School Improvement Plan by Tamara Paris Collins

Detroit Edison Public School Academy 1903 Wilkins Detroit, Michigan 48207 (313) 833-1100 Ralph C. Bland, Superintendent 11-12

Last DRAFT 1/27/09, 4/29/09, 5/7/09,6/29, 9/8, 04/29/10, 8/10, 03/29/11 LLW, 4/4/11KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11, TPC 10.4.11,KMB 10/20

Index of 10 Components

Components 1. Comprehensive Needs Assessment A. Content Targets & Reform Strategies

Page # Pages 11-77 Page 10

2. Instruction by Highly Qualified Professional Staff (Teachers and Instructional Paraprofessionals)

Page 80

3. Strategies to Attract High-Quality Highly Qualified Teachers

Page 80

4. High-Quality and Ongoing Professional Development

Pages 91-92

5. Strategies to Increase Parental Involvement

Pages 93-94

6. Preschool Transition Strategies

Page 96

7. Teacher Participation in Making Assessment Decisions

Page 11

8. Timely and Additional Assistance to Students

Page 7

9. Coordination and Integration of Federal, State, and Local Programs

Page 9

Draft-Detroit Edison PSA School Improvement Plan 2009-2010, revised 1/27/09 KMB, revised 1/29/09 KMB, revised 4/29/09 SEB, revised 5/7/09 SEB, revised 6/17/09, revised 6/24/09 Revised SEB & AP 6/25/09, Revised KMB 6/29/09, KMB 9/9/09, KMB 11/09, Revised 3/28/10 SEB, Revised 04/29/10 LLW, Revised 03/29/11 LLW, KMB 4/4/11, 07/12/11 LLW, 07/13/KMB 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11, TPC, 9/27/11 EDR, TPC 10.4.11, KMB 10/20/11

Stake Holders / Committee Involvement

Strand II, Standard 1, Benchmark A-1 through 7 The following team members participated in the development of this School Improvement Plan over the school years of 2006-2009. This plan has been modified from the previous year with the intention of continually improving the quality of our school through the development of our mission, goals, objectives and strategies. The School Improvement Team will continue to meet monthly to make appropriate changes in our schoolâ&#x20AC;&#x2122;s plan.

Members

Position

1a.

Kimberly Bland

Co-Chair

1b.

Angela Peoples

Co-Chair/Writing Coach/IB Coordinator

1c.

Shirley Brown

Co-Chair/HS Principal

Ralph Bland

Superintendent

Xavier Gillon

Director of Technology

Gail Withers

Primary Academy Assistant Principal

Paul Szymanski

Elementary Academy Assistant Principal

Kenneth Williams

Junior Academy Principal

Nancy Garvin

Director of Community Partnerships

Shannon Ware

Reading Coach-K-5

Melanie McIntosh

Math Coach/Science K-5

10.

Matthew Stewart

Junior Academy Principal

11.

Tamara Collins

JA Reading/HS and Tech Integration

12.

Erma Thomas

Parent/Board Member

13.

Susan Barnes/Carolyn Brown

Director of Finance

14.

Dorie Alexander

Director of Human Resource

15.

Keisha Stewart

Teacher

16.

April Angle

Teacher

17.

Darlene Ice

Teacher

18.

Mayla Spruill

Teacher

19.

Kristara Taylor

Social Worker

20.

Nakedia Sain

Special Education

21.

Evelyn Robinson

Math/Science Coach 6-10

Detroit Edison Public School Academy

School Mission Statement

Detroit Edison Public School Academy exists to prepare students entrusted to our care for a future as global citizens and successful life long learners that are caring and compassionate. Academic development is achieved in a dignified and supported environment by utilizing a proven research based curriculum that incorporates diversity, family, staff, and community partnerships, in pursuit of educational excellence.

School Pledge Right now today, This very moment, I am capable of giving myself The gift of absolute, self-assurance, Self-belief and powerful non-stop confidence in myself.

Introduction/Executive Summary

The Detroit Edison Public School Academy opened its doors August 1998. Students began attending school in September 1998. The school offers a quality education to students enrolled in pre- kindergarten through ninth grade. We enroll approximately 1200 students annually. Throughout 20112012 school year, the School Improvement Team meetings will continue to take place at 4:00 p.m. on a quarterly basis. The school was established by our Board of Directors and chartered by Oakland University. The Detroit Edison Public School Academy is one of the largest K-10 charter schools in the state of Michigan. New Paradigm For Education manages the school. Our school is housed in a state of the art buildings in the city of Detroit. We are located in the midst of Detroitâ&#x20AC;&#x2122;s Eastern Market district. The decision to relocate was based upon the changing needs of the students to provide a more conducive learning environment. During the 2003-2004 school year, Detroit Edison Public School Academy was awarded the Golden Apple Award, which is the highest award the Michigan Department of Education gives. In addition, the school received a 4 star rating with Edison. There are (4) academies--Primary (Pre-K-2), Elementary (3-5) Junior (6-8) and High School (9-10) within two buildings. Students in grades K - 5 are in self-contain classrooms, and see special subject teachers for reading, art, music, world language and physical education. Students in grades 6 - 8 have a sixty-minute period schedule. Teachers are divided into Houses which meet daily. In addition grade level teams meet weekly. During the House Team meeting the Lead teachers discuss student achievement and as well goals and strategies for achievement. These discussions are then shared at the Leadership Team meetings, which occur monthly. During the Leadership Team meetings the School Improvement Plan will be discussed quarterly. The Leadership Team consists of all Administrators, Lead Teachers, Curriculum Coaches, Special Education Coach, Director of Curriculum, Director of School and Community Partnerships, Director of Human Resource, Director of Technology, Director of Finance and Director of Technological Accounting. Our school is currently staffed with all certified teachers. All teachers have received training in the various aspects of our curriculum. Our instructional staff currently includes full time curriculum Coaches (Math, ELA, Science and Social Studies): We have approximately 70 instructional staff members, which includes self-contained K-5 classrooms, subject area instructors (6-10), PE, Art, Music and World Languages.

Detroit Edison Public School Academy

Educational Belief At the Detroit Edison Public School Academy we: 1. Believe that a culture of achievement promotes high student achievement. 2. Believe that students who are empowered with prior knowledge of assessment goals will be better prepared to take an active role in their own achievement. 3. Believe that high expectations promote excellence. 4. Believe that learning is optimized when parents and professionals work in partnership. 5. Believe that children have individual learning styles and intelligences that must be addressed in order for everyone to achieve. 6. Believe that staff members must be aware of state curriculum standards and benchmarks to maximize a studentâ&#x20AC;&#x2122;s achievement of goals. 7. Believe that the use of best practices reflecting current educational research increases our standard of quality. 8. Believe that all staff members are models for our students. 9. Believe that staff and students are entitled to learn and work in a clean and safe environment. 10. Believe that a cooperative learning environment educates, empowers and enlightens.

Timely and Additional Assistance to Students

DEPSA has implemented the Solution Team Process to assist students who are in need of additional help. The level 4 of the pyramid starts with School wide interventions. Level 4 of the pyramid relates to large groups/Trends. Level 2 is the intervention of small groups and level 1 is the individual intervention. The Solutions program begins with the establishment of a solutions Network. This Network consists of a core group of school leaders, teachers, parents, and/or support staff who commit to meeting throughout the school year to discuss, monitor, and plan strategies to improve the academic achievement of all students. The solutions Network assesses and analyzes factors standing in the way of student achievement and then plans and implements appropriate customized intervention strategies. The Solutions Network is the overriding structure that establishes a sense of connections, accountability and commitment throughout the school community. It is the main body that oversees how Solutions program strategies are designed, applied, and monitored throughout the school. Under the umbrella organization of the Solutions Network are five subgroups; each subgroup addresses a different component of intervention. Dividing interventions into smaller chunks ensures that the intervention strategies are targeted in a specific, systematic way to achieve maximum results.

School wide Large Group/Trends Small Group Individual

The five components that comprise the Solutions program are: Component 1: Attendance Component 2: Intervention Team (IT) Component 3: Parent and Family Involvement Component 4: Community Connections Component 5: School wide Behavior/Getting along Together

Attendance

Intervention Team (IT)

Parent and Family Involvement

Community Connections

School wide Behavior/GAT

Attendance Monitor

SFA facilitator

Parent liaison

Director of School & Community Partnerships

Administrator

Parent Representative

Counselor Social Worker

Social Worker Other personnel as identified

Counselor Other personnel as identified

Other personnel as identified

Social Worker Lead Teachers Administrator

Other personnel as identified

Coordination of Services

DEPSA’s Federal, State, and Local Programs are coordinated to include the achievement of goals stated in our Action Plan. DEPSA will use resources from School-Wide Title 1, as well as other types of Title 1 funding to offer the following programs:         

Tutoring Summer School Title 1 staffing Training for Staff, Students, and Parents Saturday School Activities for parents Math Games Kindergarten Support Curriculum Support Grant Title 1, Part A Title II, Part D Title II, Part A At Risk

Program/Service Improving Basic Program Services Enhancing Education Through Technology Budget Teacher/Principal Training and Recruiting Budget

Grade Level K-8

Dollar Amt. $337,235

K-8 K-8

$67,430

K-8

School-wide Reform Strategies School-wide programs that we are currently implementing include but are not limited to: • • • • • • • • • • • • • • • • • • • • • • • • 10

Title 1 tutoring Academic Games Individual and group sessions with school social worker Evaluwrite 6+1 traits of writing Writing Prompts Writing Camp Journal writing Dolch Words After school tutorial program Math Games Super Saturday Science Kits Science Readers Read and Respond CC modeling lesson Character Camp Eco-Tek Future City International Baccalaureate (IB) Service Learning Projects Project Lead The Way Green Team/Garden Club Study Island

Curriculum pacing charts in all grades is being utilized to make sure that all teachers are on pace and students are receiving state requirements. Students are targeted in small groups or one-on-one to make sure all students are reached. Teachers use the Solution Team process to ensure all students have the means for success in the classroom.

Teacher Participation in Assessment During Learning Communities (PLCâ&#x20AC;&#x2122;s), and Professional Development staff members have the opportunity to break into groups and analyze test data and formulate a plan of action based on the specific needs of the students. Teachers create formative assessments to gage student progress and make modification to instruction. DEPSA is currently using data-driven lesson plans as well as data from Limelight, SCANTRON, Explore, The Plan, Evaluwrite, PASeries, MAT-8, MME, Inform and MEAP. Teachers have access to the test scores everyday to check the studentâ&#x20AC;&#x2122;s abilities on specific objectives. This data is shown in the teacherâ&#x20AC;&#x2122;s lesson plans. Teachers were also trained on the Limelight System, SRI, SMI, SCANTRON and Evaluwrite system to review data. Teachers utilize chapter test, unit test, quizzes and other forms of assessments created by their respective teams and by themselves.

Comprehensive Needs Assessment Detroit Edison Public School Academy (PK-10) has conducted a comprehensive needs assessment that places a focus on all students performing at or above grade level. This process places an emphasis on teaching and learning, building a collaborative professional community, and sustaining parental involvement. The first step in the process is to identify, collect, and organize relevant data. Based on the data a self-study is conducted which reveals gaps and trends in student achievement. We then use the findings to identify the root cause and prescribe interventions to meet the needs of the students. Sources of data include, but are not limited to MEAP, Scholastic Reading Inventory (SRI), Scholastic Math Inventory (SMI), SCANTRON, Parent Teacher Conference Attendance, Parent Workshop Attendance, Demographic Data, Limelight Assessments, Powerschool/Power Teacher, and Parent Surveys. Our findings include that from analyzing the data from the past three years the scores consistently meet AYP targets although there are areas that need improvement. When looking closely at the baseline data for 4th and 7th grade writing, 8th grade Math, 6th grade social studies and 8th grade science scores have declined which becomes the set area of focus in which we will concentrate our inquiry and intervention efforts. In addition only 69% of the students in 4th grade who are considered to receive free or reduced lunch performed at advance or proficient and 67% of the 4th grade students with disabilities with standard accommodations performed at advance or proficient. 4th grade students in these 2 sub-groups would be the target population and highest priority in searching for root causes that hinder student academic performance. Most importantly students with 11 Draft-Detroit Edison PSA School Improvement Plan 2009-2010, revised 1/27/09 KMB, revised 1/29/09 KMB, revised 4/29/09 SEB, revised 5/7/09 SEB, revised 6/17/09, revised 6/24/09

Revised SEB & AP 6/25/09, Revised KMB 6/29/09, KMB 9/9/09, KMB 11/09, Revised 3/28/10 SEB, Revised 04/29/10 LLW, Revised 03/29/11 LLW, KMB 4/4/11, 07/12/11 LLW, 07/13/KMB 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11, TPC, 9/27/11 EDR, TPC 10.4.11, KMB 10/20/11

disabilities who receive standard accommodation across grade levels are also a target population because less than 70% of the students performed below state minimum standards. Based on the school's discussion about current trends in student learning, the School Improvement Team has determined the following:

Student Data Analysis Goals

Student Achievement Objectives

ELA All students will be proficient in Reading /Writing.

1. By May of 2012, Detroit Edison P.S.A. students will meet state ELA AYP targets in reading with at least 90% of students tested scoring proficient at each grade level while focusing on summarization and comprehension strategies. Measurement tools that will be used to forecast and monitor improvement are Limelight Benchmark Assessments, SCANTRON, Savvy Reader, FAST,Eval u write, and MEAP.

Math All students will be proficient in Math

Science All students will be proficient in Science.

Social Studies All students will be proficient in SS.

2. By May of 2012 Detroit Edison P.S.A. students will meet state Math AYP targets with at least 90% of students tested scoring proficient at each grade level while focusing on number sense, problem solving, measurement, and geometry. Measurement and support tools that will be used to forecast and monitor improvement are Limelight Benchmark Assessments, SCANTRON, Super Saturday, and math games. 3: During the 2012 school year 80% of the all students will increase their reading comprehension in expository text by utilizing the Foss Delta Kits and at each grade level as measured by Limelight, teacher assessments, observations and performance evaluations.

4: During the 2012school year, 85% of the all students will increase their Social Studies comprehension by

Strategies (Faculty Activities or Action) • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Writing tutoring during school hours “Write for Us” After School Writing Camp SFA Tutoring Junior Academy Book Club Conducting weekly and bi-weekly learning community meetings Embedding non-mastered expectations Data Analysis and Reflection submitted from teachers for monthly tests and quarterly exams Teacher instructed and volunteered tutoring Summer Academy Enrichment Cross-Curricular planning amongst teams and teachers Super Saturday Teacher instructed and volunteered tutoring Math Games embedded daily and weekly Manipulative based math Games Data Analysis and Reflection submitted from teachers for monthly tests and quarterly exams Summer Academy Enrichment Cross-Curricular planning amongst teams and teachers Teacher instructed and volunteered tutoring Eco-Tek Science Embedding expository text used in reading and writing Embedding week GLCE’s not covered in module kits Five E’s Summary Academy Enrichment Cross-Curricular planning amongst teams and teachers Embedding of Weekly Readers and Current Events in lesson plans Embedding Michigan Magazine in Elementary classes Student led Service Learning that is correlated with the state GLCE’s Student’s will participate in Future City Competition Cross-Curricular planning amongst teams and teachers

Demographics Student Enrollment Trends K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th Total

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

123 124 111 123 125 122 126 124 124

122 125 129 107 119 128 122 116 117

107 104 127 122 110 116 117 119 135

130 116 116 124 126 109 121 114 116

1102

1085

1057

1072

105 120 112 111 114 122 117 114 104 100 1119

Student Gender Group 2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Male

505

482

496

490

477

519

554

Female

599

570

611

595

565

553

576

Total

1104

1052

1107

1085

1042

1072

1130

Student Sub Group

Sub Group Population Free and Reduce

2004-2005 623

2005-2006 361

2006-2007 343

2007-2008 528

2008-2009 728

2009-2010 646

2010-2011 646

Students with Disabilities Limited English Proficient

31 0

41 0

35 0

41 0

39 0

51 0

After reviewing the information on enrollment and sub groups, we currently have a stable population of students; however our school has experienced some decline due to the states economy and the high volume of families relocating around and out of the state of Michigan. A snapshot of enrollment is constantly being tracked to maintain the schools average population while maintaining a high quality educational program.

Multiple Measures of Student Achievement Multiple data sources (other than MEAP) are used to inform decision-making about grade level student achievement within the district. Name and Type of Measurement Instrument 1) Scholastic Reading/Math Inventory (SRI)/(SMI) 2) Limelight (Summative) 3) Eval-U-Write 4) SFA (Story Test) 5) Math for Understanding 6) Teacher Formative Assessment 7) Explorer/Plan 8) SCANTRON

Grade Level Assessed 2-9 2-9 3-8 2-5 1-9 Pre-K-9 8th/9th 2-9

Subject Area Assessed Reading and Math ELA/Math/Science/Social Studies Writing Reading Math ELA/Math/Science/Social Studies ELA/Math/Science/Social Studies ELA/Math

Demographics MEAP Report Fall 2008 ELA Sub-Groups Scored in the Categories of Advanced or Proficient

Ethnicity Gender Free/Reduced Lunch

Students w/Disabilities

3rd

4th

5th

6th

7th

8th

Black Male Female Full Pay

83% 82% 83% 95%

75% 75% 73% 77%

84% 84% 85% 92%

81% 78% 83% 85%

88% 90% 86% 91%

84% 82% 85% 82%

Free/Reduced Lunch Standard Accommodations

72%

69%

79%

77%

86%

87%

67%

33%

.04%

The data indicates 4th grade is performing on average below 80%. Only 69% of the students in 4th grade who are considered to receive free or reduced lunch performed at advance or proficient and 67% of the 4th grade students with disabilities with standard accommodations performed at advance or proficient. 4th grade students in these 2 sub-groups would be the target population and highest priority in searching for root causes that hinder student academic performance. In addition, students with disabilities who receive standard accommodation across grade levels are also a target population because less than 70% of the students performed below state minimum standards. Overall school-wide goals would need to reflect intervention to target student with disabilities and our 4th grade population in ELA. Fall 2008 Math Sub-Groups Scored in the Categories of Advanced or Proficient

Ethnicity Gender Free/Reduced Lunch

Black Male Female Full Pay

3rd

4th

5th

6th

7th

8th

83% 86% 81% 91%

87% 88% 84% 91%

88% 93% 83% 89%

83% 76% 87% 85%

94% 94% 95% 95%

74% 70% 76% 75%

Free/Reduced 76% 80% 86% 81% 94% 72% Lunch Students Standard 0% 75% 0% 50% 100% 0% w/Disabilities Accommodations Overall the data reflects across grade level we perform in the 80 percentile on average except for our 8th grade population. On average 75% of the 8th grade students have performed at advanced or proficient. Our students with disabilities are also an area of concern. Student with disabilities across the grade levels appear to be struggling with mathematical concepts.

MI-Access Report Functional Independence 2010 MI-Access Surpassed or Attained Performance Standards

5th 6th 7th

5th 8th

Scale Range

# of Students

2500 – 2608 2600 – 2712 2613-2791

1 1 2

Scale Range

# of Students

2500 – 2586 2600 – 2685 2700 – 2793

1 2 2

Scale Range

# of Students

2500 - 2638

1 1

Surpassed or Attained Performance Standards 1 1 1

English Language Arts

Surpassed or Attained Performance Standards 1 1 1

Mathematics

Surpassed or Attained Performance Standards 1 0

Science

100% 100% 50%

100% 50% 50%

100% 0%

2009 MI-Access Surpassed or Attained Performance Standards

5th 6th 7th

5th 8th

Scale Range

# of Students

2500 – 2608 2600 – 2712 2613-2791

1 1 2

Scale Range

# of Students

2500 – 2586 2600 – 2685 2700 – 2793

1 2 2

Scale Range

# of Students

2500 - 2638

1 1

Surpassed or Attained Performance Standards 1 1 1

English Language Arts

Surpassed or Attained Performance Standards 1 1 1

Mathematics

Surpassed or Attained Performance Standards 1 0

Science

100% 100% 50%

100% 50% 50%

100% 0%

2008 MI-Access Surpassed or Attained Performance Standards

4th 5th 6th

4th 5th 6th 7th

5th

Scale Range

# of Students

2400 - 2516 2500 – 2608 2600 – 2712

2 3 2

Scale Range

# of Students

2400 – 2483 2500 – 2586 2600 – 2685 2700 – 2793

1 4 1 1

Scale Range

# of Students

2500 - 2638

Surpassed or Attained Performance Standards 2 2 2

English Language Arts

Surpassed or Attained Performance Standards 1 1 0 1

Mathematics

Surpassed or Attained Performance Standards 0

Science

100% 67% 100%

100% 25% 0% 100%

DEPSA has 3 Special Education Teachers who are all highly qualified, who combined handle 9 functional independent students. All students are in our inclusion program and pulled out of the regular classroom based on their Individual Education Plan (IEP). According to the data 5th grade science and 6th grade mathematics are the 2 target areas that require immediate attention showing 0% of our student surpassed or attained performance standards in both areas.

High Stakes Test

! "#$%&'$!()'*&+!,-./'0!102&&/!304)#56! 1903 Wilkins Detroit, Mi 48207 (313)833-1100 Ralph C. Bland, Superintendent

GRADE LEVEL 3 3 4 4

SUBJECT

2007-2008

2008-2009

2009-2010

2010-2011

Math 91.5 83 97 95 Reading 86.8 86 96 85 Math 89.7 86 93 90 Reading 87.8 79 82 87 Writing 65 5 Math 81.6 88 85 80 5 Reading 82.4 82 87 90 Science 81 6 Math 84.2 83 89 85 6 Reading 81.8 81 91 87 SS 77 7 Math 71.6 94 86 91 7 Reading 73.7 83 78 84 Writing 64 8 Math 71.6 73 80 66 8 Reading 80.2 78 90 85 Science 83 9 SS 73 The data above represents the percentage of students, per grade level, meeting and/or exceeding state expectations.

Over the past four years DEPSA has met AYP. Nevertheless, the trends identified after reviewing four years of data is as follow: 60% of DEPSA 3rd graders have either met or exceeded state expectations in the last four years. 86% of 3rd grade students have either met or exceeded state expectations in the last four years. 79% of 3rd grade students either met or exceeded state expectations in the last four years. 3rd grade overall has not shown growth for the past 4 years but have met state expectations. Second and Third grade will become an area of focus in the upcoming year.

4th grade students in the area of writing has declined and shown ups and downs. 3rd-8th has struggled in the area of comprehension in the past four years. This has cause our reading scores to flat line in the low 80â&#x20AC;&#x2122;s. School-wide the school will focus on using expository text to increase comprehension.

Fall MEAP 2008 3-9: Grade 3 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested 1

Math 38.9% 44.4% 16.7% 0% 83.3% 16.7% 126 26

Reading 31% 54.8% 13.5% 0.8% 85.7% 14.3% 126 126

Writing 0% 65.9% 31.7% 2.4% 65.9% 34.1% 126 126

ELA 7.9% 74.6% 17.5% 0% 82.5% 17.5% 126 126

Math 19.5% 59.3% 18.6% 2.7% 78.8% 21.2% 113 113

Reading 0% 32.7% 67.3% 0% 32.7% 67.3%

Writing

Math 33.3% 49.1% 17.5% 0% 82.5% 17.5% 114 114

Reading

Note: * = Fewer than 10 students included. N/A = Not Applicable.

Fall MEAP 2008 3-9: Grade 4 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested

33.3% 52.6% 14% 0% 86% 14% 114 114

ELA 1.8% 71.7% 25.7%

0.9% 73.5% 26.5% 113 113

113 113

Note: * = Fewer than 10 students included. N/A = Not Applicable.

Fall MEAP 2008 3-9: Grade 5 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested

56.6% 31% 9.7% 2.7% 87.6% 12.4% 113 113

Science 27.2% 54.4% 14.9% 3.5% 81.6% 18.4% 114 114

Writing

ELA 0% 70.2% 29.8% 0% 70.2% 29.8% 114 114

8.8% 75.4% 15.8% 0% 84.2% 15.8% 114 114

Note: * = Fewer than 10 students included. N/A = Not Applicable.

Fall MEAP 2008 3-9: Grade 6 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested

Math 47.4% 35.3% 15.5% 1.7% 82.8% 17.2% 116 116

Reading 31% 50% 16.4% 2.6% 81% 19% 116 116

Social Studies 35.3% 31% 17.2% 16.4% 66.4% 33.6% 116 116

Writing 0.9% 81% 17.2% 0.9% 81.9% 18.1% 116 116

Reading 26.4% 56.2% 13.2% 4.1% 82.6% 17.4% 121 121

Writing 0% 94.2% 5.8% 0% 94.2% 5.8% 21 121

ELA 10.7% 77.7% 11.6% 0% 88.4% 11.6% 121 121

Science 6.7% 54.4% 26.3% 2.6% 71.1% 28.9% 114 114

Writing 0% 86.8% 12.3% 0.9% 86.8% 13.2% 114 114

ELA 14.7% 66.4% 18.1% 0.9% 81% 19% 116 116

Note: * = Fewer than 10 students included. N/A = Not Applicable.

Fall MEAP 2008 3-9: Grade 7 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested

Math 47.5% 46.7% 5.7% 0% 94.3% 5.7% 122 122

Note: * = Fewer than 10 students included. N/A = Not Applicable.

Fall MEAP 2008 3-9: Grade 8 Level 1: Advanced Level 2: Proficient Level 3: Partially Proficient Level 4: Not Proficient Met or Exceeded Not Met Number Included Number Tested

Math 31% 42.2% 20.7% 6% 73.3% 26.7% 116 116

Reading 25% 52.6% 18.1% 4.3% 77.6% 22.4% 116 116

ELA 9.6% 73.7% 14.9% 1.8% 83.3% 16.7% 114 114

!"#$%&'!()*+$,!%,-&&+!.,.#"/0!/".(!%12345!6787!!!!*9:;<:=>!,2<4?!7@AB8! ! Fall MEAP 2010 3-9: Grade 3 Math

Reading

Level 1: Advanced

56.8%

36.9%

Level 2: Proficient

38.7%

47.7%

Level 3: Partially Proficient

4.5%

14.4%

Level 4: Not Proficient

0.9%

Met or Exceeded

95.5%

84.7%

Not Met

4.5%

15.3%

Number Included

111

Number Tested

111

Note: * = Fewer than 10 students included. N/A = Not Applicable.

! Fall MEAP 2010 3-9: Grade 4 Math

Reading

Writing

Level 1: Advanced

34.2%

22.3%

18.2%

Level 2: Proficient

55.8%

64.5%

47.1%

Level 3: Partially Proficient

10%

12.4%

29.8%

Level 4: Not Proficient

0.8%

Met or Exceeded

90%

86.8%

65.3%

Not Met

10%

13.2%

34.7%

Number Included

120

121

Number Tested

120

121

Note: * = Fewer than 10 students included. N/A = Not Applicable.

AYP Status - Students Assessed in Mathematics - Grades Tested 3-8 Student group

Stude nt enroll ed

Student Assessed 08-09

Percent assessed in 20102011

Two Year Average Percent

Three Year Average Percent

Met Goal Level 95%

All Students

698

695

99.6%

99.4%

YES

Ethnicity Black of African American

698

695

99.6%

99.4%

YES

American Indian or Alaska Native

Asian American native Hawaiian or Pacific Islander

Hispanic or Latino

White

0 0 0

Students with disabilities

Economic ally disadvant aged

441

440

99.8%

101.2%

100.5%

YES

multiracial Limited English Proficient

AYP Status - Students Assessed in Reading - Grades Tested 3-8 Student group All Students Ethnicity Black of African American American Indian or Alaska Native Asian American native Hawaiian or Pacific Islander Hispanic or Latino White multiracial Limited English Proficient Students with disabilities Economic ally disadvant aged

Stude nt enrolle d 698

Student Assessed 2010-2011

Two Year Average Percent

Three Year Average Percent

Met Goal Level - 95%

695

Percent assessed in 20102011 99.6%

99.6%

99.4%

YES

698

695

99.6%

99.4%

YES

0 0 0

441

440

99.8%

101.2%

100.5%

YES

3 Year MEAP Data Analysis Comparison Grade

3r d Prio rity

GLCE

Writing

W.PS.02.01

Develop personal style in oral, written, and visual messages: narrative-descriptive language, use of imagination, varying sentence beginnings, informational-facts, and effective conclusions.

W.GR.02.0 1

Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalization.

W.SP.02.01

W.PR.02.0 1

Set a purpose, consider audience, and begin to use styles and patterns derived form studying authorsâ&#x20AC;&#x2122; craft when writing a narrative or informational piece. (analysis).

07/08

08-09 GLCE

W.PS.02.01

W.PR.02.01

W.SP.02.01

W.GR.02.01

Writing

09-10 GLCE

Writing

10-11 GLCE

Writing

Set a purpose, consider audience, and begin to use styles and patterns derived form studying authors â&#x20AC;&#x2DC;craft when writing a narrative or informational piece. (analysis). Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application) Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalization.

W.GN.02.0 3

Produce a magazine feature article using an organizational pattern such as description, enumeration, sequence, compare/contrast, that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.

W.GR.02.0 1

Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalization.

W.GN.02.0 1

Write realistic fiction, and/or personal narrative that: depicts major story events, uses illustrations to match mood, contains settings, problem/solution, and sequenced events. (Application).

W.SP.02.01

Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application) Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application)

W.SP.02.01

W.PR.02.06

Revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistc changes in content and form to suit intended purpose and audience.

W.GR.02.01

Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalization.

W.SP.02.01

Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application) Develop personal style in oral, written, and visual messages: narrative-descriptive language, use of imagination, varying sentence beginnings, informational-facts, effective conclusions.

3rd

W.GR.02.0 1

Prio rity

GLCE

R.NT.02.03

R.CM.02.03

R.NT.02.03

Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalizaiton.

Reading Identify and describe: characters' actions and moitvations, setting (time and place), problem/solution, sequence of events. (comprehension)

Compare and contrast relationships among charcters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. (knowledge)

Identify and describe: characters' actions and moitvations, setting (time and place), problem/solution, sequence of events. (comprehension)

W.GR.02.01

GLCE

R.NT.02.03

R.CM.02.02

R.CM.02.03

Spell frequently encourntered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application) Reading Identify and describe: characters' actions and moitvations, setting (time and place), problem/solution, sequence of events. (comprehension)

Retell in sequence the major idea(s) and relevant details of grade-level narrative and infromatinal text. (synthesis)

GLCE

Reading

GLCE

R.CM.02.02

Retell in sequence the major idea(s) and relevant details of gradelevel narrative and infromatinal text. (synthesis)

R.IT.02.01

R.CM.02.02

Retell in sequence the major idea(s) and relevant details of gradelevel narrative and infromatinal text. (synthesis)

R.CM.02.03

R.NT.02.02

Identify and describe a variety of genre including: poetry, fantansy, legends, drama. Comprehension)

R.WS.02.11

Reading Identify and describe a variety fo informational genere including;simple howto books, perosnal correspondence, science and social studies magazines. (comprehension) Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. (knowledge) In context, dtermine the meaning of words and phrases including objects, actions, concepts, content vacabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. (knowledge)

R.NT.02.02

R.CM.02.02

R.CM.02.03

R.NT.02.04

R.IT.02.01

Identify and explain how authors/illustrators use literary devices: illustrations to depict major story events, title, comparisons (metaphor/simile) to reveal characters' thoughts and actions. (comprehension)

Identify and describe a variety of genre including: poetry, fantansy, legends, drama. Comprehension)

Retell in sequence the major idea(s) and relevant details of grade-level narrative and informatinal text. (synthesis) Compare and contrast relationships among charcters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. (knowledge)

Identify and describe a variety of informational genre including: simple how-to books, personal correspondence, science and social studies magazines. (comprehension).

R.WS.02.11

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental picutures, and questioning. (knowledge)

R.WS.02.11

R.CM.02.02

Retell in sequence the major idea(s) and relevant details of grade-level narrative and informatinal text. (synthesis)

R.WS.02.11

R.CM.02.02

Retell in sequence the major idea(s) and relevant details of grade-level narrative and informatinal text. (synthesis)

R.NT.02.02

R.NT.02.03

R.CM.02.03

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental picutures, and questioning. (knowledge)

R.WS.02.11

In context, dtermine the meaning of words and phrases including objects, actions, concepts, content vacabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. (knowledge)

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental picutures, and questioning. (knowledge) Identify and describe a variety of genre including: poetry, fantansy, legends, drama. Comprehension) Identify and describe: characters' actions and moitvations, setting (time and place), problem/solution, sequence of events. (comprehension) Compare and contrast relationships among charcters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically

representing key ideas and details, and asking questions as they read. (knowledge)

3rd

R.IT.02.03

Prio rity

GLCE

G.LO.02.07

M.PS.02.10

R.WS.02.11

Explain how authors/illustators use text features to enhance the understanding of key and supporting ideas: boldface type, graphs, maps, diagrams, charts. (comprehension).

Explain how authors/illustators use text features to enhance the understanding of key and supporting ideas: boldface type, graphs, maps, diagrams, charts. (comprehension). Mathematics

Find and name locations using simple coordinate systems such as maps and first quadrant grids (application)

Solve simple word problems involving length and money. (application) Focal Point 2

R.NT.02.03

GLCE

N.MR.02.15

N.ME.02.03

Mathematics Understand division (/) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division "undoes" multiplication, e.g., 2 x 3 =6 can be rewritten as 6/2 = 3 or 6/3 =2. (comprehension)

Compare and order numbers to 1000; use the symbols > and <, (analysis)

GLCE

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental pictures, and questioning. (knowledge) Identify and describe: characters' actions and motivations, setting (time and place), problem/solution, sequence of events. (comprehension) GLCE Mathematics N. ME.02.18

M.PS.02.08

Add and subtract money in mixed units, e.g., $2.50/60 cents and $5.75--$3, but not $2.50+$3.10. (application)

M.TE.02.11

Determine perimeters of rectangles and triangles by adding lengths of sides, recognizing the meaning o

G.TR.02.06

Mathematics Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model 1/2, 1/3, & 1/4 by folding strips.

Recognize that shapes that have been slid, turned or flipped are the same shape, e.g. a square rotated 45째 is still a square (analysis)

perimeter. (application) Focal Point 2

M.PS.02.02

N.ME.02.19

N.MR.02.09

M.PS.02.10

find and name locations using simple coordinate systems such as maps and first quandrant grids (application) Focal Point 2

Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4. (comprehension)

Given a contextual situation that involves addition and subtraction for numbers up to two digits, :model using objects or pictures, explain in words, record using numbers and symbols; solve. (analysis) Focal Point 2

Solve simple word problems involving length and money. (application)

N.ME.02.19

Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4. (comprehension)

M.TE.02.11

Determine perimeters for rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter. (application) Focal Point 2

M.TE.02.04

M.PS.02.02

Find the area of a rectangle with whole number side lengths by covering whi unit squares and counting, or by using a grid of unit squares; write the area as a product. (application)

Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Focal Point 2

M.UN.02.06

Use the concept of duration of time, e.g., determine what time it will be half an hour form 10:15. (application)

M.UN.02.09

M.PS.02.02

Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Focal Point 2

M.UN.02.05

M.UN.02.06

Use the concept of duration of time, e.g., determine what time it will be half an hour form 10:15. (application)

M.TE.02.04

Find the area of a rectangle with whole number side lengths by covering with unit squares and counting, or by using a grid of unit squares; write the area as a product. (application)

Read temperature using the scale on a thermometer in degrees Fahrenheit. (comparison) Using both a.m. and p.m., tell and write time from the clock face in 5 minute intervals and from digital clocks to the minute; including reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before (application)

4th

N.ME.02.01

N.ME.02.03

D.RE.02.03

M.PS.02.02

Prio rity

GLCE

W.GR.03.0 1

Count to 1000 by 1's, 10's and 100's starting from any number in the sequence. (knowledge)

Compare and order numbers to 1000; use the symbols > and <. (analysis)

Solve problems using information in pictographs; include scales such as ยก represents 2 apples; avoid ยก cases. (application)

M.UN.02.01

Measure lengths in meters, centimeters, inches, feet, and yards approximating to be the nearest whole unit using abbreviations: cm, m, in, ft, yd. (application)

M.UN.02.05

Using both A.M. and P.M., tell and write time from the clock face in 5 minutes intervals and from digital clocks to the minute; include reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before (application)

G.RS.02.05

N.MR.02.07

Find the distance between numbers on the number line, e.g., how far is 79 form 26? (application)

M.TE.02.11

Compare lenths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Writing Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

M.PS.02.10

M.PS.02.02

GLCE

W.PR.03.01

Writing Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

GLCE

Solve simple word problems involving length and money. (application) Focal Point 2 Classify familiar plane and solid objects, e.g., square, rectangle, rhombus, cube, pyramid, prism, cone, cylinder, and sphere, by common attributes such as shape, size, color, roundness, or number of corners and explain which attributes are being used for (analysis) Determine perimeters for rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter. (application) Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Writing

W.GR.03.01

W.SP.03.01

W.PR.03.0 4

W.PR.03.0 1

Spell frequently encountered words (e.g., multi-syllabic, rcontrolled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound rimes, morph (application) Revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). (application)

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.PR.03.0 1

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GN.03.0 3

Write a report demonstrating the understanding of central ideas and supporting details using an effective organizational pattern (e.g., problem/solution) with a title, heading, subheading and a table of contents.

W.PR.03.01

Set a purpose; consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.SP.03.01

W.PR.03.03

Draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solutions) ()

W.PR.03.04

W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

W.PR.03.01

W.PR.03.02

Apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem (synthesis)

W.PR.03.01

W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

W.GN.03.03

W.PS.03.01

W.GN.03.0 3

W.SP.03.01

Prio rity

GLCE

Write a narrative piece (e.g., fable, folktale, or realistic fiction), using personification, setting, and actions and thoughts that reveal important character traits. Exhibit individual style and voice to enhance the written message (e.g., in narrative text: varied word choice and sentence structure, character description, in informational text: examples, transitions, grammar usage). (synthesis)

4th

W.GN.03.0 1

R.NT.03.02

Reading

Identify and describe a variety of narrative genre(e.g., folktales, fables, realistic fiction). (comprehension)

W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

W.GN.03.01

W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

W.PS.03.01

W.PR.03.04

Revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, and transitions). (application)

W.GN.03.03

W.PR.03.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.SP.03.01

GLCE

R.CM.03.03

Reading

Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis)

GLCE

R.CM.03.03

Reading Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a

GLCE

R.WS.03.08

Reading

Determine the meaning of words and phrases in context, (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension)

subject area text, an historica (analysis)

R.NT.03.02

R.CM.03.01

R.NT.03.03

Identify and describe a variety of narrative genre (e.g., folktales, fables, realistic fiction). (comprehension)

Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses. (application)

Identify and describe characters' thoughts and motivations, story level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text. (comprehension)

R.NT.03.02

R.WS.03.08

R.CM.03.03

Identify and describe a variety of narrative genre (e.g., folktales, fables, realistic fiction). (comprehension)

R.WS.03.08

R.NT.03.03

Identify and describe characters' thoughts and motivations, story level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text. (comprehension)

R.CM.03.03

R.IT.03.01

R.CM.03.02

Retell the story elements of grade level appropriate narrative text and major idea(s) of grade level appropriate informational text with relevant details. (comprehension) Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis) Identify and describe a variety of informational genre (e.g. textbooks, encyclopedia, and magazines). (comprehension)

R.CM.03.03

R.CM.03.02

Retell the story elements of grade level appropriate narrative text and major idea (s) of grade level appropriate informational text with relevant details. (comprehension)

R.NT.03.02

Identify and describe a variety of narrative genre (e.g., folktales, fables, realistic fiction). (comprehension)

R.NT.03.04

R.CM.03.01

R.WS.03.08

Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses. (application)

R.NT.03.04

R.CM.03.03

R.WS.03.08

Explain how authors use literary devices (e.g., prediction, personification, point of view) to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text. (analysis) Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis) Determine the meaning of words and phrases in context. (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension)

4th

R.NT.03.03

R.NT.03.04

Prior ity

GLCE

R.CM.03.02

N.ME.03.0 3

R.NT.03.03

R.WS.03.08

Retell the story elements of grade level appropriate narrative text and major idea (s) of grade level appropriate informational text with relevant details. (comprehension)

Identify and describe characters' thoughts and motivations, story level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text. (comprehension)

Compare and order numbers to 10,000. Count in steps, and understand even and odd numbers (analysis)

R.CM.03.03

R.CM.03.02

GLCE

M.UN.03.04

Retell the story elements of grade level appropriate narrative text and major idea (s) of grade level appropriate informational text with relevant details. (comprehension)

Mathematics Know benchmark temperatures such as freezing (32째F, 0째C); boiling, (212째F, 100째C); and compare temperatures to these, e.g., cooler, warmer. (knowledge)

R.CM.03.01

R.NT.03.04

GLCE

N.MR.03.10

Determine the meaning of words and phrases in context. (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension) Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses. (application) Explain how authors use literary devices (e.g., prediction, personification, point of view) to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text. (analysis) Mathematics Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical

GLCE

N.ME.03.03

Mathematics Compare and order numbers up to 10,000. Count steps, and understand even and odd numbers (analysis)

statements for those situations. (analysis)

N.FL.03 .06

D.RE.03 .02

N.FL.03 .07

M.UN.0 3.04

N.MR.0 3.15

M.UN.03.03

Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. (analysis)

M.UN.03.02

Measure in mixed units within the same measurements system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minute, minutes and seconds, years and months. (application)

Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping. (application)

Read scales on the axes and identify the maximum, minimum and range of values in a bar graph. (comprehension)

Estimate the sum and difference of two numbers with three digits (sums up to 1,000) and judge reasonableness of estimates. (analysis) Know benchmark temperatures such as freezing (32째F, 0째C); boiling, (212째F, 100째C); and compare temperatures to these, e.g., cooler, warmer. (knowledge) Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including "product" and "quotient"), and mathematical statements; solve. (application)

M.UN.03.01

N.MR.03.15

Know and use common units of measurements in length, weight and time. (application)

Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including "product" and "quotient"), and mathematical statements; solve. (application)

N.ME.03.16

Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator." (comprehension) Focal Point 4

M.UN.03.07

Distinguish between units of length and area and choose a unit appropriate in the context. (analysis)

D.RE.03.01

Read and interpret bar graphs in both horizontal and vertical forms. (analysis)

N.ME.03.17

N.FL.03.07

Recognize, name and use equivalent fractions with denominators 2, 4, 8, using strips as area models. (application) N. ME.03.17

M. UN.03.05

M.PS.03.12

Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. (application)

Solve applied problems involving money, length and time. (application)

Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. (application) Focal Point 4 Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimate. (analysis)

5th

M.UN.0 3.03

Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. (analysis)

M.PS.0 3.11

Add and subtract money in dollars and cents (application)

N.ME.03.03

Compare and order numbers to 10,000. Count in steps, and understand even and odd numbers (analysis)

N.MR.03.10

M.UN.03.05

Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. (application)

D.RE.03.03

M.UN.0 3.03

Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. (analysis)

N.MR.03.15

Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including "product" and "quotient"), and mathematical statements; solve. (application)

N.ME.03.18

G.GS.0 3.03

Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom. (application)

N.FL.03.07

Priority

GLCE

W.PS.0 4.01

Writing Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). (synthesis)

GLCE

W.GR.04.01

Estimate the sum and difference of two numbers with three digits (sums up to 1,000) and judge reasonableness of estimates. (analysis) Writing Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs;use hyphens between syllables, apostrophes in contrac (synthesis)

N.ME.03.17

GLCE

Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations. (analysis) Solve problems using information in bar graphs including comparison of bar graphs. (application) Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8 (analysis) Focal Point 4 Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. (application) Writing

W.PS.04.01

W.GR.0 4.01

W.PS.0 4.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). (synthesis) Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis) Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis)

W.PR.0 4.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GN.0 4.03

W.GR.04.01

Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis) Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis)

W.PR.04.01

W.PS.04.01

W.GR.04.01

W.GR.04.01 Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GN.04.03

W.GR.04.01

Write a comparative piece to demonstrate understanding of central ideas and supporting ideas using an effective organizational pattern (e.g., compare and contrast) and a boldface and/or italicized print. () Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis)

W.PR.04.01

W.GN.04.03

W.PS.0 4.01

W.PR.0 4.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

Priority

GLCE

W.GR.0 4.01

5th

W.GR.0 4.01

R.IT.04. 03

Reading

Explain how authors use appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance understanding of supporting and key ideas (analysis)

W.GR.04.01

W.PS.04.01

W.PR.04.01

W.PS.04.01

Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis) Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). (synthesis)

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis) Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). (synthesis)

GLCE

Reading

R.WS.04.02

Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, and syllabication). ()

W.GR.04.01

W.PS.04.01

W.PR.04.01

GLCE

Reading

GLCE

R.IT.04.03

R.IT.04.01

Reading Identify and explain the defining characteristics of informational genre (e.g., autobiography/biograp hy, personal essay, almanac, newspaper. (comprehension)

R.WS.0 4.07

R.IT.04. 01

R.NT.04 .03

R.CM.0 4.02

Determine the meaning of words and phrases in context (e.g., similes, metaphors, content vocabulary), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus). (comprehension)

R.CM.04.02

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.IT.04.01 Identify and explain the defining characteristics of informational genre (e.g., autobiography/biography, personal essay, almanac, newspaper (comprehension)

Analyze characters' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.WS.04.07

R.IT.04.01

R.CM.04.03

Identify and explain the defining characteristics of informational genre (e.g., autobiography/biography, personal essay, almanac, newspaper (comprehension)

R.CM.04.03

R.CM.04.02

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.NT.04.03

R.WS.04.07

Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture. (analysis) Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture. (analysis) Determine the meaning of words and phrases in context, (e.g., similes, metaphors, content vocabulary ), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus) (comprehension)

R.CM.04.02

5th

R.NT.04 .03

R.CM.0 4.02

R.CM.0 4.04

R.NT.04 .03

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

Apply significant knowledge from what is read in grade level science and social studies texts. ()

Analyze charactersâ&#x20AC;&#x2122;' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

R.NT.04 .03

Priority

GLCE

Mathematics

M.PS.0 4.02

Give answers to a reasonable degree of precision in the context of a give problem. (analysis)

R.CM.04.03

R.WS.04.07

R.CM.04.03

Explain oral and written relationships among themes, ideas, and characters within an across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture). (analysis) Explain oral and written relationships among themes, ideas, and characters within an across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture). (analysis) Determine the meaning of words and phrases in context (e.g., similes, metaphors, content vocabulary), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus). (comprehension) Explain oral and written relationships among themes, ideas, and characters within an across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture). (analysis)

R.NT.04.03

R.CM.04.02

R.CM.04.04

R.NT.04.03

GLCE

M.UN.04.01

Mathematics Measure using common tools and select appropriate units of measure. (application)

GLCE

G.TR.04.05

Mathematics Recognize rigid motion transformations (flips, slides, turns) of a twodimensional

GLCE

N.MR.04.23

Mathematics Understand the relationships among halves, fourths and eighths and among thirds, sixths and twelfths. (evaluation)

object. (analysis)

N.ME.0 4.18

G.GS.0 4.02

N.FL.04 .32

M.UN.0 4.03

N.ME.0 4.24

Measure and compare integer temperature in degrees. (analysis)

Read, write, interpret, and compare decimals up to two decimal places. (application) Focal Point 2 Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application) Add and subtract decimals up to two decimal places. (application) Focal Point 2

Know that fractions of the form m/n where m is greater than n, are greater than 1 and are called improper fractions; locate improper fractions on the number line. (application) Focal Point 2

G.GS.04.02

D.RE.04.03 Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application)

G.TR.04.04

Recognize plan figures that have line symmetry. (comprehension)

M.PS.04.02

M.UN.04.03

Measure and compare integer temperature in degrees. (analysis)

N.ME.04.18

G.TR.04.05

Recognize rigid motion transformations (flips, slides, turns) of a two-dimensional object. (analysis)

M.PS.04.02

Give answers to a reasonable degree of precision in the context of a give problem. (analysis)

Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (analysis) Give answers to a reasonable degree of precision in the context of a give problem. (analysis) Read, write, interpret, and compare decimals up to two decimal places. (application) Focal Point 2

M.TE.04.08

Find the side of a square given its perimeter or area (application)

N.MR.04.21

Explain why equivalent fractions are equal, using models such as fraction strips or the number line, for fractions with denominators of 12 or less, or equal to 100. (evaluation) Focal Point 2

N.MR.04.23

N.ME.04.17

N.ME.04.01

Understand the relationships among halves, foruths and eigths and among thirds, sixths and twelfths. (evaluation) Locate tenths and hundredths on a number line. (application) Read and write numbers to 1,000,000; relate them to the quantities they represent; compare and order. (application)

M.UN.0 4.03

Measure and compare integer temperature in degrees. (analysis)

M.UN.04.01

Measure using common tools and select appropriate units of measure. (application)

M.TE.04.06

D.RE.04 .03

Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (analysis)

M.TE.04.06

Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeter and areas of these shapes and combinations of these shapes using the formula. (application)

N.MR.04.28

N.FL.04 .34

Estimate the answers to calculations involving addition, subtraction, or multiplication. (analysis)

G.GS.04.02

N.MR.0 4.26

Compare and order up to three fractions with denominators 2, 4 and 8, and 3, 6, and 12, including improper fractions and mixed numbers. (analysis) Focal Point 2

Priority

GLCE

Science

V.4.E.2

5th

Describe the motions of the earth around the sun and the moon around the sun.

N.MR.04.26 Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application)

N.ME.04.15

GLCE IV.2.E.2

Science Prepare mixtures and separate them into their component parts. (application)

Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimaeters and areas of these shapes and combinations of these shapes using the formulas. (application) Solve contextual problems involving sums and difference for fractions where one denominator is a multiple of the other (denominators 2 through 12, and 100). (application) Focal Point 2 Compare and order up to three fractions with denominators 2, 4 and 8, and 3, 6, and 12, including improper fractions and mixed numbers. (analysis) Focal Point 2 Read and interpret bar graphs in both horizontal and vertical forms. (analysis) Focal Point 2

GLCE

Science

V2.E.3

Identify sources of drinking water and its uses.

GLCE E.ST.04.32

Science Compare and contrast life forms found in fossils and organisms that exist today.

V.4.E.1

V.4.E.1 Compare and contrast the sun, moon, and earth. (analysis)

V.1.E.3

V.1.E.4

Describe natural changes in the earth's surface. (comprehension) Explain how rocks and fossils are used to understand the history of the earth. (recall)

II.1.E.1

Compare and contrast the sun, moon, and earth. (analysis) IV.1.E.2

Identify properties of materials which make them useful. (connect)

III.3.E.1

III.2.E.2

Compare and contrast (K-2) or classify familiar organisms on the basis of observable physical characteristics. (contrast)

V.1.E.3

II.1.E.4 Develop an awareness of the need for evidence in making decisions scientifically.

III.2.E.2

V.1.E.2

V.1.E.1

Compare and contrast (K-2) or classify familiar organisms on the basis of observable physical characteristics. (contrast) Recognize and describe different types of earth materials. (recall)

V.1.E.6

III.5.E.4

V.3.E.1

IV.2.E.2

Develop an awareness of and sensitivity to the natural world. (application) Demonstrate was to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials. (connect) Describe positive and negative effects of humans on the environment (comprehension)

I.1.E.2

Prepare mixtures and separate them into their component parts. (application)

I.1.E.5

IV.E.4

V.1.E.4 Compare and contrast the sun, moon, and earth. (analysis)

Describe weather conditions. (comprehension) 10

III.5.E.1

V.4.E.1 Describe major feature of th earth's surface. (recall)

III.4.E.1

IV.E.5

Develop solutions to problems through reasoning, observation and investigations. (synthesis) Manipulate simple mechanical devices and explain how their parts work together. (application)

I.1.E.5

Explain how fossils provide evidence about the nature of ancient life. (connect) Give evidence that characteristics are passed from parents to young. (comprehension) Describe natural changes in the earth's surface. (comprehension) Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. (comprehension). Develop strategies and skills for information gathering and problem solving. (application) Explain how shadows are made. (comprehension) Explain how rocks and fossils are used to understand the history of the earth. (recall) Develop strategies and skills for information gathering and problem solving. (application)

S.IA.04.104

S.RS.04.14

P.EN.03.11

Develop research startegies and skills for information gathering and problem solving. Use data/samples as evidence to separate fact from opinion Identify light and sound as forms of energy.

P.PM.02.13 Measure the length of objects using rulers (centimeters) and meter sticks (meters)

IV.2.E.2

Grade 6th

07/08 Priority

GLCE

Writing

W.PR.0 5.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.0 5.01

In the context of writing, students will identify and use compound subjects a d predicates, proper nouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/long phrases (application)

W.PS.0 5.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text; emotional appeal, strong opinion, credible support). (synthesis)

W.GN.0 5.03

W.PR.0 5.01

Write a position piece to demonstrate understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings. () Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

08-09 GLCE

W.SP.05.01

Writing In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, and suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morph (application)

09-10 GLCE

Writing

W.PR.05.01

Set a purpose; consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.05.01

W.PS.05.01

W.PR.05.03

Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. ()

W.GN.05.03

W.PR.05.03

Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. ()

W.PR.05.01

Grade 56

W.PS.0 5.01

W.PR.0 5.01

W.PR.0 5.04

W.GR.0 5.01

W.SP.0 5.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support). (synthesis)

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., position/evidence, flow of ideas, and craft such as titles, leads, endings, and powerful verbs)., (evaluation) In the context of writing, students will identify and use compound subjects a d predicates, proper nouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/long phrases (application) In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morp (application) 07/08

W.PR.05.01

W.GR.05.01

W.SP.05.01

W.PR.05.03

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis) In the context of writing, students will identify and use compound subjects a d predicates, proper nouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/long phrases (application) In the context of writing, students will identify and use compound subjects a d predicates, proper nouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/long phrases (application) In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morp (application) Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. ()

08-09

W.PS.05.01

W.PR.05.01

W.PR.05.04

W.GR.05.01

W.SP.05.01

09-10

10-11

6th

Priority

GLCE

R.NT.05 .04

Reading

Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.CM.0 5.02

GLCE

Reading

R.CM.05.03

R.CM.05.02

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.02

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.03

GLCE

R.WS.05.07

R.CM.05.02

R.NT.05 .03

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.NT.05.03

Analyze characters' traits and setting and how it defines characters/plots, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)

R.NT.05.03

Analyze characters' traits and setting and how it defines characters/plots, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

Analyze characters' traits and setting and how it defines characters/plots, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)

Reading Determine the meaning of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension)

GLCE

R. CM.05.02

R.CM.05.03

R.WS.05.02

R.NT.05.04

Reading

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

Analyze oral and written global themes, universal truths, themes and principles with and across text to create a deeper understanding (e.g., draw conclusions, make inferences, synthesize). (analysis) Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, syllabication) (application) Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.WS.0 5.02

R.CM.0 5.02

R.WS.0 5.07

R.NT.05 .04

Determine the meaning of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension) Use structural, semantic, and syntactic cues to automatically read including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, and syllabication). (application)

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.WS.05.07

R.CM.05.03

R.CM.05.02

R.CM.05.03

Determine the meaning of words and phrases in context (e.g., symbols, idioms, recentlycoined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension) Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize). (analysis)

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.03

R.NT.05.03

R.CM.05.02

R.CM.05.03

Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize). (analysis) Analyze characters' traits and setting and how it defines characters/plots, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis) Retell and summarize grade level appropriate narrative and informational text. (comprehension) Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize). (analysis)

R.NT.05.03

Analyze character traits and setting and how it defines characters/plot, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)

6th

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.WS.05.04

Know the meanings of words encountered frequently in grade level reading and oral language contexts. (comprehension)

Mathematics

GLCE

R.IT.05. 01

Analyze elements and style of informational genres (e.g., advertising, experiments, editorials, atlases). (analysis)

R.CM.0 5.02

Priority

GLCE

M.PS.0 5.05

R.CM.05.03

N.MR.0 5.01

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3 Understand the meaning of division of whole numbers, with and without remainders; relate division to fractions and to repeated subtraction. (application) Focal Point 1

N.FL.05.05

N.ME.05.08

Mathematics

Solve applied problems involving multiplication and division of whole numbers. (application) Focal Point 1

Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., 1 is 10 tenths, one tenth is 10 hundredths. (comprehension) Focal Point 1

R.CM.05.03

R.IT.05.03

GLCE

M.UN.05.04

N.FL.05.05

Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize). (analysis) Explain how authors use time lines, graphs, charts, and diagrams, tables of contents indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas. (analysis). Mathematics Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 3 Solve applied problems involving multiplication and division of whole numbers. (application) Focal Point 1

GLCE

N. MR. 05.03

M.UN.05.03

Mathematics Write mathematical statements involving division for given situations. (application)

Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. (analysis)

M.UN.0 5.04

N.FL.05 .18

D.AN. 05.03

N.ME.0 5.08

Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 1

Given an applied situation involving addition and subtraction of fractions, write mathematical statements describing the situation. (application) Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (application) Focal Point 1

Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., 1 is 10 tenths, one tenth is 10 hundredths. (comprehension)

N.FL.05.20

M.UN.05.04

Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. (analysis)

Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 1

M.PS.05.05

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3

M.UN.05.03

Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. (analysis). Focal Point 1

D.RE.05.01

Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. (analysis)

G.GS.05.04

N.MR.05.22

Express fractions and decimals as percentages and vice versa. (application)

G.GS.05.07

D.RE.05.01

Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. (analysis)

N.FL.05.20

N.FL.05.05

D.RE.05.01

Solve applied problems involving multiplication and division of whole numbers. (application)

Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. (analysis)

Find unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles. (analysis). Focal Point 3 Find Unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles. (analysis). Focal Point 3 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. (analysis)

N.FL.05 .18

Given an applied situation involving addition and subtraction of fractions, write mathematical statements describing the situation. (application)

D.AN. 05.03

N.MR.05.21

Solve for the unknown in such equations as: 1/4+x=7/12. (application)

G.GS.05.06

M.PS.05.05

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3

N.FL.05.18

Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (application)

6th

D.AN. 05.03

Priority

GLCE

III.2.LE. 1

III.1.LE. 3

Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (application) Social Studies

Interpret the development and summaries the main points in the Declaration of independence. (connect)

GLCE

II.5.LE.1

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Social Studies

Locate major world events and explain how they impact people and the environment. (connect)

III.5.LE.1 Give reasons for limiting the power for government (connect)

M.PS.05.05

G.GS.05.02

GLCE

III.2.LE.1

II.1.LE.1 Explain various ways that nations of the world interact with each other. (connect)

Understand why the sum of the interior angles of a triangle is 180째 and the sum of the interior angles of a quadrilateral is 360째 and use these properties to solve problems. (application) Focal Point 3 Given an applied situations involving addition and subtraction of fractions, write mathematical statements describing the situation. (application) Measure angles with a protractor, and classify them as acute, right, obtuse, or straight. (analysis) Focal Point 3 Social Studies Interpret the development and summaries the main points in the Declaration of independence. (connect) Locate and describe cultures and compare the similarities and differences among the roles of women, men and families. (connect)

GLCE

Social Studies

5-U3.1.5

Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so.

3-H3.0.10

Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood)

III.2.LE. 1

III.5.LE. 2

I.2.LE.3

III.4.LE. 1

I.3.LE.2

II.3.LE.1

Interpret the development and summaries the main points in the Declaration of independence. (connect) Describe events in other countries that have affected Americans and, conversely, events within the United States that have affected other countries. (connect) Recount the lives and characters of a variety of individuals from the past representing their local community

Distinguish among making, enforcing, and interpreting laws.

Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors. (connect) Describe major kinds of economic activity and explain the factors influencing their location. (recall)

II.1.LE.3

Locate and describe the major places, cultures, and communities of the nation, and compare their characteristics. (connect)

II.3.LE.1

I.1.LE.1

Measure chronological time by decades and centuries. (recall)

IV.4.LE.1

Explain how prices are determined in a market economy and how they serve as a means of allocating resources. (connect)

I.2.LE.3

I.3.LE.1

Use primary sources to reconstruct past events in their local community. (connect)

IV.4.LE.1

III.4.LE.3

Explain the basic organization of the local, state, and federal governments. (recall)

IV.3LE.2

II.3.LE.4

Describe some of the major movements of goods, people, jobs, and information within Michigan and the United States and explain the reason for the movements (connect)

I.1.LE.3

Describe major kinds of economic activity and explain the factors influencing their location. (recall) Explain how prices are determined in a market economy and how they serve as a means of allocating resources. (connect) Recount the lives and characters of a variety of individuals from the past representing their local community Explain how prices are determined in a market economy and how they serve as a means of allocating resources. (connect) Distnguish between the economic roles of local, state, and federal governments and cite examples of each. (connect)

3-E1.0.4

4-G2.0.1

5-U3.3.8

Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. Describe ways in which the U.S. can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions. Describe the rights found I the First, Second, Third, and Fourth Amendments to the U.S. Constitution.

Place major events in the early history of the United States in chronological order (recall)

III.5.LE. 1

Explain various ways that nations of the world interact with each other. (connect)

I.4.LE.2

Select decisions made to solve past problems and evaluate those decisions in terms of ethical consideration, the interests of those affected by the decisions, and the short and long term consequences of those decisions.

Priority

GLCE

Grade 7th

IV.2.LE.2

07/08

V.1.LE.3

W.GR.0 6.01

W.PR.0 6.03

W.PR.0 6.02

Writing Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative (application)

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application) Apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers such as story maps or webs designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational (application)

Interpret social science information about local state, and national communities from maps, graphs, and charts. (connect)

Distinguish among individual ownership, partnership, and corporations. (connect)

II.2. LE.2

Describe the location, use and importance of different kinds of resources and explain how they are created, and the consequences of their use. (Connect).

IV.5. LE.3

Describe how businesses are involved in trade as producers, distributors, importers, and exporters. (recall)

08-09 GLCE

W.PS.06.01

W.SP.06.01

W.PR.06.01

Writing

Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support). (synthesis)

Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application)

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

09-10 GLCE

W.GR.06.01

Writing

10-11 GLCE

W.PS.06.01

W.PR.06.03

W.PR.06.02

W.PS.06.01

Writing Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support. (synthesis) Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics (application) Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support. (synthesis)

W.PR.0 6.01

W.GN.0 6.02

W.GR.0 6.01

W.SP.0 6.01

W.PS.0 6.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

Write and essay (e.g., personal, persuasive, or comparative) for authentic audiences that includes organizational patterns that includes organizational patterns that support key ideas. () Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application)

Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application) Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support). (synthesis)

W.GN.06.02

W.PR.06.03

Write an essay (e.g., personal, persuasive, or comparative) for authentic audiences that includes organizational patterns that support key ideas. ()

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application)

W.PR.06.01

W.GN.06.02

W.PR.06.03

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application)

W.GR.06.01

W.PR.06.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.SP.06.01

W.PR.06.03

W.PR.06.04

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application) Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, example). (synthesis)

W.GR.06.01

Use style conventions (e.g. MLA) and a variety fo grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, combative (application)

W.SP.06.01

Grade 7th

W.GR.0 6.01

Priority

GLCE

Reading

R.CM.0 6.02

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

W.PS.06.01

07/08

R.CM.0 6.02

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative

R.CM.0 6.02

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

W.GR.06.01

08-09 GLCE

R.WS.06.07

Reading Use strategies (e.g., connotation, denotation) and authentic content-related resources to determine the meaning of words an phrases in context (e.g., regional idioms, contend area vocabulary, technical terms).

09-10 GLCE

Reading

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.WS.06.07

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03

R.CM.06.02

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

R.NT.06.02

Use strategies (e.g., connotation, denotation) and authentic contentrelated resources to determine the meaning of words an phrases in context (e.g., regional idioms, content area vocabulary, technical terms). State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis) Analyze elements and style of narrative genres (e.g., folktales, fantasy, adventure, action). (comprehension)

09-10 GLCE

R.CM.06.02

R.WS.06.07

R.NT.06.04

R.CM.06.03

Reading Read, tell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Use strategies (e.g., connotation, denotation) and authentic contentrelated resources to determine the meaning of words and phrases in context (e.g., regional idioms, content area vocabulary, technical terms. (application) Analyze how authors use dialogue, imagery, and understatement to develop plot (analysis). State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.NT.06 .03

R.CM.0 6.02

R.IT.06. 01

R.NT.06 .03

R.WS.0 6.01

R.CM.0 6.03

Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax. (analysis)

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

Analyze elements and style of informational genre (e.g., research, report, how-to articles, essays). (analysis)

Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax. (analysis)

Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension) State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.IT.06.01

R.CM.06.02 Analyze elements and style of informational genre (e.g., research, report, how-to articles, essays). (analysis)

R.NT.06.02

Analyze elements and style of narrative genres (e.g., folktales, fantasy, adventure, action). (comprehension)

R.IT.06.03

Explain how authors use text features to enhance the understanding of central, key, and supporting ideas (e.g., footnotes, bibliographies, introductions, summaries, conclusions, appendices). (analysis)

R.CM.06.03

R.NT.06.03

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.WS.06.01

R.NT.06.04

Analyze how authors dialogue, imagery, and understatement to develop plot. (analysis)

R.WS.06.01

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax. (analysis) Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension) Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension) State global themes, universal truths, and principles within and across texts to create a deeper

understanding. (analysis)

Grade 7th

07/08 Priority

GLCE

G.GS.0 6.01

A.FO.06 .03

A.RP.06 .10

A.FO.06 .11

D.PR.06 .02

Mathematics Understand and apply basic properties of lines, angles, and triangles, including: triangle inequality, relationships of vertical angles, complementary angles, supplementary angles, congruence of corresponding and alternate interior angles when parallel line (application)

Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (application) Represent simple relationships between quantities, using verbal descriptions, formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches. (analysis)

Relate simple linear equations with integer coefficients to particular contexts, and solve e.g., 3x=8 or x + 5 =10. (analysis) Compute probabilities of events from simple experiments with equally likely outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities and finding the fraction that meets given conditions. (application)

08-09 GLCE

Mathematics

N.MR.06.13

Solve contextual problems involving percentages such as sales taxes and tips. (application)

D.PR.06.01

Express probabilities as fractions, decimals or percentages between 0 and 1: know that 0 probability means an event will not occur and that probability 1 means an event will occur. (application)

N.MR.06.13

Solve contextual problems involving percentages such as sales taxes and tips. (application) Focal Point 1

A.PA.06.01

N.FL.06.10

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3__ hours? (application) Focal Point 1

Add, subtract, multiply and divide positive rational numbers fluently. (application)

09-10

10-11

GLCE

Mathematics

N.FL.06.12

Calculate part of a number given the percentage and the number. (application)

M.UN.06.01

Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. (application)

N.FL.06.02

A.FO.06.06

Represent information given in words using algebraic expressions and equations. (application)

M.PS.06.02

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

N.ME.06.11

Find equivalent ratios by scaling up or scaling down (analysis) Focal Point 1

M.PS.06.02

A.PA.06.01

Mathematics

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis) Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (application)

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis) Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3 hours? (application)

N.FL.06 .09

A.FO.06 .11

A.PA.06 .01

Add, subtract, multiply, and divide integers between -10 and 10; use number line and strip models for addition and subtraction. (application) Focal Point 1

M.PS.06.02

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

N.FL.06.12

N.MR.06.01

Understand division of fractions as the inverse of multiplication, e.g., if 4/5+2/3=ď&#x201A;¨, then 2/3xď&#x201A;¨=4/5*3/2=12/10 (comprehension) Focal Point 1

G.TR.06.03

A.FO.06.06

Represent information given in words using algebraic expressions and equations. (applications)

N.FL.06.15

N.FL.06.02

Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (application) Focal Point 1

A.PA.06.01

Relate simple linear equations with integer coefficients to particular contexts, and solve e.g., 3x=8 or x + 5 =10. (analysis) Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3__ hours? (application) Focal Point 1

N.FL.06 .10 Add, subtract, multiply and divide positive rational numbers fluently. (application) Focal Point 1

Grade 8th

N.FL.06 .14

A.PA.06.01

For applied situations, estimate the answers to calculations involving operations with rational numbers. (analysis) Focal Point 1 07/08

Priority

GLCE

Writing

08-09 GLCE

Writing

Calculate part of a number given the percentage and the number. (application) Focal Point 1 Understand the basic rigid motions in the plan (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. (analysis) Solve applied problems that use the four operations with appropriate decimal numbers. (applications). Focal Point 1 Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3_____hours? (application) Focal Point 1 Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3_____hours? (application) Focal Point 1 09-10

GLCE

Writing

W.GR.0 7.01

W.PR.0 7.03

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application) Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application) Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application) Write a cohesive narrative piece that includes appropriate conventions to the genre (e.g., memoir, drama, legend, mystery, poetry, myth) and employ literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification (synthesis)

Revise their writing to reflect different perspectives for multiple purposes. ()

W.PS.07.01

W.GR.07.01

W.PR.07.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.07.01

W.PR.07.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.07.01

W.PR.07.04

Select and use titles, leads, and endings to achieve a specific purpose for a specific audiences. (revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual feature are consistent). (evaluation)

W.GR.07.01

W.PS.07.01

W.PR.07.03

W.GR.0 7.01

W.PR.0 7.01

W.GR.0 7.01

W.PR.07.04

W.GR.07.01

W.GN.07.02

Write a research report (e.g., Isearch, website, traditional) for an authentic audience that includes appropriate organizational patterns (e.g., Problem statement and solution, position statement and supporting evidence, compare and contrast), descriptive()

W.PR.07.01

W.PS.07.01

W.PR.07.01

W.PR.07.04

Select and use titles, leads, and endings to achieve a specific purpose for a specific audiences. (Revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual feature are consistent). (evaluation)

W.GR.07.01

W.PR.07.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.07.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis) Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application) Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application)

Grade 8th

07/08 Priority

GLCE

R.CM.0 7.02

R.IT.07. 01

Reading Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Analyze organizational patterns (e.g., compare/contrast, cause and effect, sequence). (analysis)

R.WS.0 7.04

Know the meaning o frequently encountered words in written and oral contexts (research to support specific words). (application)

R.CM.0 7.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.0 7.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

08-09 GLCE

R.CM.07.02

R.WS.07.07

R.IT.07.03

R.WS.07.01

Reading Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis) Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Use strategies and authentic content-related resources to determine the meaning of words and phrases in context (e.g. literary terms, crosscultural words and phrases, mathematical expressions, scientific procedures). (application) Explain how authors use writer's craft and text features to enhance the understanding of central, key and supporting ideas (e.g., metaphors, similes, captions, diagrams, appendices). (analysis) Use word structure, sentence structures, and prediction to aid in decoding and understanding the meaning of words encountered in context. (comprehension)

09-10 GLCE

R.NT.07.04

R.CM.07.03

Reading Analyze author's craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration). (analysis) State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis) State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

10-11 GLCE

R.CM.07.02

R.CM.07.03

R.NT.07.04

Analyze author's craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration). (analysis)

R.CM.07.01

R.NT.07.04

Analyze author's craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration). (analysis)

R.NT.07.03

R.NT.07.04

Analyze author's craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration).

Reading Read, retell, and summarize grade level appropriate narrative and informational texts. (comprehension) Read, retell, and summarize grade level appropriate narrative and informational texts. (comprehension) State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

Connect personal knowledge, experience, and understanding of the world of themes and perspectives in the text (synthesis)

Analyze the role of antagonists, protagonists, internal and external conflicts, and abstracts themes (analysis)

(analysis)

R.NT.06 .03

R.NT.07 .02

Grade 8th

Analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes. (analysis)

R.CM.07.02

Analyze elements and style of narrative genres (e.g., mystery, poetry, memoir, drama, myths, legends). (analysis)

R.CM.07.01

R.CM.0 7.02

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

R.WS.07.02

R.CM.0 7.01

Connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text. (synthesis)

R.CM.07.03

07/08 Priority

GLCE

Mathematics

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text. (synthesis)

Use structural, syntactic, and semantic analysis to recognize unfamiliar words in context (e.g., idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, syllabication). (application)

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.07.02

R.NT.07.03

R.WS.07.07

R.CM.07.01

08-09 GLCE

Mathematics

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension) Analyze the role of antagonists, protagonistsâ&#x20AC;&#x2122;, internal and external conflicts, and abstract themes. (analysis) Use strategies and authentic contentrelated resources to determine the meaning of words and phrases in context (e.g., literary terms, cross-cultural words and phrases, mathematical expressions, scientific procedures). (application)

09-10 GLCE

Mathematics

10-11 GLCE

Mathematics

A.PA.07 .05

Understand and use directly proportional relationships of the form y=mx, and distinguish from linear relationships of the form y=mx+b, b non-zero; understand that in a directly proportional relationship between two quantities one quantity is a const (application) Focal Point 1

D.RE.07 .01

N.MR.07.02

G.TR.07.04

Solve problems about similar figures and scale drawings. (application) Focal Point 1

G.TR.07.03

Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension) Focal Point 1

G.TR.07.05

Show that two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of correspond (analysis) Focal Point 1

Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions. (analysis)

D.AN.07 .02

D.AN.07 .04

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data (application)

Find and interpret the median, quartiles, and interquartile range of a give set of data. (analysis)

Solve problems involving derived quantities such as density, velocity, and weighted averages. (application) Focal Point 1

D.AN.07.02

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data (application)

N.FL.07.05

D.AN. 07.02

D.AN.07.04

Find and interpret the median, quartiles, and interquartile range of a give set of data. (analysis)

G.TR.07.04

Solve problems about similar figures and scale drawings. (Application).

G.TR.07.05

Show two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of correspond. (analysis)

N.MR.07.04

Convert ratio quantities between different systems of units such as feet per second to miles per hour. (application) Focal Point 1

N.FL.07.07

Solve problems involving operations with intergers. (application)

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data. (application)

A.FO.07 .12

D.RE.07 .01

A.PA.07 .11

N.FL.07 .08

Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x+8y)-5x+y, or -2x (5x-4), and justify using properties of real numbers. (analysis)

Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions. (analysis)

Understand and use basic properties of real numbers: additive and multiplicative identities, additive and multiplicative inverses, commutatively, associatively, and the distributive property of multiplication over addition. (comprehension)

Add, subtract, multiply and divide positive rational numbers fluently. (application)

N.FL.07.03

Calculate rates of change including speed. (application) Focal Point 1

A.PA.07.04

For directly proportional or linear situations, solve applied problems using graphs and equations, e.g., the heights and volume of a container with uniform cross-section, height of water in a tank being filled at a constant rate, degrees Celsius and degree (application) Focal Point 1

A.FO.07.12

Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x+8y)-5x+y, or -2x (5x-4), and justify using properties of real numbers. (analysis)

N.FL.07.03

Calculate rates of change including speed. (application) Focal Point 1

N.FL.07.07

Solve problems involving operations with integers. (application)

A.PA.07.03

N.FL.07.05

G.TR.07.03

Understand that in similar polygons, corresponding angles are congruent and the ratios fo corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension)

Given a directly proportional or linear situation, graph and interpret the slope and intercept (s) in terms of the original situation; evaluate y=kx for specific x values, give k, e.g., weight vs. volume of water, base cost plus cost per unit. (application) Focal Point 1 Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension) Focal Point 1

Grade 8th

N.FL.07 .05

A.PA.07 .01

N.MR.07.06

Understand the concept of square root and cube root, and estimate using calculators (analysis)

A.PA.07.01

G.TR.07.04

Solve problems about similar figures and scale drawings. (application)

G.TR.07.04

07/08 Priority

Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b= c/d; know how to see patterns about proportional situations in tables. (application) Focal Point 1 Recognize when information given in a table, graph, or formula suggest a proportional or linear relationship. (comprehension)

GLCE

Science

V.2.M.3

Explain how water exists below the earth's surface and how it's replenished. (comprehension)

V.3.M.2

Describe the composition and characteristics of the atmosphere. (connect)

IV.1.M.1

Describe and compare objects in terms of mass, volume, and density. (analysis)

I.1.M.3

Use tools and equipment appropriate to scientific investigation. (application)

08-09 GLCE

Science

I.1.M.4

Use metric measurement devices to provide consistency in an investigation. (connect)

Recognize when information given in a table, graph, or formula suggest a proportional or linear relationship. (comprehension) Solve problems about similar figures and scale drawings. (application) 09-10

GLCE

Science

V.1.M.1

Describe and identify surface features maps. (recall)

Show how common themes of science, mathematics, and technology apply in selected realworld contexts. (connect)

V.3.M.3

Explain the behavior of water in the atmosphere. (recall)

II.1.M.3

V.1.M.4

Explain how rocks and fossils are used to understand the age and geological history of the earth. (comprehension)

IV.1.M.1

V.1.M.2

Explain how rocks are formed. (comprehension)

I.1.M.3

Describe and compare objects in terms of mass, volume, and density. (analysis) Use tools and equipment appropriate to scientific investigation. (application)

10-11 GLCE

E.ES.07.11

P.PM.07.24

E.SE.06.62

L.HE.05.11

Science Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling, condensation, clouds) Describe examples of physical and chemical properties of elements and compounds (boiling point, density, color, conductivity, reactivity. Explain how a compass works using the magnetic field of the Earth, and how a compass is used for navigation on land and sea. Explain that the traits of an individual are influenced by both the environment and the genetics of individuals.

Grade 9th

V.4.M.3

III.4.M.2

I.1.M.4

IV.4.M.5

III.5.M.3

III.2.M.1

Describe & explain common observations of the night skies. (connect) Explain how new traits might become established in a population and how species become extinct. (comprehension)

Use metric measurement devices to provide consistency in an investigation. (connect) Describe the motion of vibrating objects. (recall)

Predict the effects of changes in one population in a food web on other populations (analysis) Compare and classify organisms into major groups on the basis of their structure. (connect)

III.1.M.1

Demonstrate evidence that all parts of living things are made of cells (connect)

V.4.M.2

V.1.M.5

Explain how technology changes the surface of the earth. (comprehension)

III.1.M.2

III.2.M.2

Describe the life cycle of a flowering plant. (connect)

I.1.M.4

V.2.M.3

Explain how water exists below in the earth's surface and how it's replenished. (comprehension)

I.1.M.4

IV.4.M.1

Explain how sound travels through different media. (connect)

V.4.M.3

IV.3.M.2

Describe, compare, and explain the motions of solar system objects. (analysis) Explain why and how selected specialized cells are needed by plants and animals. (connect) Use metric measurement devices to provide consistency in an investigation. (connect) Use metric measurement devices to provide consistency in an investigation. (connect) Describe & explain common observations of the night skies. (connect) Relate motion of object to unbalanced forces in two dimensions. (analysis)

S.IA.06.14

Draw conclusions from sets of data from multiple trials of a scientific investigation.

10-11 Priority

GLCE

7-W3.1.5

Social Studies Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military

strategy.

6-G3.2.2

8-U3.3.7

6-G1.31

Identify ecosystems and explain why some are more attractive for humans to use they are others (e.g., midlatitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zone. Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the U.S. using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in gov't. Use the fundamental themes of geography (location, place, human environment interaction, movement, and region) to describe regions or places on earth.

Continuity of Instructional Program

Elementary 5th Grade (Population 109) (Students Tested 105) Highest Grade Level in Building # of # Students Met Students Expectations Reading Students who have been in the 42 36 building since K Students who moved into the 63 27 building after K Middle 8th Grade (Population 116) (Students Tested 116) Highest Grade Level in Building # of # Students Met Students Expectations Reading Students who have been in the 25 22 building since K Students who moved into the 91 82 building after K

% Students Met Expectations Reading 86%

# Students Met Expectations Math 35

% Students Met Expectations Math 83%

64%

% Students Met Expectations Reading 88%

# Students Met Expectations Math 19

% Students Met Expectations Math 76%

90%

41%

International Baccalaureate Program •

Advocacy and Public Awareness IB would allow DEPSA to make best practices in education a new local and regional norm by empowering collaboration among school leaders, teachers and students. The school seeks to make high-quality educational experiences accessible to all children and thereby narrow the achievement gap. DEPSA will launch wider advocacy campaigns that raise public awareness of educational excellence, champion the efforts, and call for stronger support of specific needs.

By successfully performing these activities, DEPSA seeks the following near term objectives and ultimate goal: •

Near Term Objectives o Professional development for existing and new staff members The beginning of the school year is a busy one for students and staff alike. The staff is trained through a two week introduction to the Master Teaching program which introduces them to the “language of learning” and their “learning environment.” The staff is also trained in another program called “Closing the Gap, Induction to Master Teaching”. They are given the opportunity to become acquainted with each other and the school’s culture through team building and workshops. Each staff member receives two weeks of curriculum training prior to the beginning of the school year by representatives from our core curriculum companies, school curriculum Coaches, and specialist. o Vertical and horizontal alignment of standards and expectations Teachers are assigned according to their certification. They are responsible for designing curriculum, mastering instructional strategies, communicating with parents, and working effectively with colleagues. Teachers meet in house teams along with learning communities weekly. Each house team is composed of teachers with diverging levels of experience. This allows and fosters professional development opportunities while performing throughout the school day.

•

Ultimate Goal o Full implementation of International Baccalaureate program (MYP) With a new innovative High School that opened in the fall 2010, DEPSA strives to provide a multi-leveled successful MYP model which other educational leaders, policymakers, teachers, and parents can emulate.

Statement of Assurance Highly Qualified Teachers Detroit Edison Public School Academy hereby assures as part of the [NCLB Act Sec. 1114 (b) (1) (C)] that all teachers teaching core subject areas within the school district are highly qualified. In addition, all instructional paraprofessionals meet the NCLB requirements for instructional professionals. District Actions to Ensure Hiring Highly Qualified Teachers • • • • •

The district retains documentation related to announcing vacant positions Representative from Human Resources attends recruitment fairs On the spot interviews are conducted All resumes are keyed into a data base Applications and resumes are kept on file for one year District Actions to Retain Highly Qualified Teachers

• • • • •

The district offers competitive salaries Instructional staff are required to participate in professional development aligned to state performance standards Personnel files are reviewed (3) times a year to monitor compliance Based upon enrollment and student needs teachers are allowed to loop with students to next grade level Based upon budget, enrollment, and performance staff bonus and tuition reimbursement are available

Questions Average number of years teachers in this school have been teaching Average number of years current teachers have been assigned to this school Average number of times a teacher has been absent during the past school year

# of Teachers

0-3 Years

4-8 Years X

9-15 Years

>15

X 4-5 Days

Program Delivery Resources & Services

As part of our commitment to serve as “Hallmark of Excellence” in education, we provide services and programs as enrichment to core studies and also extra curricular programs and activities. We identify struggling students if they have not met state standards (MEAP), are not on grade level for reading which is identified through SCANTRON, have not met the requirements for MAT8, grades on report cards reflect below a 2.0, and/or are consistently tardy. Those students are referred for additional services for enrichment of core studies. The student data and information is reviewed monthly and quarterly through Solution Team Meetings (Success Network), Tutor Meetings, Curriculum Meetings, Learning Community Meetings to discuss student growth or lack of growth and programs that will provide support to students. The academic results for individual students are provided to the parents in a language they can understand; including interpretation and discussion of the results. The results of the data analysis and professional learning community discussions are then used to improve the school wide plan. In addition, we identify other factors and criteria that flag “At-Risk” students and offer the following programs: Academic Support and Student Enrichment Programs Title I After School Tutoring Super Saturday Summer School (Summer Empowerment Academy) SFA Tutoring Junior Academy Tutoring Robotics Academic Games Student Council • Extra Ordinary Girls • Debate Team • Student Council • Youth Leadership th • 9 Grade Summer Pre-College Advance Studies • Global View of College Exploration and Job Readiness • Diversity Training • Math Corps • Eco-Tek • Edison Green Team Draft-Detroit PSA School Improvement Plan 2009-2010, revised 1/27/09 KMB, revised 1/29/09 KMB, revised 4/29/09 SEB, revised 5/7/09 SEB, revised 6/17/09, revised 6/24/09 81

• • • • • • • •

•

Student Health Advisory Council

Student Achievement Report

Content: Reading

School Year: 2011-2012 Active goal  Maintenance goal  Revised Goal

Student Goal Statement: An increased number of fourth grade students will fluently read and understand grade level text by increasing the number of first, second, and third grade students who are able to read and comprehend grade-level text. Statement of Gap in student Achievement: Based on the student assessment data, SCANTRON, Limelight benchmarks less than 50% of all students in grades 1st, 2nd, and 3rd grade scoring on grade level by the end of their respective grade levels. Contributing Causes for Gap in Student Achievement: It has been observed that more intentional modeling of thinking strategies will increase cognitive awareness, therefore heightening comprehension ability. The large class size is also a contributing factor in the limited reading progress of most primary students. A third component that contributes to the gap is an observed lack of comprehensive monitoring of student progress reading assessments, an imperative component of primary instruction. List multiple sources of data used to identify this gap in student achievement: Limelight quarterly assessments, Roots assessment SCANTRON benchmark assessments, MEAP and Student Data from Inform

Measurable Objective Statement to support Goal: 80% of all students in grades 1 and 2 will fluently read grade level text. This will be measured by the last SCANTRON assessment, where 80% of the students will be performing at or above grade level targets, thereby increasing 3rd grade proficiency level reading scores on the following years’ state assessment (MEAP). Strategy Statement: Primary teachers will receive more assistance in achieving the goal by focusing on differentiation instruction and monitoring individual student progress.

Activity to implement the strategy

Staff responsible for implementing activity

Timeline for activity Begin End

Resources Needed for Activity Materials/Resources

Sources/$

Monitoring Plan for the Activity

Title 2

Increased SCANTRON scores based on lexile rubrics, Tech Support

Sigh In Sheets/ Observations

Increased SCANTRON scores based on lexile rubrics, Tech Support

Sub nows Operating Budget

Executive Team/CC’s

New Teachers improved

Operating Budget volunteers

Written evaluation by parents

Great turnout Parent feedback

Operating Budget

Director of CC Reading CC Onsite support

Students progressed in reading scores

Ensure all teachers are trained in Roots & Wings

Curriculum Coach – Ware

9/11

10/11

Manuals SFA Consultant, Curriculum Coach

All teachers trained in FTP and Word Power

Curriculum Coaches

9/11

10/11

Manuals, Curriculum Coaches

Observations of release time proficient teachers

Assistant Principal’s

9/11

Ongoing

Schedule Switch CC’s cover classes AP’s subs

Two Curriculum Nights for parents

Director of Curriculum

11/11

1/12

Tutoring (SFA)

Tutoring Staff

9/11

Ongoing

-Curriculum Material -Copies for parents of items Curriculum Materials

Evidence of activity success

Saturday tutoring

Withers & Garvin

11/11

5/12

Day source resources Glory (Math)

At risk/ Title one

Report to Director of CC supervisor

(S) Reading/Writing at grade level

Learning Communities focused on individually grade level goals

Lead Teachers

9/11

Ongoing

CC resources Limelight Results

Operating Budget

LT meetings CC, LC meeting Limelight Review

Agendas, minutes, improvement of (S) achievement data/SCANTRON

Ensure program is implemented as designed and intended

Curriculum Coaches, Assistant Principals. Teacher Leaders, Director of Curriculum

9/11

Ongoing

CC resources

Operating Budget

Lesson Plans, observations and data from assessments

Raise MEAP scores, MAT scores SCANTRON/Assessment

9/11

Ongoing

RC Pizza Hut Coupons AP Field Trips

Activities Budget

Percentage% monthly Profile QAS

Increase students Reading/Writing

At Risk/Title One

Attendance Sheets, Lesson Plans observation

Increase in reading scores

Sign-in Sheets

Increase in parent awareness Increase in reading scores

Title One A

Sign-in sheets

Increased scores in Reading/Writing

Operating Budget

AP, CC, DOC

Growth in solo speaking in full sentences

Incentives for Read & Respond. Monitor Read & Respond daily After school tutoring (3rd Grade)

Assistant Principal

10/11

Ongoing

Day Source Glory

Parent workshop (Below Level S’s)

Assistant Principals, Teacher Leaders, Teachers Curriculum Team

11/11

5/11

Read & Respond Logs Reading Strategies Reading Reels

9/11

5/11

SFA Workshops

AP, CC, DOC

-SFA -Technology -Library -Reading Reels

Kindergarten Teachers will focus on Oral language development using Solo’s to assess growth Roots teachers will focus on phonics and FTP

Assistant Principals, Teacher Leaders, Teachers Curriculum Team Assistant Principals, Teacher Leaders, Teachers Curriculum Team Assistant Principals, Teacher Leaders, Teachers Curriculum Team Teacher Leaders Teachers

9/11

5/12

Kindercorner (Kinderroots)

9/11

5/12

SFA FTP

Operating Budget

AP, CC, DOC

QAS increase in FTP scores

9/11

5/12

SFA

Operating Budget

AP, CC, DOC

QAS increase in SCANTRON scores

9/11

5/12

Operating Budget

AP, CC, DOC, LT

Positive classroom management

Teacher Leaders Teachers

9/11

5/12

SFA PBS Plan 5E’s Science Reading Edge SFA Reading Edge

Operating Budget

AP, CC, DOC, LT Observations

Observations positive classroom management

Teacher Leaders

9/11

5/12

Colored Sticks

Operating Budget

AP, CC, DOC, LT Observations

Observations positive classroom management

Teacher Leaders

9/11

5/12

SFA

Operating

AP, CC, DOC, LT

Observations positive classroom

Wings teachers will focus on clarification and comprehension All Teachers K-8 will use cooperative learning structures Teachers will award points based UPON THE 5 KEYS of Cooperative Learning Strategies Teachers in K-5 will use TPS, Numbered Heads, Random Sticks All Wings students who

are reading at the roots level parents will be contacted to check out Reading Reels Withers will observe day one of all teachers to ensure that setting the stage, active instruction and vocabulary vault is being implemented Incentives will be put in place to increase the quality and number of returns for Read and Respond forms. Reading strategies will be embedded into social studies lessons. Increase the exposure to expository text by developing cross curriculum lesson with science using level readers.

Budget

Observations

management

Assistant Principals Curriculum Team

9/11

5/12

SFA

Operating Budget

Increase in scores SRF

Assistant Principals Teacher Leaders

9/11

5/12

Sign outside room

Operating Budget

CC, DOC, SFA Consultant

Increase in scores SRG

Assistant Principals Curriculum Team

9/11

5/12

Lesson Plans Reading Strategies Revised Schedule

AP, CC, DOC, LT Observations Lesson Plans

Delta/Foss Trainers Director of Curriculum Curriculum Team

9/11

5/12

Delta/Foss Science Materials SFA Reading Strategies

Increase in reading comprehension Increase SCANTRON Lexile Scores Improved Report Card Grades Increased MEAP Scores Increased SCANTRON Lexile Scores Improved Reading & Science Report Card Grades Increased MEAP Scores in Reading & Science

Title I

Evaluations Lesson Plans Observations House Meeting Minutes

Content: Mathematics

School Year 2011-2012 Student Goal Statement: All students will increase mathematics MEAP scores. Active goal  Maintenance goal  Revised Goal Statement of gap in student achievement: According to the 3-year item analysis and district assessments students perform the lowest in the area of measure. Contributing Causes for Gap in student Achievement: A lack of teacher preparation and implementation of games has cause partial low performance for our students. In addition, curriculums not being align to the state expectation and EM assuming children have been using the program from Pre-K to 5th grade. List multiple sources of data used to identify this gap in student achievement: MEAP State Criteria Reference Assessment, SCANTRON, Limelight Benchmarks Common District Assessment, and MAT-8 Norm Reference Assessment Measurable Objective Statement to support goal: Students in grades 3-8 will increase their overall math proficiency in the area of measurement, geometry, number sense, and data. Our goal will be to increase the all grade level mean percentage by 15% thereby increasing the overall proficiency percentage continuing to sustain mathematics percentages in the upper 80% to 90%. Strategy Statement: All teachers and instructional staff will be responsible for increasing the amount of intentional concentration in the area of measurement, geometry, number sense, and data. Also using differentiated instruction including the researched based practice of EM mathematics when teaching the concepts and the support of the Curriculum team and lead teachers will create another opportunity for students to deepen and broaden their cognitive connections.

Content: Math Activity to implement the strategy

Contributing Cause

Staff responsible for implementing activity

Begin

End

Materials/Resources

Sources/$

Ensure all teachers are trained in curriculum

Lack of experience with curriculum.

Curriculum Coaches – Boueiri and Robinson

8/11

11/12

-Leads, CC’s, Outside presenters -Teacher Kits

Curriculum fund

After school tutoring

Low Achievement

Curriculum Coached – Boueiri, and Robinson experienced teachers

06/12

Saturday school tutoring

Low Achievement

Curriculum Coaches- Boueiri, and Robinson experienced teachers

06/12

-Teachers, MEAP Coach books -Manipulative -Supplemental Curriculum Teachers, MEAP Coach books -Manipulative -Supplemental Curriculum

Timeline for activity

Resources Needed for Activity

Monitoring Plan for the Activity

Evidence of activity success

Curriculum training before school starts

Observation Data

At risk Funds

Identify critical students and schedule time for tutoring

Observation Data

At risk Funds

Identify critical students and schedule time for tutoring

Observation Data

Modeling lessons for teachers

Lack of experience with curriculum.

Curriculum Coaches, Teacher Leaders

08/11

06/12

Ensure program is implemented as designed and intended

Low Achievement

Curriculum Coaches, Director of Curriculum, Assistant Principals Director of Curriculum, Curriculum Coaches

08/11

Ongoing

09/11

Curriculum Night

Lack of parental involvement

-CC’s, Leads

Subs now title 2

Identify teachers in need, assign mentor teachers to model lessons Professional development for teachers observations Utilize parent signup sheet

Observation teacher modeling observation form

-Teachers, subs, CC’s

Substitute Now, title funds 2

Observation Data

01/12

-Leads, CC’s -Prize -Copies-GLCE’s

Title funds

06/12

-Tutor -Curriculum -Manipulatives

At risk funds

-Turn in lesson plans -Observations

Observation Data

Parent evaluation

Primary – 2nd Grade math tutoring

Low Achievement

Curriculum Coaches, tutor

Learning Community Meetings to focus on gaps in student achievement Grade level incentives for time test – mental math

A gap in teaching instruction

Curriculum Coaches, Teacher Leaders

08/11

06/12

-Teacher, CC’s -Data Results -Limelight

IA Title funds

-Agendas -Minutes -Data

Observation Data

Minimal student performance

Curriculum Coaches, teachers

09/11

06/12

-Timed Test -Website -Graphs

-Update of graphs

Graph results/data

Embedding included in pacing chart for GLCE’s not covered in curriculum Embedding plans put in place after each unit for weak areas

Gap in curriculum materials

Curriculum Coaches

09/11

Ongoing

-CC, teacher pacing chart -Supplemental Materials

-MCC Donation -Teaching supply budget N/A

-Turns in lesson plans, CC observation

-Observation Data -Lesson Plans

Teacher instruction student performance

Curriculum Coaches, teacher

10/11

06/12

-CC, Teacher -Limelight data -Supplemental material

N/A

-Turns in lesson plans, CC observation

-Observation Data -Lesson Plans

Instructional Technology Specialist Curriculum Coaches, teacher Curriculum Coaches, teacher

09/11

06/12

Textbook License Software

Website

09/11

06/12

Math Coaches

Attendance Roster

Curriculum Coaches, teacher

09/11

06/12

LCD Projectors Inventory List

Inventory

Curriculum Coaches, Teacher Leaders

08/11

06/12

Data

Sign-In Sheets Lesson Plans Student Samples

Curriculum Coaches, teacher

09/11

06/12

Access Codes Tech Support

Sample Assessments

Curriculum Coaches, teacher

09/11

06/12

Algebra Text Books Supplemental Algebra

Lesson Plans Student Report

6th – 8th Grade student text books available online Smaller class sizes in 6-8 Ensure LCD projectors are available for all 6-8 math teachers Learning Community Meetings twice a month in Junior Academy to focus on gaps in student achievement Junior Academy student assessment will be developed in the Limelight system to ensure immediate data Develop an Algebra class for students so they can

Improved student achievement Evaluation More students on grade level Improved student achievement Evaluation More students on grade level Encourage instructional technology to enhance the lesson Improved student achievement Evaluation More students on grade level Timely Feedback to Teachers, Students and Parents

More students on grade level Improve High School Transitions

receive High School credit. Math for Understanding Tutoring Class to increase metal math fluency, problem-solving strategies, and develop critical thinking skills.

Content: Writing

Minimal concept understanding. Lack of fluency limits the ability to problem solve

Math for Understanding Trainer Curriculum Coaches, Teacher Leaders

09/11

5/12

Materials Training Math for Understanding Certification Workbooks Technology CD Manipulates

Cards Title IA Funds

Sign-In Sheet Lesson Plans Student Samples

Foundation for MME Preparation Evaluations Improved Student’s Attitude Towards Math Increase in Limelight Scores Increase in SCANTRON Scores Increase in Math Scores

School Year 2011-2012 Active goal  Maintenance goal  Revised Goal

Student Goal Statement: The number of students in grade levels 3-7 will increase from partially proficient to proficient Statement of gap in student achievement: Over the past 3 years writing has constantly remained an area of weakness for grades 3-8. The inconsistency of scores has been a direct reflection of the lack of training of our comprehensive instructional writing curriculum. Contributing Causes for Gap in student Achievement: Improper use of grammar and sentence structure, along with inappropriate transition usage for students in grades 2-5. Students’ inability to create a comprehensive expository and narrative writing on the state assessment. Another contributing factor in the gap is a student’s inability to recognize the writing process components. List multiple sources of data used to identify this gap in student achievement: MEAP State Criteria Reference Assessment, Limelight Benchmarks, PASeries and student writing sample scored by teachers/Curriculum Measurable Objective Statement to support Goal: Grades 3-8 will increase their writing proficiency.

Strategy Statement: Studentsâ&#x20AC;&#x2122; writing proficiency on the MEAP assessment for grades 3-8 will move two points in Writing From Knowledge and Experience and writing scores will move one/two points for Peer Response

Activity to implement the strategy

Staff responsible for implementing activity

Timeline for activity Begin

All ELA teachers will receive professional development training on the components of the existing differentiated instruction writing programs utilized in curriculum. Those programs include Step-Up to Writing and the 6+1 Traits of Writing. Both programs influence the effectiveness of the studentâ&#x20AC;&#x2122;s growth in knowledge of genres and the writing process.

Curriculum Teams

8/11

End 05/12

Resources Needed for Activity Materials/Resources

Monitoring Plan for the Activity

Evidence of activity success

Sources/$

Handouts, Binders, Materials from training

Learning Community Meetings

Curriculum Materials

House Meetings

Assessment Results, Observations

Teachers will utilize Reading Edge as an enrichment resource for applicable students through tutoring DEPSA’s JA Curriculum will include a writing-based “Special” for 6th Grade and 8th Grade that focuses on strategies for understanding writing genres and the writing process. DEPSA Teachers and Administration will develop and implement a positive attitude and encourage and enforce a positive Learning Environment. Cross-Curricular Training, Teaching and Implementation of the various writing programs that are utilized within the curriculum Increase writing conferencing by meeting with students during specials. Target writing traits.

Contracted and Trained Teachers

11/11

06/12

Reading Edge Materials

Curriculum Team monitoring, Data results of SCANTRON and Limelight Observations, Monthly Assessment

Data Results

Teacher, Curriculum Leader, and Teacher Leaders

08/11

06/12

Course Materials

Administration, Teachers

08/11

06/12

Tribes, Covey

Observations, Student Surveys

Observations of students and student morale

Teacher Leaders, And Curriculum Leaders

10/11

06/12

Researched Based Curriculum

House Meetings, Observations

Lesson Plans, and Implementation

Assistant Principals, Teacher Leaders, Curriculum Teams Academic Achievement Coach

9/11

5/12

Step Up to Writing Materials Write Traits State Rubric Supplemental Writing Materials

House Meetings, Conferencing Slips

Common Language for Writing Student’s verbalizing rubric requirements Increased Parent and Student Awareness

Parent & Volunteer training to support in class writing conferencing.

Academic Achievement Coach,

9/11

5/12

Step Up to Writing Materials Write Traits State Rubric Supplemental Writing Material

Parent Volunteer Hours Conferencing Slips Student Writing Samples

Common Language for Writing Student’s verbalizing rubric requirements Increased Parent and Student Awareness

Data Results, Student Projects

System Processes and Practices 1# School wide Initiatives

Activity to implement the strategy

Strand I - Teaching For Learning Standard 2 - Instruction Benchmark A: Planning B: Delivery Schools and teachers to facilitate high levels for all students learning use 2A.Intentional processes and practices. 2B. Instructional practices are used to facilitate student learning Staff responsible for Timeline for activity Resources Needed for Activity Monitoring Plan for implementing the Activity Begin End Materials/Resources Sources/$ activity

Evidence of activity success

Learning Communities will work to develop pacing and implement pacing charts for all subject areas.

Grade Level/ Subject area teams

8/10

11/12

Data Results, Researched Based Curriculum

Observations, Lesson Plans

Lesson Plans, Limelight Data Results

Curriculum Coaches will have a meeting with the principal, Director of Curriculum, and Principals to discuss observations, modeling and embedding strategies. Meetings will be held monthly. There will be tutoring sessions for identified students twice a week beginning in November.

Superintendent, Leadership Team, C.C

08/10

06/12

Data Results and Samples of student work

Minutes from meeting

Sharing of effective coaching

Reading Coach Tutors

11/10

05/12

Research Based Curriculum

Tutoring Lesson Plans

Data Results, Teacher Feedback

Embedding will focus on areas identified in data GAP Analysis and as indicated by the changes, which have occurred on the MEAP test. (I.e. Listening Comprehension, main idea, supporting detail, partner reading with direction, think/pair/share), curriculum mapping, and any area identified by the teacher. Teachers will use information from the building based intervention team and Tutors to individualize instruction to better meet the needs of each child. Adjustments will be documented in student’s file. Instructional Technology Specialist will coordinate and align technology standards and core curriculum to enhance learning

MEAP Teachers, Curriculum Coach, Assistant Principals

09/10

05/12

Embedding identified in Data Gap

House, Learning Communities and Grade level Meetings

Data Results

Teachers, Tutors, Solutions Team Network

09/10

06/12

Grade Results, Teacher Feedback

Lesson Plans

Data Results

Instructional Technology Specialist, DOC, Curriculum Team

08/10

05/12

Technology Standards Core Content GLCE’s Training Material Technology Resources LCD, Lap Tops, Ipods

Sign-in Sheets Evaluations Lesson Plans Observations

Increased Web Site Activity Assignments Posted on Web Projects aligned to Technology Standards Video Presentations

Title II D

2# School wide Initiatives Standard 1II – Personnel & Professional Learning Standard 2: Professional Learning Benchmark A: Collaboration B: Content and Pedagogy C: Alignment 2A. Professional learning is conducted with colleagues across the school/district on improving staff practices and student achievement 2B. Professional learning at schools/district emphasize both content and pedagogy of teaching for learning 2C. School /district professional learning is needs based, aligned, job-embedded, and result-driven.

Content: ELA/Math Activity to

Contributing

Staff responsible

Timeline for

Resources Needed for Activity

Monitoring

Evidence of activity

implement the strategy

Cause

Begin

End

Peer observation during P.D. 1-2x per week Model Math preparation Procedures Ensure all teachers are trained Purchase “Winn-Winn Solutions Math game model/experience Roots & Wings Classroom management P.D. brought in Math lesson model/experience All teachers trained in FTP & Word Power Develop a classroom management manual Brainstorm best practices Observations of proficient teachers (release time) Professional Development aligned with C.N.A and goals of the SIP during staff induction / ongoing throughout school year during PLCs and 1 on 1s Classroom management during teacher induction EB lessons for whole year Two Curriculum Nights for parents Mock Management/Behavior Situations Math Night

Time restraints, lack of experience Lack of preparation

Teacher Leaders Curriculum Coach

9/11 9/11

12/12 10/12

Lack of classroom management Not understanding games

Administration House

9/11

Professional Development Not understanding program

Administration House C.C.

12/11 9/11 9/11

Leadership Team

activity

Resources Needed for Activity

Plan for the Activity

success

Follow-up with team Observations Sign-In Sheets

Leads observation of improved classroom management Improved math scores Increased SCANTRON scores – Tech Support

Amazon.com Game/tool kits

Lead Book Response Observations Observations

10/12

Consultant Curriculum Manuals, C.C.

Evaluation Observations Sign-In Sheets/Observations

Decreased incidents improved morale. Improved use of various math games Based on Lexile Rubrics Improved use of various math games Based on Lexile Rubrics

9/11 12/11

6/12

DEPSA Express GLCES, resources of lessons Observation form

Timelines for completion Evaluation Observations

Observation Forms, Curriculum Team,, Resources of Lessons, Consultants, Computers, Training Materials, Teacher Support

Observations, 1 on 1 follow up with teachers Evaluations Job embedded P.D.

Consultant Math resources, GLCES

Evaluation Math C.C.

Materials/Resources Observation forms Leads, Math Manuals, SFA, Consultant, C.C.

Not understanding, lack of experiences

Academy A.P.’s

9/11

Ongoing

Professional Development alignment with Goals of SIP

Curriculum Team

8/11

Ongoing

Alignment

Curriculum Team House

8/11 11/11

Director of Curriculum S.I.T.

11/11 11/11

Scenarios Participants

Leads, C.C.

10/11

Cards, beans, dice, games, algorithms

1/12

Pacing, GLCES, Class Materials

Sources/$ Title 2

Title 1

Observations Increased SCANTRON scores, per teacher Improved instructional strategies, Enhanced curriculum rigor, Improved student achievement Increased SCANTRON scores per teacher Math C.C., Limelight Assessments, Observations Parent Turn-Out

Parent Sign-In, Evaluations Evaluations Evaluation

Parent lack of understanding of program

Tutoring (SFA) Model Preparation procedures Parent Handbook Home Connection Saturday Tutoring

for implementing activity

Tutorial Staff

9/11

Lack of preparation

Leads

9/11

Not familiar

C.C.

10/11

Withers/Garvin

11/11

Ongoing

5/12

Evaluation Assessments, Attendance, TeacherTutor Communication Observations

Alphie’s Alley, Computers, tutor Manuals Leads Cards, beans, dice, games, algorithms Embedding materials, Dolch Rdg. Materials

More students on Grade-Forms level Improved student achievement Evaluation

Evaluation More students on grade level Title 1

Meetings, Observations, SignIn Sheets

Share Website Learning communities focused on individual grade level goals Ensure Program is implemented as designed and intended

Not familiar

House Newsletter

www.everydaymath.uchicago.edu

Evaluation

Teacher Leaders

9/11

Ongoing

Student data

Attendance, sign-in sheet

Successful implementation of program

C.C.. A.P., L.T., D.C.

9/1

Ongoing

Observation Forms Pacing, Scope & Sequence

Meeting Notes, Observations

Observations, student data

9/11

Ongoing

Field Trips/Activities

Graph, (T. Incentives) Account

Team points up, R&R up, Increase turn in Graph, Increase Student Scores

“

8/11

9/11

Read and Respond Chart

Graph

More students on grade level

After-school Tutoring (3rd grade)

Interventionist

10/11

Ongoing

Parent Workshop (Below Level 5’s)

A.P., Curriculum Team, L.T.

11/11

“ Incentives for Read and Respond T. monitor Read and Respond Daily

Parent Attendance SFA Curriculum Materials

At Risk

Sign-In, Attendance, Assessments

SFA Curriculum, Read and Respond for LCD projector TV/VCR,

Title 1

Sign-In

3# School wide Initiatives Standard 1 - Parent/Family Involvement Benchmark B: Engagement IV.1.B.3 Decision-Making: The school believes that parents and families are partners in helping students and the school success. In this role, they serve an important function as participants in the decision-making process. Particular efforts are made by the school to assure that the demographics of parents in leadership roles represent the diversity of the school population.

Activity to implement the strategy

Staff responsible for implementing activity

Begin

End

Materials

Sources/$

Increase parental understanding of school improvement by selecting 2 parents to attend the Fall 2009 MDE School Improvement Conference Student Ambassadors will lead parent info sessions during parent teacherâ&#x20AC;&#x2122;s conference.

K. Bland, S. Brown, Peoples

9/2011

12/2012

Registration Parent Application for Selection

2 at $150 Title I

S. Brown, Withers, Szymanski,

10/2011

5/2012

Parent partner reading buddies to improve read & respond homework submission. Parents will support the writing process by conferencing with students using the traits of writing.

S. Brown, Withers, Szymanski

10/2011

5/2012

S. Brown, Withers, Szymanski

10/2011

5/2012

Monthly parent curriculum workshops.

Curriculum Coaches Director of Parent and Community Partnerships

8/2011

5/2012

9/2011

Ongoing

Provide an incentive program for parents that serve on school committees/teams ADD Participation on committees to parent appreciation activities that exist Movie tickets, Dinner for 24, other gifts for students Free family portrait for top family participation Encourage parents to enlist other family members to participate in committees/teams in addition to immediate participation from parents

Timeline for activity

Success Network CRD Success Network

9/2011

Resources Needed for Activity

Evidence of activity success

Set Goals for attending conf. Evaluation Review of Parent Application

Parent sharing SIP info with staff and parents Parents providing strategies to increase parental involvement.

List of Instructional Strategies Training Protocol Student Selection Process Selected Reading Passages and Text Training Materials

Student Selection Process Meeting Outline & Protocol

Increased Parent Attendance Increased Student Attendance

Training Materials & Sign In Reading Logs

Training Materials Teacher Support Schedule Student Writing Samples Writing Rubrics Instructional Strategies Presentation Protocol Calendar

Training Materials & Sign In Conferencing Slips

Increase homework participation Increase Parent Awareness Increase Reading Lexile Scores Increased Writing Scores on Standardized Assessments Increased Parent Awareness

Breakfast, Dinner, Certificates, Gifts, Stock, Trophies

Ongoing

Copies of Materials Title I Budget

Training Materials & Sign In Evaluations Provide an incentive program for parents that serve on school committees/teams

Existing Cost ADD Participation on committees to parent appreciation activities that exist

9/2011

Ongoing AMC/STAR Red Robin

Movie Tickets/Dinner passes

CRD Budget

9/11

Ongoing

Vendor Services

Cost of Portrait

9/2011

Ongoing

Fliers, Letters, Correspondence

CRD Budget

Teachers Assistant Principals Success Network Success Network

Monitoring Plan for the Activity

Movie tickets, Dinner for 2-4, other gifts for students Free family portrait for top family participation Encourage parents to enlist other family members to participate in committees/teams in addition to immediate participation from parents

Homework Support for Students Increased Parent Awareness Student Report Card Grades Improve Increase Parent Awareness and Involvement Increase Parent Awareness and Involvement

Increase Parent Awareness and Involvement Build Parent & School Relationships Increase Parent Awareness and Involvement

Provide more information to parents on Service Learning Project. Encourage parents to participate in service 1 Family Trips: Pass to Cedar Point, Zoo Kalmari, Dinner, Movies,

9/2011

Ongoing

The League Organization

Grant

9/2011

Ongoing

Passes

School-wide fundraising

Success Network

Teacher Leaders Instructional Leaders

Provide more information to parents on Service Learning Project. Encourage parents to participate in service

Increase Parent Awareness and Involvement

1 Family Trips: Pass to Cedar Point, Zoo Kalmari, Dinner, Movies,

Increase Parent Awareness and Involvement

Parental Involvement: Always continuing to increase our parental involvement is improving every year. We continue to encourage participation in events at the school with a lot of publicity and notification. We have several events planned at the school for parents to be involved including but not limited to:                       

Sporting events School Improvement Meetings Eastern Market Harvest Celebration MEAP rallies Target Points Breast Cancer Walk Community Events Parent-Teacher Conferences Title 1 Annual Dinner Recruitment Fair Lead Teacher Curriculum Reviews Recycling Program School Garden Traffic Volunteer Fundraising Chaperones Tutoring Classroom assistants DEPSA Green School Committee Curriculum/Open House Night Eastern market DEPSA Day Performing Arts Productions Focus Hope Walk

4# School wide Initiatives Timely and Additional Assistance to Students

[NCLB Act Sec. 1114 (b) (1) (I)] Solution Team A positive and preventive approach designed to give students clear goals, structured support, and positive reinforcement. Activity to implement the strategy

Staff responsible for implementing activity

Timeline for activity Begin

End

Success Network Training to identify early signs of disruption in student learning and behavior.

Success Network Trainer K. Bland, S. Brown

08/11

5/12

Quarterly Solutions Team Network Meetings

K. Bland, S. Brown

7/11

On going

Resources Needed for Activity Materials/Resources

Individual Team Minutes Activity Schedules Success Network Manuals

Monitoring Plan for the Activity

Evidence of activity success

Sources/$

5 at $

Reduction in Tier I Referrals for RTI Evaluations Implemented Activities Strategies Embedded in Cross Grade Level Activities

Attendance Team

Shelman, Ware, B. White, Rodgers, Brown-Coates, Stewart, Reed

10/11

5/12

Incentives All Logs Power School

Monthly Meetings Sign in Sheets

Reductions in Late Arrivals Improved Tracking Timely Zangle Updates

Positive Behavior Support Team

Green, Shelman, B. White, Burris, Boueiri Tolbert, Ice, Thaxton, Peoples, Alexander, Ross

10/11

5/12

Incentives Referrals

(Inform) Staff meetings, child study

Reduction in Referrals Increased Student Participation Student Led Awareness Activities

Community Connection Team

Garvin, R. Bland, Gillon, Shahid, Lett

7/11

5/12

Incentives Community Involvement invitations

Parent volunteer/Parental Involvement Team

Jones, C. Brown, Withers

7/11

5/12

Community Awards/ Donations Awards

Intervention Team

S. Brown, K. Bland, Jones, Shelman, Green, Angle, Garvin, Szymanski, B. White, Shepich

10/11

5/12

Assessment Results

Observation Solution Team Referrals

Tracking awards Increased Community Volunteers Internships/Job Shadow Increased Parent Volunteers Parent Survey Increased Attendance for Parent Teacher Conference Praise Reports, C. C. Reports, Overall increase in scores Tutoring Levels Reduced Reduction in Referrals Increase Shared Strategies Among the Teachers

5# School wide Initiatives Transition Plan [NCLB Act Sec. 1114 (b) (1) (G)} Developmentally appropriate transitional strategies to encourage awareness and support in social, emotional, cognitive, and physical transition. Activity to implement the strategy

Staff responsible for implementing activity

Begin

End

Materials

Parent Academy Orientations: Increase parental understanding of grade level mile stones and provide target strategies to support the grade level transition Students receive two weeks of character education, peace path, and organizational strategies to help build social responsibility to create a sense of community the beginning of the fall and winter semester. Teachers in transitional grades such as Pre-k to Kindergarten, 2nd to 3rd, observe others teachers one grade level ahead to re-enforce instructional expectations. Although MEAP testing is only grades 3-8, Pre-K through 2nd grade teachers are included in the data analysis training and review related to MEAP. Foundational vertical curriculum used to build skills needed to master core GLCEâ&#x20AC;&#x2122;s like Curiosity Corner, Kinder-corner, Everyday Mathematics, Roots, and Wings.

Assistant Principals, Director of Curriculum, Curriculum Team, Special Education & Student Support Team

5/2011

8/2012

Registration Parent Application Student Transition Information

Assistant Principals, Director of Curriculum, Curriculum Team, Special Education & Student Support Team

9/2011

1/2011

Success Network Materials, Character Camp Resources

Assistant Principals, Director of Curriculum, Curriculum Team Teacher Leaders

9/2011

5/2012

Assistant Principals, Director of Curriculum, Curriculum Team,

8/2011

5/2012

Training Materials MEAP Scores

8/2011

6/2012

Instructional Strategies Presentation Protocol Calendar Curriculum Resources

Director of Curriculum, Curriculum Team, and Teacher Leaders

Timeline for activity

Resources Needed for Activity

Grade Level Content Expectations Observation Forms

Monitoring Plan for the Activity

Evidence of activity success

Sources/$ Set Goals Evaluation Review of Parent Application

Student Attendance Lesson Plans Character Camp Training Sign In

Parents

Student Work Student Participation In Assemblies Reduced student infractions compared to previous year

Observations Forms

Students are academically better prepared for the next grade level.

Students better prepared for the MEAP

Training Materials & Sign In Evaluations

Students demonstrate prior knowledge Increase in student performance

Statement of Non-Discrimination Federal Office of Civil Rights

The school complies with all feral laws and regulations prohibiting discrimination and with all requirements and regulation of the U. S. Department of Education. It is the policy of this school that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, martial status or disability shall be subjected to discrimination in any program, service or activity for which the school is responsible, or which it receives financial assistance from the U.S. Department of Education.

Title of School: Address: Telephone Number:

Edison PSA 1903 Wilkins Detroit, MI 48207 (313) 833-1100

References: Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, The Age of Discrimination Act of 1975, The Americans with Disabilities of 1990 Elliott-Larson prohibits discrimination against religion.

Appendix A 98

Professional Development

Staff responsible for implementing activity

Date

Evidence of activity success

Team Building Team Building Powerschool, Powerteacher & Gradebook Curriculum Training Team Building Benefits & Corporal Punishment Curriculum Training Team Building Learning Environment Curriculum Training Team Building Welcome Back “Cross the Line” NCA/SIP Staff Benefits Notebooking Pearson-Limelight Marygrove College Art Infused Education (AIE) Pearson-Limelight SCANTRON Blood Bourne Pathogen Team Building K-5th Pacing 6th-10th Pacing K-5th Pacing 6th-10th Pacing Unlocking the GLCE’s Marzano 6 K-5th Solutions Team Building (Full Staff)

K. Bland K. Bland T. Collins K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland

08/08/11 08/09/11 08/09/11 08/09/11 08/10/11 08/10/11 08/10/11 08/11/11 08/11/11 08/11/11 08/12/11 08/15/11 08/15/11 08/15/11 08/16/11 08/16/11 08/16/11 08/17/11 08/18/11 08/19/11 08/19/11 08/22/11 08/22/11 08/23/11 08/23/11 08/24/11 08/24/11 08/25/11 08/25/11

Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation Sign-In sheet/Evaluation

K-2nd Roots Module 6th -10th Solutions st th 1 -5 Wings Module 6th-10th IB Training SFA 4th Edition Wings 6th -10th Service Learning (Off-site) SFA 4th Edition Wings 6th -10th Service Learning (Off-site) Team Building (Full Staff)

K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland K. Bland

08/26/11 08/26/11 08/29/11 08/29/11 08/30/11 08/30/11 08/31/11 08/31/11 09/01/11

PDâ&#x20AC;&#x2122;s to be scheduled: Project Based Learning Office Assistant Responsibilities (Records, Attendance, Drops, Enrollments, nurse protocol, referrals, incident reports, etc.) SPED Special/Arts

100Draft-Detroit Edison PSA School Improvement Plan 2009-2010, revised 1/27/09 KMB, revised 1/29/09 KMB, revised 4/29/09 SEB, revised 5/7/09 SEB, revised 6/17/09, revised 6/24/09