N/A N/A N/A N/ANon- ELL Student 14.7% 40.5% 0.7% 6.0% 36.8%

Rank order your school’s subgroups by proficiency level. Which subgroup has the highest proficiency level? Which subgroup has the lowest proficiency level? How do the proficiency levels of your subgroups compare to the proficiency levels of “All Students?” Insert your analysis below.

The subgroup with the highest proficiency level is those students who are not eligible for free or reduced lunch under reading (49.2%). Our highest subgroup has a higher proficiency percentage than our “all students” proficiency percentage in reading (2011-2012). Our two lowest proficiency percentages are both in science for the non-ELL students and African-American students with 0.6% proficiency in each category. This is the same exact proficiency percentage for “all students” in the subject of science.

What trends do you see in your school’s subgroup proficiency data? For example, has there been a noteworthy increase or decrease in proficiency levels over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

Females consistently carry a higher proficiency percentage than males. Our school’s highest proficiency percentage is in reading. Trends are lower in all other areas, specifically science and social studies.


Start creating an opportunity for boys to showcase an increased interest in school and their academic ability. Create mentoring and character education programs/ opportunities for students to develop better academic identities within themselves. Continue to have science and social studies professional developments in place to support teacher instruction. Have tutoring programs specifically in place to increase mathematics proficiency.

Which subgroup has the largest gap in Math? Which area is the cause for the gap (i.e. Number Sense)? Ideally, how many percentage points will this group move to close the gap by next school year?

The largest gap in math exists from the “not eligible” (30.5%) to “free lunch” (13.7%) subgroups. The cause for the gap are number sense and measurement according to NWEA data goal descriptors.

Number of percentage points this subgroup will move: 15%

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Which subgroup has the largest gap in Reading? Which area is the cause for the gap (i.e. Reading Comprehension)? Ideally, how many percentage points will this group move to close the gap by next school year?

The largest gap in reading exists between the Non-IEP students (10.8%) and the IEP students (44.3%) proficiency in reading. Informational text is the cause for the gap.


Which subgroup has the largest gap in Writing? Which area is the cause for the gap (i.e. Writing Conventions)? Ideally, how many percentage points will this group move to close the gap by next school year?

The largest gap in math exists from the “not eligible” (45%) to “reduced lunch” (16.7%) subgroups. The cause for the gap is the application of the writing process.


Which subgroup has the largest gap in Science? Which area is the cause for the gap (i.e. Scientific Inquiry)? Ideally, how many percentage points will this group move to close the gap by next school year?

The subgroup with the largest gap in science is African American and Non-ELL students at 0.6%. The cause for the gap is inconsistencies that exist in science instructional delivery.


Which subgroup has the largest gap in Social Studies? Which area is the cause for the gap? Ideally, how many percentage points will this group move to close the gap by next school year?

The largest gap in social studies exists from the “not eligible” (6.3%) to “free lunch” (3.3%) subgroups. The cause for the gap is inconsistencies that exist in social studies instructional delivery.


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NWEA Data

Percent Proficient Students - FallArea Language Math Reading2012-13 41.1% 29.5% 34.8%2011-12 45.9% 29.4% 41.0%2010-11 37.5% 26.8% 36.3%

Percent Proficient by Grade Level - FallLanguage Math Reading

2012-13Kindergarten N/A 25.0% 51.7%First Grade N/A 43.8% 44.9%Second Grade 28.8% 31.8% 33.3%Third Grade 38.6% 35.4% 26.5%Fourth Grade 43.1% 26.2% 28.8%Fifth Grade 29.1% 20.3% 25.3%Sixth Grade 44.3% 22.8% 33.8%Seventh Grade 52.9% 26.2% 33.7%Eighth Grade 48.2% 32.9% 38.4%2011-12Kindergarten N/A 31.9% 47.9%First Grade N/A 68.1% 73.9%Second Grade 39.0% 28.2% 30.8%Third Grade 50.0% 28.6% 39.3%Fourth Grade 42.7% 25.3% 36.8%Fifth Grade 48.8% 18.8% 39.2%Sixth Grade 39.5% 27.3% 33.8%Seventh Grade 51.8% 21.4% 32.5%Eighth Grade 48.8% 19.5% 39.5%2010-11Kindergarten N/A 16.9% 24.7%First Grade N/A 49.4% 63.9%Second Grade 27.4% 22.9% 27.4%Third Grade 30.4% 29.1% 27.8%Fourth Grade 41.7% 25.0% 40.5%Fifth Grade 41.7% 25.4% 38.0%Sixth Grade 38.3% 23.8% 29.6%Seventh Grade 42.9% 27.7% 38.1%Eighth Grade 40.7% 20.0% 35.3%

What trends do you see in your school’s NWEA proficiency data? For example, has there been a noteworthy increase or decrease in proficiency levels over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

There is a notable decrease in proficiency from first to second grade. There is a large decrease in first grade proficiency within the last two years. There is an increase in eighth grade proficiency over the last three years in all subject areas.

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We will start having teachers encourage independence with testing within the classroom. Also start holding students and staff more accountable for grade level RIT scores at the third grade level. Continue to use workshop teaching techniques in small groups to ensure foundational skills are mastered.

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Percent Proficient by Socio-Economic Status - FallLanguage Math Reading

2012-13Free Lunch 39.6% 29.0% 33.4%Reduced Lunch 46.7% 28.6% 31.4%Not Eligible 50.9% 35.0% 50.0%2011-12Free Lunch 43.3% 29.4% 40.1%Reduced Lunch 63.0% 29.4% 55.9%Not Eligible 58.1% 29.4% 41.2%2010-11Free Lunch 35.6% 25.5% 35.0%Reduced Lunch 53.6% 30.6% 47.2%Not Eligible 44.6% 35.1% 41.3%

Percent Proficient by Gender - FallLanguage Math Reading

2012-13Female 44.8% 31.5% 35.5%Male 36.9% 27.4% 34.0%2011-12Female 51.2% 29.6% 45.8%Male 40.1% 29.2% 36.0%2010-11Female 42.2% 27.2% 38.8%Male 32.5% 26.2% 33.5%

Percent Proficient by IEP - FallLanguage Math Reading

2012-13IEP Student 7.1% 9.5% 4.8%Non-IEP Student 45.1% 31.6% 37.8%2011-12IEP Student 22.9% 21.1% 28.1%Non-IEP Student 48.1% 30.1% 42.1%2010-11IEP Student 10.4% 15.1% 14.8%Non-IEP Student 40.0% 27.7% 38.0%

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Percent Proficient by Ethnicity - FallLanguage Math Reading

2012-13Native American N/A N/A N/AAsian N/A N/A N/AAfrican American 41.4% 29.8% 35.0%Hispanic 0.0% 0.0% 33.3%Native Hawaiian N/A N/A N/ACaucasian 0.0% 0.0% 0.0%2011-12Native American N/A N/A N/AAsian N/A N/A N/AAfrican American 46.0% 29.2% 41.0%Hispanic 0.0% 66.7% 33.3%Native Hawaiian N/A N/A N/ACaucasian 100.0% 33.3% 50.0%2010-11Native American N/A N/A N/AAsian N/A N/A N/AAfrican American 37.7% 26.7% 36.2%Hispanic 0.0% 0.0% 50.0%Native Hawaiian N/A N/A N/ACaucasian 33.3% 66.7% 33.3%

Percent Proficient by ELL - FallLanguage Math Reading

2012-13ELL Student N/A N/A N/ANon-ELL Student 41.1% 29.5% 34.8%2011-12ELL Student N/A N/A N/ANon-ELL Student 45.9% 29.4% 41.0%2010-11ELL Student N/A N/A N/ANon-ELL Student 37.5% 26.8% 36.3%

Percent Proficient by Tenure at the SchoolLess than 2 years 2 or more years

All Students 19.4% 37.2%Kindergarten 37.9% N/AFirst Grade 28.6% 48.8%Second Grade 6.1% 36.4%Third Grade 7.7% 38.3%Fourth Grade 2.5% 31.7%Fifth Grade 7.1% 28.7%Sixth Grade 23.3% 35.9%Seventh Grade 13.0% 37.7%Eighth Grade 17.2% 46.5%

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Rank order your school’s subgroups by proficiency level. Which subgroup has the highest proficiency level? Which subgroup has the lowest proficiency level? How do the proficiency levels of your subgroups compare to the proficiency levels of “All Students?” Insert your analysis below.

ELA Math Reading(Highest) Not Eligible for free lunch

50.9% 35.0% 50.0%

(Lowest) IEP students

7.1% 9.5% 4.8%

All students are lowest in math, second lowest in reading. Our highest proficiency exists in language usage.

What trends do you see in your school’s subgroup proficiency data? For example, has there been a noteworthy increase or decrease in proficiency levels over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

Trends present include an overall decrease in all three areas. The school maintains a proficiency percentage below 50% in most areas.


Start teaching students for mastery to ensure that they have a foundation to build upon. Implement a math program similar to the reading workshop/ DIBELS program to enhance mathematical foundation. Continue with intervention programs such as in school reading tutoring (workshop), DIBELS testing, and after school math tutoring.

What would it look like if you successfully closed the achievement gap between “All Students” and subgroups? (e.g., the % of students proficient in the IEP subgroup would increase from 25 to 52%) Insert your analysis below.

We would move IEP students from Language Usage from 7.1% proficiency to 25% proficiency, Math from 9.5% proficiency to 25% proficiency, and Reading from 4.8% proficiency to 25% proficiency.

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Summer Learning Data

Summer Learning Program Impact

Program Subject

School Year(Fall-Spring)

Rate of Growth

Summer ImpactOn School YearRate of Growth

Student Count

Targeted Program Reading 91.9% -11.1% 89Targeted Program Math 125.6% -9.0% 89Remote Program Reading 139.8% -35.8% 117Remote Program Math 137.3% -32.3% 117No Program Reading 137.1% -29.9% 254No Program Math 141.1% -22.0% 254All Students Reading 129.3% -27.7% 457All Students Math 137.2% -21.6% 457

Rank order your school’s summer subgroups by rate of growth. Which subgroup has the highest rate of growth? Which subgroup has the lowest rate of growth? How does their rate of growth compare with the rate of growth of “No Program” students? Insert your analysis below.

Out of the two summer programs the remote program had the highest rate of growth then the targeted program. When comparing with the rate of growth of no program students the targeted program is significantly less than the no program. The remote program is on par with the no program rate of growth.


Start the implementation of the 1095 plan; project based remote program and Jimmy Kim reading program. Continue the 31a summer school program.

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Writing Data (ICAS Scoring)

Student Scores by Grade and AreaGrade 3rd 4th 5th 6th 7th 8th

2011-12Genre 92.7% 93.4% 100.0% 2.5% 9.8% 30.1%Structure 0.0% 7.9% 22.5% 27.5% 29.3% 54.2%Arguments 92.7% 2.6% 10.0% 11.3% 15.9% 39.8%Rhetorical Devices 76.8% 78.9% 1.3% 6.3% 3.7% 14.5%Vocabulary 17.1% 51.3% 72.5% 5.0% 6.1% 33.7%Connectives 36.6% 46.1% 62.5% 65.0% 89.0% 95.2%Sentence Structure 2.4% 3.9% 21.3% 40.0% 31.7% 1.2%Syntax 15.9% 10.5% 17.5% 15.0% 14.6% 9.6%Punctuation 63.4% 7.9% 12.5% 21.3% 20.7% 4.8%Spelling 36.6% 39.5% 90.0% 88.8% 81.7% 9.6%

What trends do you see in your school’s writing data? For example, has there been a noteworthy increase or decrease in performance over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

The trends in school writing data show a decrease in genre from 5-6th grade (100%-2.5%) and a decrease in spelling from 7-8th grade (81.7%-9.6%). Vocabulary is at its lowest from 5-6th grade. Connectives are consistently increasing across grade levels. Sentence structure is low with the exception of 5-7th grade. Syntax is consistently the lowest.


Start to increase the amount of writing in all subject areas (writing across the curriculum). Continue to remind and require implementation of writing curriculum to both veteran and novice teachers.

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NWEA Growth Data

Percent of Students Making Typical GrowthArea Language Math Reading2011-12 68.2% 70.4% 64.0%2010-11 75.8% 75.4% 74.9%

Percent of Students Making Typical Growth by Grade LevelLanguage Math Reading

2011-12Kindergarten N/A 85.5% 80.3%First Grade N/A 50.8% 34.4%Second Grade 70.8% 61.1% 56.2%Third Grade 67.5% 75.9% 65.0%Fourth Grade 63.9% 55.6% 54.8%Fifth Grade 67.9% 72.4% 79.2%Sixth Grade 68.3% 60.3% 50.7%Seventh Grade 60.8% 84.9% 76.7%Eighth Grade 78.4% 84.4% 72.7%2010-11Kindergarten N/A 98.5% 95.5%First Grade N/A 63.0% 81.5%Second Grade 83.8% 81.3% 82.5%Third Grade 81.1% 66.2% 55.4%Fourth Grade 72.8% 66.7% 70.4%Fifth Grade 76.5% 77.9% 73.5%Sixth Grade 65.8% 65.3% 64.5%Seventh Grade 77.3% 84.0% 68.4%Eighth Grade 73.7% 80.3% 84.2%

What trends do you see in your school’s NWEA growth data? For example, has there been a noteworthy increase or decrease in growth over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

The percentage of students making typical growth has decreased in language usage, math and reading from the 2010-2011 school years to the 2011-2012 school years.


Start looping and continue vertical alignment planning program.

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Percent of Students Making Typical Growth by Socio-Economic StatusLanguage Math Reading

2011-12Free Lunch 68.5% 69.7% 63.9%Reduced Lunch 76.9% 71.0% 62.5%Not Eligible 62.7% 75.8% 65.7%2010-11Free Lunch 76.7% 75.1% 74.8%Reduced Lunch 77.8% 77.8% 80.6%Not Eligible 68.4% 76.9% 72.7%

Percent of Students Making Typical Growth by GenderLanguage Math Reading

2011-12Female 69.2% 73.2% 63.2%Male 67.1% 67.3% 64.9%2010-11Female 76.0% 75.1% 76.3%Male 75.7% 75.9% 73.4%

Percent of Students Making Typical Growth by IEP StatusLanguage Math Reading

2011-12IEP Student 61.0% 57.1% 55.6%Non-IEP Student 69.2% 72.0% 65.0%2010-11IEP Student 84.2% 81.4% 71.8%Non-IEP Student 74.8% 74.8% 75.3%

Percent of Students Making Typical Growth by EthnicityLanguage Math Reading

2011-12Native American N/A N/A N/AAsian N/A N/A N/AAfrican America 68.2% 70.4% 63.8%Hispanic 100.0% 50.0% 100.0%Native Hawaiian N/A N/A N/ACaucasian 0.0% 100.0% 100.0%2010-11Native American N/A N/A N/AAsian N/A N/A N/AAfrican America 75.8% 75.3% 74.7%Hispanic 100.0% 100.0% 100.0%Native Hawaiian N/A N/A N/ACaucasian 66.7% 100.0% 100.0%

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Percent of Students Making Typical Growth by ELL StatusLanguage Math Reading

2011-12ELL Student N/A N/A N/ANon-ELL Student 68.2% 70.4% 64.0%2010-11ELL Student N/A N/A N/ANon-ELL Student 75.8% 75.4% 74.9%

Rank order your school’s subgroups by growth. Which subgroup has the highest growth? Which subgroup has the lowest growth? How does the growth of your subgroups compare to the growth of “All Students?” Insert your analysis below.

Socio-economic status, gender, IEP status/ Ethnicity/ELL status. The subgroup with the highest growth is reduced lunch students. The subgroup with the lowest growth is IEP students. The highest subgroups growth looks similar to the “all students” growth.

What trends do you see in your school’s growth data? For example, has there been a noteworthy increase or decrease in growth over the last few years? Have the results been consistently low or high in specific areas? Insert your analysis below.

There has been a significant decrease (approximately 20-30%) for IEP students from the 2010-2011 to 2011-2012 school years.


Start a greater level of collaboration between classroom teachers and the special education team. Continue to input NWEA scores and MEAP scores in the grade book. This will increase awareness and also emphasize the importance of an overall proficient academic performance.

What would it look like if you successfully closed the achievement gap between “All Students” and subgroups? (e.g., the % of students making typical growth would increase from 50-65%) Insert your analysis below.

IEP students would increase typical growth by 15% to close the achievement gap.

Other Data

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Do you have any other data that you would like to add to this analysis? If yes, insert your other data and analysis below.

<insert data and analysis here>

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Evaluation of School Improvement Efforts(Supports CSF # 1-Academic Proficiency, CSF #2-Academic Growth)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires that you evaluate at least once annually the effectiveness of your school improvement efforts. The annual review of the effectiveness of your school improvement efforts must include the following:

1. An evaluation of the implementation of, and the results achieved by, the school as measured by the State’s assessments and other indicators of academic achievement.

2. An evaluation of whether or not the school’s improvement efforts have been effective in increasing the academic achievement of students who may have been struggling.

3. A revision to school improvement efforts, based on the results of the evaluation, to ensure the continuous improvement of students within the school.

Instructions

Please check each item that you considered as you evaluated the effectiveness of your school improvement efforts over the past year. Also, please review the sample statement at the end of this section and update as needed for your school. To check the boxes below, double click on the box and select “checked” under the Default value.

DATA SOURCES FOR EVALUATION EFFORTSState assessment dataNWEA dataClassroom/Local assessment dataFormative assessment dataSchoolWorks School Quality Review Report/DataEd YES! Data (Michigan Only)DSQ Assessment/Perception of SIP EffortsSurvey DataOther: ______________________________________________________________Other: ______________________________________________________________

SETTINGS FOR EVALUATION EFFORTSSchool Improvement Team MeetingsOngoing Grade Level Team MeetingsAll-staff Meetings

Monthly PTO MeetingsBoard MeetingsOther: Intervention Assistance Team meetingsOther: ______________________________________________________________Other: ______________________________________________________________Other: ______________________________________________________________

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STATEMENT REGARDING YOUR OVERALL IMPROVEMENT EFFORTS - The following sample response has been pre-loaded for your consideration. Please edit as appropriate:

The school annually evaluates the implementation of its school improvement efforts through its school improvement process. While the school regularly assesses its needs, when engaged in the school improvement process it specifically considers student academic performance data, demographic data, programs and processes data, and perceptions data, to gauge the impact of its school improvement plan on meeting identified needs. The school improvement process is an ongoing, cyclical effort that encompasses the following: 1) capturing, analyzing, and reporting data; 2) prioritizing needs based on data; 3) communicating priorities; 4) organizing and implementing specific action in accordance with priorities; and 5) evaluating progress. The evaluation of progress during the improvement process allows the school to assess the degree to which its school improvement plan is successful and fosters conversation for adjustments to its strategic initiatives and overall improvement efforts.

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School Improvement Goals(Supports CSF #1-Academic Proficiency, CSF #2-Academic Growth, CSF #3-Build and Develop a Strong Instructional Team, CSF #4-Enrollment, CSF #5-Manage Expenses, CSF #6-Engage Stakeholders)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires you to identify goals for school improvement. In addition, NHA has identified Six Critical Success Factors to focus schools’ improvement efforts. By centering school improvement goals around the Six Critical Success Factors, it is our intent to align the work you are already doing for NHA with the Federal and State requirements for School Improvement Plans.

Instructions

Using the table and guidance provided on the following page, please create a school improvement goal and corresponding strategy for each of the 6 Critical Success Factors.

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CSF

#1-

Aca

dem

ic

Prof

icie

ncy

Charter Contract Goals:Goal 1: On the average of all MEAP tests administered, the public school academy will meet or exceed the performance of its selected peer district. The peer district is selected by GVSU.Goal 2: On the average of all MEAP tests administered, the public school academy will meet or exceed the performance of its compositional peer district. The comparison scores are populated by the weighted total of MEAP scores from the districts in which the school's student reside.Goal 3: The public school academy will not average more than one-half standard deviation below GVSU's MEAP/Free-Reduced Lunch regression model for all grades and subjects included in the model.Goal 4: The overall growth rate of the public school academy on a nationally norm-referenced tests will fall at the fiftieth percentile or higher across all grades and subjects for which the test is designed. (CC 2011)

CSF

#2-

Aca

dem

ic G

row

th

Guidance: Please set one goal for K-1 students using NWEAs PGA and another goal for 2-8 students using NWEA’s MAP test. You can set goals for spring to spring or fall to spring and focus on the % of students meeting or exceeding their growth targets. These goals can be composite or separated by content area. For example, 1) 70% of students in grades 2-8 will hit their Spring to Spring growth targets in math, reading and language usage, or 2) 70% students in grades 2-8 will meet or exceed their Fall to Spring growth targets in math, 69% will meet or exceed their Fall to Spring growth targets in reading and 75% of students will meet or exceed their growth targets in language usage.Goal: Grades K-1- I expect first grade students to show at least a 80% or higher growth rate in both reading and mathematics based off the NWEA fall to spring data charts. We expect first grade students to show at least a 75% proficiency rate in the subjects of science and social studies based off classroom tests/assessments from the fall to spring.Grades 2-8 Our goal is to have 100% of students passing all tests in Rdg./Math at end of each unit (use prior assessments to gauge what needs review). Student goals include their spring target. Staying on green with incentives for Fun Friday are promoted. Less behavior issues and distractions= more learning taking place. Here are other things in place to improve instruction and ultimately, increase achievement.

Classroom assessments- aim to be in the "A Club" for shout outs in all subjects. Team Tallies are set in math in order to promote participation and A/A questions. Progress monitoring continues bi-weekly for identified students. Daily workshop groups that are data-driven in order to zero-in on what exactly needs to

be taught. Reader's theatre- increasing fluency and decoding skills. (workshop) Parent communication: e-mail, Effort Creates Ability on failing paperwork or tests must

come back signed and the student can re-do for some extra points. Morning tutoring- 3 students will begin next week for math help that do not necessarily

qualify in our after-school program. Science- 80% of students will receive a 210 or higher on their NWEA science portion of their

test. Students will be able to find equivalent fractions as well as use numbers and

operations to solve various fractional equations while making real-life connections. Students will be able to distinguish between the various types of informational text (biography, autobiography, research material, dictionary, thesaurus, etc.). Students will practice writing skills in the context of other subjects.

Social Studies-Schoolwide focus on Social Studies instruction in order to achieve a percentage of Academic Growth.

CSF

#3-

Stro

ng Guidance: Please define one goal for Strong Instructional Team. The NHA target for Overall Satisfaction

(top box) on the Employee Survey is 34%. The NHA target for the Hewett 6 (top box) is 60%. Some suggested goals, depending on your school’s score compared to the NHA goal, are 1) Overall satisfaction (Top Box Score) will increase from 34% to 39% as measured by the spring employee satisfaction survey, or 2) The % of highly engaged employees as measured by the Hewett 6 will increase from 58% to 65% as measured by the spring employee satisfaction survey.

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Inst

ruct

iona

l Te

amGoal:

All team members will have expectations of the year set forth prior to the year start for big events such as the 8th grade graduation

Overall school staff satisfaction should will increase from 38% to at least 75% or higher rate of “highly satisfied staff members” for the 2012/2013 school year.

Instruction based on Common Core Include more cross curricular planning by incorporating Social Studies in ELA and Science

curriculum

CSF

#4-

Enro

llmen

t

Guidance: Please define one goal for Enrollment and/or Attrition. Some suggested goals, depending on your school’s current enrollment, are 1) On fall count day, have an enrollment of 728 (if enrollment goal is 724), or 2) Reduce annual attrition from 14.5% annually to 13.0%.Goal:

The enrollment rate will not decrease from 5th to 6th and then again from 6th to 7th grade at DEA. Reduce attrition from 25.6% in 11-12 to 19% in 12-13. Student attendance should reflect at least 90% or higher on a daily basis for the 2012/2013

school year. Enrollment will not fall below 700 students.

CSF

#5-

Man

age

Expe

nses

Guidance: Please define one goal for Manage Expenses. A suggested goal, depending on your school’s current site contribution, is: Achieve 100% of expected annual site contribution.Goal: The staff will become more conscious of paper usage to help manage the cost.

CSF

#6-

Enga

ge

Stak

ehol

ders

Guidance: Please define one goal for Engage Stakeholders. The NHA goal for the Net Promoter Score is 60%. A suggested goal, depending on your school’s score, is: The school will increase its top box overall parent satisfaction score from 60% to 65% on the 2012-13 parent survey.Goal: The school will increase parental support by 50% for the next year by having more parents come in during the school day and participating in lessons, reading groups, math lessons, science experiments, etc.Increase parent participation in the classroom by getting at least 3 parents to volunteer each week

*For schools that received a SchoolWorks Quality Review in the last year, please consider your “next steps” from the SchoolWorks report when completing the Supporting Strategies sections.

Next, define strategies for fulfilling your school’s goals using the template below. Strategies are categorized as follows:

NHA or organization-wide strategies Simple rule implementation strategies (Stable Schools) School-based strategies

NHA or organization-wide strategies NHA Organizational Goals will be communicated through the Annual Released at the Principals Meeting in

April.Simple rule implementation strategies – This section is for schools to list any Essential Elements (EEs) your school is going to focus on implementing with a high degree of fidelity to both increase implementation of the Simple Rules as well as help meet the Goals set above.Sample strategy:Ensure social contracting happens in every classroom as measured by: A social contract that has been signed by all students is prominently posted in the front of the classroom Teachers use a time-out signal when the social contract needs to be reinforced Teachers use reflective questioning when reinforcing the social contract Students use non-verbal cues to check one another’s behavior

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Ensure that the Commitment to Excellence Contract truly has a pulse in the school, through the teachers, parents, and students. Relate back to it in the many conversations we have with each of these groups of individuals as a reminder to what it means and stands for.

Post a copy of the Commitment to Excellence Contract around the school, in the Parent Room, Staff Lounge and in each classroom next to the Social Contract.

Observe the use of social contract in every classroom observation Check for student understanding of social contract pertaining to their classroom (done by the Deans)

Students should be able to recite what their classroom contract expects of them and their classmates

School-based strategiesSample strategies: Implement after school tutoring program for all students that test below the 25th percentile as measured by the

fall NWEA Launch new writing initiative to ensure all students in grades 1-8 complete a paragraph-long writing prompt

weekly Start mentoring program for middle school students to work weekly with 3-4 graders who are struggling

academically Summer school program will keep the summer loss percentage down and 50% or higher will retain their

spring scores from previous year. After school tutoring offered for students who are performing below grade level Saturday school offered for students who are performing below grade level DIBELS testing/grouping created to help support struggling students Mentoring program in place to assist new teachers in ways to better effectively teach their students Summer school offered for students who have not met their spring growth targets; get those students

prepared for the next school year.

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Intervention Plan(Supports CSF # 1-Academic Proficiency, CSF #2-Academic Growth)

Overview

After completing the Comprehensive Needs Assessment, evaluating your current school improvement efforts, and setting school improvement goals, you should have a good idea of what intervention needs exist within your school. Often, however, resources are not sufficient to meet every need. Therefore, needs must be prioritized, and strategies to meet those needs must be identified and implemented. Through the data you have already gathered, carefully identify and prioritize your grant-funded investments in preparation for your Investment Meeting.

Instructions

Use the following worksheet to prioritize your school’s list of identified needs and related strategies.

For example:

Rank Need Related Strategy Research & Rationale Estimated Cost

1 To combat summer learning loss in reading

Summer Reading Program – send home 8 books with 600 students to read over the summer.

Research: Jimmy Kim Study Rationale: high-impact, low-cost intervention for all students

Approx. $25/ student x 600 students = $15,000

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Prioritized List of Grant Funded Investments WorksheetUse this worksheet to prioritize your school’s list of identified needs and related strategies. Rank Need Related Strategy/Activity Research & Rationale Estimated Cost1 Increase MEAP scores as a

school

Continue Saturday School/tutoring and summer school for those students below grade level.

Past success with below-grade level students during MEAP University

2 Academic math specialist and support person

Provide students with a benchmarking foundation of math facts and vocabulary to increase math scores utilizing Walton Charter Academy’s program.

Walton has experienced an upward trend in NWEA math growth using this program.

$40,000-$50,000 teacher$16/ hr paraMath blast program $5,000

3 To decrease summer loss in math in all grades

Math focused summer school classes, project-based classes with a mathematics and science focus

$25/hour for 7 teachers

4Lap top cart all subjects/ writing

Having more access to computers would allow middle school students to expand research projects.

$300/ computer

5Boys Mentoring Program

Program centered upon social skill development, character education, and community service

African American boys have distorted academic identities that counter academic achievement, social skill development and knowledge of self equip them with the inner personal skills to be successful in an structure with other subtle mechanisms at play.

$5,000 to $10,000 per school year and/or population of students

6Digital Media Program

Program centered upon harnessing student’s creativity, education, career desires, and real application to what has been learned in class.

Research show that students retain more information by teaching others and/or presenting what has been learned. Utilizing technology to do this will also require students to use higher-level thinking skills.

$5000

7Urban Farming Program

School will utilize land to create an urban farm. Students will learn how to cultivate food, sell it, and the scientific concepts related to growing plants, vegetables, and fruits. This will also allow for the school to hold a farmer’s market.

The Federal government, as well as local entities have advocated Urban Farms in cities like Detroit. Engrossing students with all facets related to growing food (primarily science) will improve their self-confidence, community pride, and academic achievement, as learning becomes more attached to everyday life.

$5000

8 Rocketry and Robotics Program

School will begin an after school program and/or class centered upon creating Rockets and Robotics for various competitions and school functions.

The federal government has advocated that schools focus on improving in the areas of science and math. Programs such as the STEM offer grant funding to do such. The Vex robotics program offers students a real world experience into the area of Rocketry and Robotics. This is an excellent opportunity for not only school

$10,000

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publicity, but retaining and attracting High performing students.

9

10

11

12

37


Professional Development Plan(Supports CSF # 3-Strong Instructional Team)

Overview

After completing the Comprehensive Needs Assessment, evaluating your current school improvement efforts, and setting school improvement goals, you should have a good idea of what professional development needs exist within your school. Often, however, resources are not sufficient to meet every professional development need. Therefore, needs must be prioritized, and activities to meet those needs must be identified and implemented as resources allow. Through the data you have already gathered, carefully identify and prioritize your professional development needs in preparation for your Professional Development Meeting with your Coaching and Learning Consultant, and ultimately, your Investment Meeting.

Note: Professional development activities are often supported through NCLB’s Title II, Part A. Broadly stated, Title II, Part A allows you to utilize funds in three ways: preparing, training, and recruiting high quality teachers. The three uses of Title II, Part A funds are as follows:

1. Bonuses for attracting, retaining, and rewarding exceptional teacher performance 2. Positions intended to support teachers with professional development (i.e., Coach

positions)3. Professional Development for staff

Instructions

Please plan to discuss your Professional Development needs with your Coaching and Learning Consultant and at your Pre-Investment Meeting.

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Community Partnerships(Supports CSF # 6-Engage Customers)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires that you ensure the effective involvement of parents and support partnerships with parents, and the community to improve academic achievement. Partnerships should utilize community resources, libraries, and colleges to help students meet academic achievement goals.

Instructions

Please check each partnership that your school has developed and include specific details as appropriate.

ExampleCategory Partner Name Benefits of PartnershipCommunity Organization

Salvation Army Connection to community services for needy families, disaster relief, and youth camps.

CURRENT PARTNERSHIPSCategory Partner Name Benefits of Partnership

Library

College

U of M Grand Valley

State University

Healthy kids with Kidneys Program Provides Professional Development

Opportunities for teachers and contributes financial support

Museum Local Business Church St. Maron Evacuation Drill Partners Other: Gleaners Food Drives and Donations for Families Other: Other: Other:

FUTURE PARTNERSHIPSCategory Partner Name Benefits of Partnership

Other: Other: Other: Other: Other: Other: Other:

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Parental Involvement(Supports CSF #1-Academic Proficiency, CSF #2-Academic Growth, CSF #6-Engage Customers)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires that you ensure effective involvement of parents and support a partnership among the school, parents, and community to improve academic achievement. NCLB requires that you involve parents in the following ways: Help parents understand how to monitor their student’s progress on state assessments. Help parents understand how to work with their student’s teacher to increase academic

achievement. Provide tools and strategies to help parents work with their students at home to increase

academic achievement. Provide opportunities for partnership and involvement through several mediums throughout

the school year. Teach school staff and teachers the value of parent contributions as well as how to

effectively communicate with and involve parents.

Instructions

Please check each activity that your school utilizes to involve parents. Parent RoomParent Teacher Organization/AssociationFamily NightsParent NightsParent Committees (list below):

Detroit Parent Learning Network____________________________________________________________

Volunteer Opportunities (list below):Parental Support________________________________________________________________________________________________________________________

Parent Trainings (list below):Detroit Parent Learning Network______________________________

AtSchool.comTeacher Email / other computer-based communicationOther: Schoolreach phone calls and text messagesOther: FacebookOther: ______________________________________________________________

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Career Initiatives(Supports CSF #2-Academic Growth)

Overview

Schools are required to provide activities that will make available, in as many fields as practicable, opportunities for structured on-the-job learning combined with classroom instruction.

Compliance with this requirement can be demonstrated through the provision of age-appropriate, career-related opportunities.

Instructions

Please check each initiative that your school utilizes to provide on-the-job learning opportunities for your students.

Safety MonitorCrossing GuardPeer MentoringJunior AchievementCareer DayStudent GovernmentOther: NJHS & NEHSOther: ______________________________________________________________Other: ______________________________________________________________Other: ______________________________________________________________

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Home-School Communications(Supports CSF #6-Engage Customers)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires that communication between the school and families is two-way, ongoing, and meaningful. This section will outline the requirements of home-school communications and will enable you to record such communication that keeps parents informed about your school.

Meaningful home-school communications must take place regularly throughout the year and be carried out in accordance with the following: A variety of communications methods should be used. Communication methods should consider parent needs (e.g., transportation, childcare,

translation, schedules, etc.). Communication methods should allow for parent input or response (i.e., two-way).

Instructions

Please check each method that your school utilizes to communicate with families. Parent HandbookSchool NewsletterClassroom NewslettersParent NightsEmailPhone Tree SystemFriday Folders/Monday MailersParent/Teacher ConferencesSchool Open HouseSchool Website

Monthly PTO MeetingsParent Room Bulletin BoardHome VisitsOther: FacebookOther: ______________________________________________________________Other: ______________________________________________________________Other: ______________________________________________________________

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Evidence of Collaboration (Supports CSF # 1-Academic Proficiency, CSF #2-Academic Growth, CSF #3-Strong Instructional Team, CSF #4-Full Enrollment, CSF #6-Engage Stakeholders)

Overview

The No Child Left Behind Act of 2001 (NCLB) requires that you consult and collaborate with various stakeholder groups as you plan for the utilization of federal formula funds and implement intervention programs. This section outlines the requirements for consultation and collaboration and provides you with tools and resources to fulfill these requirements.

Once your Leadership Team or School Improvement Team has conducted your Comprehensive Needs Assessment and identified key needs and focus areas, meetings should take place with required stakeholders to solicit feedback.

The following stakeholders must be included in the consultation/collaboration process: Staff members, including

o Teachers and other school staff (including Title I staff)o Principal(s) and/or other members of Administrationo Paraprofessional(s), especially those funded through Title I

Parent(s), including those whose children receive Title I services Members of your charter school’s Governing Board

These meetings allow you to present your findings and recommendations and to solicit feedback on your proposed school improvement efforts from each required stakeholder group. Your collaboration with each stakeholder group must be documented. (Documentation can include face-to-face meetings with sign-in sheets and meeting minutes; surveys; emails; faxes; telephone calls; letters; and video-conferencing; among others.)

Instructions

Schedule and document meetings with the following stakeholders utilizing the required resources immediately following these instructions:Stakeholder Meeting requirements

Staff Agenda Sign in sheet for all staff members Staff survey

Parents Agenda Sign in sheet for all parents Parent survey

Board Agenda documented through board meeting minutes

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Please also complete the following chart (add rows as necessary):

School Improvement Team MembersName Role

PrincipalDean/Assistant PrincipalDean/Assistant PrincipalDean/Assistant PrincipalTeacherTeacherParaprofessionalParaprofessionalTitle I EmployeeTitle I EmployeeParentParentBoard MemberBoard Member

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Collaboration with teachers and other school staff (including Title I staff)(Supports CSF #3-Strong Instructional Team, CSF #6-Engage Customers)

Intentional, integrated SIP efforts should be coordinated across the whole school, including special education and co-curricular teachers, as well as Title I and other support staff. Your meeting with staff can be carried out at a regularly-scheduled all-staff meeting, or can be held during a special School Improvement all-staff meeting. Sign-in and sign-out sheets must be kept for this meeting and meeting minutes should be recorded. Below is a suggested agenda with pacing.

SUGGESTED STAFF MEETING CONTENT (Talking Points)Welcome, Good News, and Staff Sign-in (5 minutes)

Welcome participants and begin by sharing good news items. Circulate staff sign-in form.

Agenda Review (5 minutes) Provide an overview of the agenda and share the meeting objective, which is to:

• Present findings and make recommendations based on Leadership Team or School Improvement Team’s analysis of data

• Solicit input and garner feedback on proposed school improvement effortsComprehensive Needs Assessment: Findings and Recommendations (30-60 minutes)

Present findings from the Comprehensive Needs Assessment Highlight overall school-wide needs. Think-Pair-Share: Have participants take 2-3 minutes to reflect on (or write) how their

perceptions about identified school improvement needs correspond with the school’s selected school improvement goals. After this, participants should share their comments with a partner or small group.

Open up for whole-group discussion. Identify any themes across grade levels, wings, or school-wide.

Share recommendations for meeting identified needsConclusion and Survey Distribution & Staff Sign-out (5 minutes)

Conclude discussion. Distribute staff survey. Circulate staff sign-out form.

Staff surveys should be collected and reviewed. Copies should be submitted to your Grants Consultant along with other required items as noted in the SIP Workbook.

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School Improvement Staff Meeting AgendaDetroit Enterprise Academy[Insert Meeting Date Here][Insert Meeting Time Here]

Meeting AgendaWelcome, Good News, and Staff Sign-in 5 minutes

Agenda Review 5 minutes

Comprehensive Needs Assessment: Findings and Recommendations 30-60 minutes

Conclusion and Survey Distribution & Staff Sign-out 5 minutes

Notes

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School Improvement Staff Meeting SurveyDetroit Enterprise Academy [Insert Meeting Date Here][Insert Meeting Time Here]

Title I Grant: $522,948

31a Grant: $345,763

Current Distribution of Funds:

2%8% 2%

2%

25%

1%3%31%

5%

16%

4%

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All Grant Sources - Winter 2013Detroit Enterprise Academy

After SchoolCoachesFinancial IncentivesHomelessIndirect CostsParaprofessionalParent InvolvementProfessional DevelopmentReading/Academic SpecialistSocial WorkSummerSupplies/MaterialsField ExperiencesUninvested

1. Do you think the school’s Title I and 31a programs meet the academic needs of the students? Why or why not?

2. What would you like to see changed to improve the Title I and 31a intervention programs for the 13-14 school year?

3. What data do you have to support this change?

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4. What is the approximate budget for the change? (Example: Need $10,000 to provide one-on-one tutoring after school)

5. How would you evaluate the academic impact of the proposed change?

*All Grant Sources may include Title I and Title I SIP, 31a, Title IIA, Title IID, and Title III.

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School Improvement Staff Meeting Sign-in/Sign-out FormDetroit Enterprise Academy [Insert Meeting Date Here][Insert Meeting Time Here]

Staff Member Name(Please Print)

Position Staff MemberSIGN IN

Staff MemberSIGN OUT

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Collaboration with parents(Supports CSF #6-Engage Customers)

Your meeting with parents should be carried out at a specified Title I/School Improvement parent meeting. Sign-in and sign-out sheets must be kept for this meeting and meeting minutes should be recorded. Below is a suggested parent meeting agenda with pacing.

SUGGESTED TITLE I / SCHOOL IMPROVEMENT PARENT MEETING CONTENT (Talking Points)Welcome, Introduction, and Parent Sign-in (5 minutes)

Welcome participants and begin by introducing staff and sharing the purpose of the meeting.

Circulate parent sign-in formAgenda Review (5 minutes)

Provide an overview of the agenda and share the meeting objective:o To include parents in the process of school improvement; ando To solicit input and feedback on proposed school improvement efforts.

Title I and School Improvement (45-60 minutes) Title I and School Improvement Overview

o Purpose of Title I—ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach proficiency on challenging state academic achievement standards.

o Parents are an integral part of the improvement process. Title I requires parents to:

Review/provide input on identified plans for improvemento The school reviews all levels of school and student data in order to develop a

plan for improvement, and parent input on that plan is desired (and required) by the school.

Comprehensive Needs Assessment: Findings and Recommendationso Introduce school-wide needs, as developed through the Comprehensive Needs

Assessment, and share recommendations for meeting needs. Conclusion, Survey Distribution, and Parent Sign-out (5 minutes)

o Conclude meeting.o Distribute parent survey.o Circulate sign-out form.

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Title I / School Improvement Parent Meeting AgendaDetroit Enterprise Academy [Insert Meeting Date Here][Insert Meeting Time Here]

Meeting AgendaWelcome, Introduction, and Parent Sign-in 5 minutes

Agenda Review 5 minutes

Title I and School Improvement 45-60 minutes

Title I and School Improvement Overview

Comprehensive Needs Assessment: Findings and Recommendations

Conclusion, Survey Distribution, and Parent Sign-out 5 minutes

Notes

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Title I / School Improvement Parent Meeting SurveyDetroit Enterprise Academy [Insert Meeting Date Here][Insert Meeting Time Here]

Name (Optional):

1) In your opinion, have we identified the most appropriate goals/strategies/action steps or needs to focus on in order for our students and school to improve? If not, what adjustments do you think we need to make and why?

2) Do you think the school’s programs meet your child’s academic needs? Why/why not?

3) Do you feel like you are an essential component of our school’s improvement efforts? If not, how else would you like to be involved?

4) In the space below, please share anything you think needs to be considered as we collectively work to improve our school.

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Title I / School Improvement Parent Sign-in/Sign-out FormDetroit Enterprise Academy [Insert Meeting Date Here][Insert Meeting Time Here]

Parent/Guardian Name(Please Print)

Name of Child(ren)

Parent/GuardianSIGN IN

Parent/GuardianSIGN OUT

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Collaboration with the school board (Supports CSF #6-Engage Customers)

Collaboration with your school’s Governing Board is an important component of carrying out your school improvement efforts. The meeting with the board should be carried out during a “Principal’s Report” at your March Board Meeting. This report should include a summary of your school improvement needs and related recommendations. For New York schools, the Board President’s signature should be solicited after the meeting on the Evidence of Collaboration Form.

Note: New York schools authorized by the Charter Schools Institute, please be prepared to demonstrate alignment between your SIP and the school’s Accountability Plan.

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