School Improvement Plan Title I - Targeted Assistance
School Year: 2012 - 2013 School District: GEE Edmonson Academy ISD/RESA: Wayne RESA School Name: GEE Edmonson Academy Grades Served: PK,K,1,2,3,4,5,6,7,8 Mr. Mohamad Issa Building Code: 01087
District Approval of Plan: Authorized Official Signature and Date Board of Education Approval of Plan: Authorized Official Signature and Date
GEE Edmonson Academy
School Improvement Plan Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: ELA Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: Math Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 3: Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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GEE Edmonson Academy
Introduction The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
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GEE Edmonson Academy
School Information School:
GEE Edmonson Academy
District:
GEE Edmonson Academy
Public/Non-Public:
Public
Grades:
PK,K,1,2,3,4,5,6,7,8
School Code Number:
01087
City:
DETROIT
State/Province:
Michigan
Country:
United States
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GEE Edmonson Academy
Vision, Mission and Beliefs Vision Statement GEE Edmonson Academy seeks to provide all learners with a solid foundation of knowledge, skills and understanding that enable continual success as students and as adults in society.
Mission Statement The mission of GEE Edmonson Academy is to promote lifelong learning by nurturing academic excellence, positive character, and appreciation of cultures.
Beliefs Statement GEE Edmonson Academy students have to be competitive not just in the workforce, but in life. They need to be citizens who are thoughtful and can shape the future. Our faculty and staff are united in the pursuit of helping our students achieve these essential goals.
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GEE Edmonson Academy
Goals Name
Development Status
Progress Status
ELA Proficiency
Complete
Open
Math Proficiency
Complete
Open
Science
Complete
Open
Goal 1: ELA Proficiency Content Area: English Language Arts Development Status: Complete Student Goal Statement: All students in grade 3-8 will be proficient in reading on state mandated, grade level assessments. In addition, 75% of students will meet her/his individualized goals on fall to spring, computeradaptive assessments. Gap Statement: In the third grade, 80% of students are not proficient on the state mandated, grade level assessment in Reading. In the fourth grade, 76% of students are not proficient on the state mandated, grade level assessment in Reading. In the fifth grade, 79% of students are not proficient on the state mandated, grade level assessment in Reading. In the sixth grade, 71% of students are not proficient on the state mandated, grade level assessment in Reading. In the seventh grade, 79% of students are not proficient on the state mandated, grade level assessment in Reading. These are the results from the 2011 Fall MEAP administration at GEE Edmonson Academy. Cause for Gap: Early elementary students are often lacking the foundation skills of letter recognition, letter sound correspondence, phonemic awareness, and blending. Many students are unaware of syllabication rules. The additional time it takes many students to decode as they read detracts from their ability to make meaning from the reading. Most students are also lacking vocabulary including, knowledge of roots and afixes, synonyms and antonyms, multiple meanings and homonyms/homophones. The longer passages often are the most challenging for students as the length is daunting and students find it difficult to recall details to create a meaningful main idea or draw inferences from the reading. Students also struggle with non-fiction passages. In addition to the challenges of decoding that creates a problem for creating meaning, students lack the skills to connect prior knowledge with what they've read to create a new schema. All of these skills are teachable skills that, if given the proper focus, can help students close the above referenced gap. Multiple measures/sources of data you used to identify this gap in student achievement: GEE Edmonson Academy used the 2011 Fall MEAP Reading administration scores, the September, January and May results of the NWEA (K-1) and Ed Performance (2-7) Reading segments. These scores were also informed by staff observation, grade level common assessments and results of technology supported reading comprehension materials (Study Island, Reading A-Z). What are the criteria for success and what data or multiple measures of assessment will be used to monitor SIP: DRAFT COPY
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GEE Edmonson Academy progress and success of this goal? Success will be determined by 100% of students earning a proficient rating on the state mandated assessment Reading portion AS WELL AS 75% of students reaching their individualized goals as established by the computer adaptive tests administered in September and May. We will use a January administration of the computer adaptive test, monthly practice computer generated reading comprehension tests, grade level common assessments and gains in students' Guided Reading levels.
Goal Progress Update: Date
User
Progress Explanation of Status Progress Status 02/12/2010 Clarence In Although there was no Writing portion of the October 2009 MEAP test there is Hayes Progress still an extensive need to increase writing aptitude amongst all students. There are constructed response items on the MEAP test that still need to be written in a more clear fashion and with stronger details. The October 2010 MEAP test will have a Writing portion for which our students need to be prepared.Writing is done daily within the classrooms in various fashions, whether it be via journals, essays, constructed responses, or poetry. Teachers are using the 6 1 Traits and seeing improvement in student writing abilities. Students continue to have a monthly essay writing contest for which they win monetary prizes. Our Instructional Specialist has assisted teachers with their Writing instruction in the classroom, as well as providing professional development sessions for the teachers.
Contact Name: Daria Neal
List of Objectives: Name Objective Increase ELA All students will increase skills in the area of reading comprehension. The percentage of students proficiency proficient on the MEAP will increase by 15% by the Fall 2012-2013 MEAP administration for all students who were enrolled and attended for a full year in the 2011-2012 school year.
1.1. Objective: Increase ELA proficiency Measurable Objective Statement to Support Goal: All students will increase skills in the area of reading comprehension. The percentage of students proficient on the MEAP will increase by 15% by the Fall 20122013 MEAP administration for all students who were enrolled and attended for a full year in the 2011-2012 school year.
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GEE Edmonson Academy
Objective Progress Update: Date
User
02/12/2010
Clarence Hayes
Progress Status In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
List of Strategies: Name Implement RTI
Strategy Teachers will implement Response to Intervention with integrity throughout the school. Implement Guided Teachers will use a Readers' Workshop format that provides the structure to support Reading Workshop children learning to read designed for use with grades K-8. Predictable rituals and model K-8 with integrity routines structure the workshop to provide consistent expectations. Main components are: 1. The mini lesson 2.Independent reading 3. Reading with a partner 4. Reading conference 5. Guided reading and strategy groups 6. Book talk 7. Shared reading 8. Read aloud Increase Fluency Teachers will instruct students on different fluency strategies and be trained in the strategies; ie fluent reading, do repeated readings in class, practice phrased reading, use Reader's Theater in class, and sight word practice to increase word recognition. Infuse technology into Staff will regularly integrate technology (for example, but not limited to Reading AZ, all areas of teaching and RAZ Kids, REading Eggs, Study Island, Accelerated Reading) into classroom learning instruction. On going monitoring by the Reading Specialist and Academic Coordinator will occur through observations, modeling, mentoring and coaching. In addition, the Reading Specialist and Academic Coordinator will create and implement training modules as needed througout the school year. The Principal, Academic Coordinator, and Reading Specialist will consult on the agenda for all monthly professional development. An RTI component will be part of the grade level/cluster meeting agenda weekly. Parent Education Staff will work with parents on how to effectively help students at home to improve achievement in reading. Regular Academic Coordinator will ensure the reading curriculum is being implemented with mentoring/coaching to integrity through coaching and mentoring. In addition, she/he will model best teachers providing direct practices, identify appropriate mentor teachers, create and implement necessary instruction training modules as needed.
1.1.1. Strategy: Implement RTI Strategy Statement: Teachers will implement Response to Intervention with integrity throughout the school.
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GEE Edmonson Academy Selected Target Areas I.2.A.1 The content of the curriculum is directly aligned and consistent with the district's curriculum framework. Processes used to develop cohesive and essential content require articulation within and across grade levels and content areas. I.2.A.2 Instructional planning is focused upon ensuring student success. Instructional practice is designed around the needs, interests and aptitudes of the individual students. The result is a curriculum that allows students to derive meaning from all of their educational experiences. I.2.A.3 A collaborative culture that incorporates a philosophy of continuous improvement exists at the school or within a program. Staff members work as teams to gather and analyze information and make decisions regarding the modification of their instructional practice. I.3.A.3 Student assessment is viewed as an essential component in the monitoring of student achievement. Aligned standardized assessments, periodic benchmark assessments as well as a variety of culminating assessments are incorporated into daily practice. In addition, teachers use frequent formative assessment activities to inform instruction. II.1.A.3 School leaders recognize that technology is essential to the school's success. They seek the necessary resources to support the integration and effective use of technology in all aspects of curriculum, instruction and assessment. III.1.B.6 All staff is skilled in the use of technology for communication, teaching and learning and information management. They mentor and guide their students in the effective use of technology to meet high standards.
What research did you review to support the use of this strategy and action plan? Charles Hughes, Ph.D and Douglas Dexter Ph.D conducted a review of RtI field studies. Their conclusions were 1). All of the studies examining the impact of RtI programs on academic achievement or performance resulting in some level of improvement. The authors attributed these changes to the RtI approach used. There is evidence that a tiered, early intervention approach can improve the academic performance of atrisk students (Hughes and Dexter, 2011). The great majority of our students at GEE Edmonson Academy can/have been identified as at-risk.
List of Activities: Activity Begin Date Implement 2012RtI with 09-10 fidelity
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End Staff Responsible Date 2013- Principal, academic coordinator, and reading specialist are responsible for the 06-14 initial training. Ongoing support through coaching and mentoring are the responsibilities of the academic coordinator and reading specialist. Principal and academic coordinator will conduct observations and monitor grade level/cluster meetings. Principal, academic coordinator, and reading specialist will collaborate on monthly professional development. All instructional staff are responsible for implementing, tracking, and monitoring the program with integrity including.
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GEE Edmonson Academy
1.1.1.1. Activity: Implement RtI with fidelity Activity Type: Other Activity Description: Initial training of teachers and para professionals on RTI process. Ongoing support through coaching, mentoring, observations, grade level/cluster meetings, and monthly professional development. Implementing the RtI through effective additional teaching strategies developed for each tier and progress monitoring. The Reading Specialist will provide pull-out direct instruction for struggling students. In addition, she/he will create and implement a push-in support system utilizing a para professional team who will infuse targeted strategies. She/he will track this system. Planned staff responsible for implementing activity: Principal, academic coordinator, and reading specialist are responsible for the initial training. Ongoing support through coaching and mentoring are the responsibilities of the academic coordinator and reading specialist. Principal and academic coordinator will conduct observations and monitor grade level/cluster meetings. Principal, academic coordinator, and reading specialist will collaborate on monthly professional development. All instructional staff are responsible for implementing, tracking, and monitoring the program with integrity including. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.2. Strategy: Implement Guided Reading Workshop model K-8 with integrity Strategy Statement: Teachers will use a Readers' Workshop format that provides the structure to support children learning to read designed for use with grades K-8. Predictable rituals and routines structure the workshop to provide consistent expectations. Main components are: 1. The mini lesson 2.Independent reading 3. Reading with a partner 4. Reading conference 5. Guided reading and strategy groups 6. Book talk 7. Shared reading 8. Read aloud Selected Target Areas I.2.A.1 The content of the curriculum is directly aligned and consistent with the district's curriculum framework. Processes used to develop cohesive and essential content require articulation within and across grade levels and content areas. I.2.A.2 Instructional planning is focused upon ensuring student success. Instructional practice is designed around the needs, interests and aptitudes of the individual students. The result is a curriculum that allows SIP: DRAFT COPY
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GEE Edmonson Academy students to derive meaning from all of their educational experiences. I.2.A.3 A collaborative culture that incorporates a philosophy of continuous improvement exists at the school or within a program. Staff members work as teams to gather and analyze information and make decisions regarding the modification of their instructional practice. I.2.B.2 There is a strong belief within the school or program that all students can succeed. This is demonstrated in the expanded use at both the school or program and classroom levels of a variety of best practices designed to meet the differentiated needs of individual learners. Technology is a key component of instructional practice. I.2.B.3 Staff believe that active student engagement is a key feature of student success and there is an expectation that all teachers will design lessons and assessments that engage their students. I.3.B.3 All stakeholders are committed to the belief that all student learners will be successful. In order to achieve this goal, students play a major role in monitoring and improving their own performance. Student achievement is truly a joint venture among student, teacher, and parent. In order to ensure success of all students, a school-wide or cross-program system is in place that monitors the progress of any student not succeeding and provides data to all stakeholders to inform them about resulting interventions.
What research did you review to support the use of this strategy and action plan? Project CRISS® (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS® does not require a change in the curriculum or materials being used in the classroom, but instead calls for a change in teaching style to focus on three primary concepts derived from cognitive psychology and brain research. These three concepts include students (1) monitoring their learning to assess when they have understood content, (2) integrating new information with prior knowledge, and (3) being actively involved in the learning process through discussing, writing, organizing information, and analyzing the structure of text to help improve comprehension.
In Project CRISS®, teachers incorporate these concepts into their regular classroom instruction through the use of comprehension strategies (such as using background knowledge, questioning, organizing graphically, and summarizing). Project CRISS® calls for students to apply these comprehension strategies to content they encounter, to gain an understanding of when and how it is most appropriate to use these strategies, and to learn to use the strategies that work best for them. The Reading Workshop model mimics all of the above listed pedagogue
Strategy Progress Update: Date
User
02/12/2010
Clarence Hayes
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Progress Status In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
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GEE Edmonson Academy
List of Activities: Activity Implement Guided Reading in the classroom Metacognitive strategies
Begin Date 201209-10 201208-15
End Date 201306-14 201306-14
Provide Classroom Library 2012- 2013with multiple levels of books 08-01 06-14 Teach Reading Comprehension Strategies across the curriculum Team planning/Team teaching Use graphic organizers effectively
2012- 201308-15 06-14 201208-15 201209-10
201306-14 201306-14
Staff Responsible Classroom teachers, resource teachers, paraprofessionals and reading specialist. Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals and Reading Specialist. Principal will ensure books are purchased. Teachers, Resource Teachers, paraprofessionals will label and stock the Guided Reading books appropriately. Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals and Reading Specialist. Classroom Teachers, Administrators, AcademicCoordinator, Resource Teachers, paraprofessionals, Reading Specialist. Classroom teachers, reading specialist, paraprofessionals, resource teachers
1.1.2.1. Activity: Implement Guided Reading in the classroom Activity Type: Other Activity Description: The teacher will work with students in small groups for guided reading using leveled books. Planned staff responsible for implementing activity: Classroom teachers, resource teachers, paraprofessionals and reading specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.2.2. Activity: Metacognitive strategies SIP: DRAFT COPY
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GEE Edmonson Academy Activity Type: Other Activity Description: Teachers will instruct students on how to use metacognitive strategies with aids such as highlighters, sticky notes or comprehension strategy bookmarks while reading. Teachers will model and instruct students in the use of strategies that include previewing, building background knowledge, asking questions, visualizations, making inferences, determining important ideas, summarizing, activating and synsthesizing. Teachers will also have students practice with longer passages utilizing the above stated comprehension strategies. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals and Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.2.3. Activity: Provide Classroom Library with multiple levels of books Activity Type: Other Activity Description: Classroom libraries with multiple levels and genres of books are required to implement Guided Reading appropriately. Planned staff responsible for implementing activity: Principal will ensure books are purchased. Teachers, Resource Teachers, paraprofessionals will label and stock the Guided Reading books appropriately. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-01, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
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1.1.2.4. Activity: Teach Reading Comprehension Strategies across the SIP: DRAFT COPY
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GEE Edmonson Academy
curriculum Activity Type: Other Activity Description: Staff will use a variety of instructional tools that include read-aloud texts with partnered oral responses focused on comprehension strategies with an organized reading comprehension program. Teachers will model and instruct students on different comprehension strategies; i.e. making connections, asking questions, visualizations, making inferences, determining important ideas,synthesizing, repairing comprehension and will be trained in the use of these strategies. Teachers will implement these strategies across the curriculum. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals and Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.2.5. Activity: Team planning/Team teaching Activity Type: Other Activity Description: Teachers will collaborate within grade levels, grade clusters (K/1/2, 3/4/5, 6/7/8) and across curriculuar areas (Social Studies, Math, Science and English/Language Arts) and work together to plan reading activities and develop individualized plans for working with students. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, AcademicCoordinator, Resource Teachers, paraprofessionals, Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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GEE Edmonson Academy
1.1.2.6. Activity: Use graphic organizers effectively Activity Type: Other Activity Description: Teachers will use graphic organizers to help students restate, organize their understanding and create connections from written text. Teachers will also have students practice with longer passages utilizing the above stated comprehension strategies. Planned staff responsible for implementing activity: Classroom teachers, reading specialist, paraprofessionals, resource teachers Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.3. Strategy: Increase Fluency Strategy Statement: Teachers will instruct students on different fluency strategies and be trained in the strategies; ie fluent reading, do repeated readings in class, practice phrased reading, use Reader's Theater in class, and sight word practice to increase word recognition. Selected Target Areas
What research did you review to support the use of this strategy and action plan? How The Brain Learns to Read by David A. Sousa The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension by Timothy V. Rasinski
List of Activities: Activity Buddy Reading Implement Readers' SIP: DRAFT COPY
Begin Date 201209-10 2012-
End Date 201306-14 2013-
Staff Responsible Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist. Classroom Teachers, Administrators, Academic Coordinator, Page 15 of 64
GEE Edmonson Academy Theatre
09-10 06-14 Resource Teachers, Paraprofessionals, Reading Specialist, Specials Teachers. 2012- 2013- Classroom Teachers, Administrators, Academic Coordinator, 08-15 06-14 Resource Teachers, Paraprofessionals, Reading Specialist.
Initial/Follow up Training for Readers' Theatre Model Fluent Reading 2012- 2013- Classroom Teachers, Administrators, Academic Coordinator, 09-03 06-14 Resource Teachers, Paraprofessionals, Reading Specialist, Specials Teachers, Parent Volunteers, Volunteers. Repeated Readings 2012- 2013- Classroom Teachers, Administrators, Academic Coordinator, 09-10 06-14 Resource Teachers, Paraprofessionals, Reading Specialist. Word Study 2012- 2013- Classroom Teachers, Administrators, Academic Coordinator, 08-15 06-14 Resource Teachers, Paraprofessionals. Zoo Phonics 2012- 2013- Classroom Teachers, Administrators, Academic Coordinator, 09-10 06-14 Reading Specialist, Paraprofessionals.
1.1.3.1. Activity: Buddy Reading Activity Type: Other Activity Description: Teachers will use buddy reading to help struggling readers by pairing them with strong readers across grade levels when appropriate. The students will guide and encourage each other by reading aloud to each other. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
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1.1.3.2. Activity: Implement Readers' Theatre Activity Type: Other Activity Description: Teachers will implement Readers' Theatre across the curriculum where it naturally lends itself. SIP: DRAFT COPY
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GEE Edmonson Academy Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist, Specials Teachers. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.3.3. Activity: Initial/Follow up Training for Readers' Theatre Activity Type: Professional Development Activity Description: Initial training on selecting appropriate Readers' Theatre materials and implementing it into the classroom. Teachers will use Readers Theater scripts which have a variety of reaidng levels within each script and guide students through the Reader's Theater process. Principal, Academic Coordinator, Reading Specialist will monitor progress and create/implement additional training modules as necessary. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.3.4. Activity: Model Fluent Reading Activity Type: Other Activity Description: The teacher will read aloud to the class daily. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic SIP: DRAFT COPY
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GEE Edmonson Academy Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist, Specials Teachers, Parent Volunteers, Volunteers. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-03, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.3.5. Activity: Repeated Readings Activity Type: Other Activity Description: Teachers will provide opportunities for students to complete repeated readings of a familiar text during guided reading and independent practice. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals, Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.3.6. Activity: Word Study Activity Type: Other Activity Description: Teachers will use a variety of word study activities, sight word flashcards, word games, and read books that include targeted sight words. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Resource Teachers, Paraprofessionals. Actual staff responsible for implementing activity: SIP: DRAFT COPY
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GEE Edmonson Academy
Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.3.7. Activity: Zoo Phonics Activity Type: Other Activity Description: Teachers will use interactive strategies for teaching phonics that include connecting sounds and letters to movements using the Zoo Phonics program. Planned staff responsible for implementing activity: Classroom Teachers, Administrators, Academic Coordinator, Reading Specialist, Paraprofessionals. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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1.1.4. Strategy: Infuse technology into all areas of teaching and learning Strategy Statement: Staff will regularly integrate technology (for example, but not limited to Reading AZ, RAZ Kids, REading Eggs, Study Island, Accelerated Reading) into classroom instruction. On going monitoring by the Reading Specialist and Academic Coordinator will occur through observations, modeling, mentoring and coaching. In addition, the Reading Specialist and Academic Coordinator will create and implement training modules as needed througout the school year. The Principal, Academic Coordinator, and Reading Specialist will consult on the agenda for all monthly professional development. An RTI component will be part of the grade level/cluster meeting agenda weekly.
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GEE Edmonson Academy Selected Target Areas
What research did you review to support the use of this strategy and action plan? Klopfer, E., Osterweil,S., Groff, J. & Haas, J.(2009). The Education Arcade:Using the Technology of Today,in the Classroom Today. Massachusetts Institute of Technology. Poole, B., Sky-Mellvain, E., Jackson, L. & Singer, Y. (2006). Computers, Education, and Society. Teaching In The Computerized Classroom (6th ed. pp. 344-365). Schacter, J. The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica, CA: Milken Exchange on Education Technology, 2001. Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on student learning. Boise, ID: Army Research Institute. Strudler, N. B. (1995-96). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education. 28(2), 234-257. Waxman, H.C., Len, M., & Michko, G. M. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. North Central Regional Education Laboratory. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. By Robert Marzano
List of Activities: Activity Classroom computers Initial and follow up training for Study Island
Initial and follow up training on Kindles and applications
Begin Date 201209-03 201206-04
End Date 201308-09 201306-14
2012- 201308-01 06-14
Initial training and 2012- 2013follow up training 08-15 06-14 on Learning AZ suite SIP: DRAFT COPY
Staff Responsible Principal Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Principal, Academic Coordinator and Reading Specialist will coordinate agenda for intitial training. Through coaching and monitoring the Academic Coordinator and Reading Specialist will identify needed training topics, create and implement additional training for staff as needed. Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Page 20 of 64
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Initial training and 2012- 2013follow up training 08-15 06-14 on smart boards
Initial/follow up 2012- 2012training on 06-27 08-31 Accelerated Reader; implement with fidelity
Provide Kindle mobile lab Smartboard in all instructional rooms
201208-01 201209-03
Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Principal/Reading Specialist
201306-14 2013- Principal. 07-01
1.1.4.1. Activity: Classroom computers Activity Type: Other Activity Description: Provide at least 4 computers in each regular classroom K-8; at least 2 computers in each resource room K-8 Planned staff responsible for implementing activity: Principal Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-03, End Date - 2013-08-09 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.2. Activity: Initial and follow up training for Study Island Activity Type: Professional Development SIP: DRAFT COPY
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GEE Edmonson Academy Activity Description: Initial training and follow up training for Study Island and Reading Eggs. These programs will also be infused into our Tiger Stripes Summer Skill Building Camp and our afterschool program. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-06-04, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.3. Activity: Initial and follow up training on Kindles and applications Activity Type: Professional Development Activity Description: Initial training and follow up training as needed for Kindles to be infused into the instruction appropriately. Planned staff responsible for implementing activity: Principal, Academic Coordinator and Reading Specialist will coordinate agenda for intitial training. Through coaching and monitoring the Academic Coordinator and Reading Specialist will identify needed training topics, create and implement additional training for staff as needed. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-01, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.4. Activity: Initial training and follow up training on Learning AZ suite SIP: DRAFT COPY
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Activity Type: Professional Development Activity Description: Initial training and follow up training on Reading AZ, Vocabulary AZ, RAZ Kids, Writing AZ. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.5. Activity: Initial training and follow up training on smart boards Activity Type: Professional Development Activity Description: Initial training and follow up training on using Smart Boards effectively as an instructional tool. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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Planned Amount
Actual Amount
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1.1.4.6. Activity: Initial/follow up training on Accelerated Reader; implement with fidelity Activity Type: Professional Development Activity Description: Training on Acclerated Reader. Resource Library teacher will pull students in small groups for support in reading fluency and comprehension. The Resource Library teacher will also provide support in finding information text on appropriate levels, providing connections between the texts and students and supporting classroom teachers in teaching resource skills. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-06-27, End Date - 2012-08-31 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.7. Activity: Provide Kindle mobile lab Activity Type: Technology Activity Description: Provide a Kindle mobile lab to improve reading strategies and access to more books. Reading Specialist will use thesee Kindles to support students who are identified as Tier 2 and Tier 3. Planned staff responsible for implementing activity: Principal/Reading Specialist Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-01, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
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Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.4.8. Activity: Smartboard in all instructional rooms Activity Type: Technology Activity Description: Provide smart boards and projectors in all instructional rooms. Planned staff responsible for implementing activity: Principal. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-03, End Date - 2013-07-01 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.5. Strategy: Parent Education Strategy Statement: Staff will work with parents on how to effectively help students at home to improve achievement in reading. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Darcy J. Hutchins, Marsha D. Greenfeld, and Joyce L. Epstein "Family Reading Night" (2008)
List of Activities: Activity Begin Date Interactive 2012Homework 08-15
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GEE Edmonson Academy Parent 2012- 2013- Reading Specialist, Academic Coordinator, Student Support Coordinator and Workshops 08-30 05-31 Principal will coordinate the agenda, organize and implement the workshops. Classroom teachers, Resource teachers,Specials Teachers will deliver the workshop content. Parent Coordinator will track parent attendance and assign "Tiger Tokens". Summer 2012- 2012- Classroom teachers, Resource teachers, Administration will provide Summer Tutoring 07-09 09-04 Bridge materials and packets. Classroom Teachers, Resource Teachers, Academic Coordinator and Reading Specialist may provide tutoring to identified students at "Tiger Stripes" Summer Camp. Parent Coordinator will track completion of Summer Bridge materials and attendance at "Tiger Stripes" and assign "Tiger Tokens" to appropriate parents/guardians.
1.1.5.1. Activity: Interactive Homework Activity Type: Other Activity Description: Staff will use parent/student interactive homework on a limited basis for students to be completed with parents. Completing said homework will earn students extra credit in the class as well as earn parents "Tiger Tokens" in the "Tiger Shoppe". The Tiger Shoppe will be stocked with uniform items, school supplies and gift certificates from area merchants. Parents/guardian will accumulate "Tiger Tokens" and be able to "purchase" items from the "Tiger Shoppe" monthly. Planned staff responsible for implementing activity: Classroom Teachers, Resource Teachers, Administration, Specials Teachers will assign, collect and track homework. Parent Coordinator will organize, and manage the "Tiger Shoppe". S/he will track "Tiger Tokens". Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.5.2. Activity: Parent Workshops Activity Type: Other Activity Description: Staff members will provide parent education that provides parents with strategies designed to improve achievement in reading so that they can effectively work with students at home. Parents/guardians will earn "Tiger Tokens" for attendance at these workshops. SIP: DRAFT COPY
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Planned staff responsible for implementing activity: Reading Specialist, Academic Coordinator, Student Support Coordinator and Principal will coordinate the agenda, organize and implement the workshops. Classroom teachers, Resource teachers,Specials Teachers will deliver the workshop content. Parent Coordinator will track parent attendance and assign "Tiger Tokens". Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-30, End Date - 2013-05-31 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.5.3. Activity: Summer Tutoring Activity Type: Other Activity Description: Staff will provide summer tutoring opportunities for students and parents. Planned staff responsible for implementing activity: Classroom teachers, Resource teachers, Administration will provide Summer Bridge materials and packets. Classroom Teachers, Resource Teachers, Academic Coordinator and Reading Specialist may provide tutoring to identified students at "Tiger Stripes" Summer Camp. Parent Coordinator will track completion of Summer Bridge materials and attendance at "Tiger Stripes" and assign "Tiger Tokens" to appropriate parents/guardians. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-07-09, End Date - 2012-09-04 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.6. Strategy: Regular mentoring/coaching to teachers providing direct instruction Strategy Statement: Academic Coordinator will ensure the reading curriculum is being implemented with integrity through coaching and mentoring. In addition, she/he will model best practices, identify appropriate mentor teachers, create and implement necessary training modules as needed. SIP: DRAFT COPY
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Selected Target Areas I.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and local curriculum documents. I.1.B.2 The school makes a concerted effort to ensure that all students have a clear understanding of what they are studying and why they are studying it. II.3.A.3 Staff members are empowered to make decisions regarding the use of equipment and materials. They base their decisions on a continual assessment of student needs and the teaching and learning goals. Every attempt is made to ensure that the materials do not contain bias.
What research did you review to support the use of this strategy and action plan? Gina Biancarosa, Anthony S. Bryk, and Emily R. Dexter found that a literacy program with a strong coaching component helped increase student literacy by 16% in its first year, 28% in its second year and 32% in the third. This study was conducted on a program tracking K-2 students over 17 schools (Biancarosa, Buryk and Dexter). Susan Neuman and Tanya Wright conducted research that indicates teachers who received coaching outperformed teachers who received coursework in early childhood literacy. Coaching improved a number of literacy indicators. The learning becomes individualized and applicable to its audience. Studies at University of Pittsburgh and Carnegie Mellon University found that the effect of coaching on new teachers in an urban school was a significant improvement on teacher practices and student outcomes compared to schools without coaching programs. New teachers benefit from strong coaching programs.
List of Activities: Activity
Begin Date Mentoring/coaching 201208-15 Provide initial/follow up 2012training for ELA curriculum 08-15 components
End Date 201306-14 201306-14
Staff Responsible Principal, Academic Coordinator and Reading Specialist. Academic Coordinator, Reading Specialist to identify staff, coordinate topics, create and implement modules as necessary. Principal to implement trainings from "outside specialists" with input from Academic Coordinator and Reading Specialist.
1.1.6.1. Activity: Mentoring/coaching Activity Type: Other Activity Description: Academic Coordinator will observe instructional staff, model best practices and coach staff individually and/or in grade level/cluster meetings. Reading Specialist will also offer support modeling best practices as needed.
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GEE Edmonson Academy Planned staff responsible for implementing activity: Principal, Academic Coordinator and Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
1.1.6.2. Activity: Provide initial/follow up training for ELA curriculum components Activity Type: Professional Development Activity Description: Provide intial training and follow up training components for all instructional staff providing English/Language Arts instruction of any kind. This will include the Reading Specialist, Academic Coordinator, K-5 teachers, 6-8 ELA and Social Studies teachers, special teachers and paraprofessionals. The Reading Specialist and Academic Coordinator will coordinate agendas, plan and implement needed PD modules at grade level meetings, monthly PD meetings and/or more frequently on an as needed basis. Planned staff responsible for implementing activity: Academic Coordinator, Reading Specialist to identify staff, coordinate topics, create and implement modules as necessary. Principal to implement trainings from "outside specialists" with input from Academic Coordinator and Reading Specialist. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
Goal 2: Math Proficiency Content Area: Math Development Status: Complete SIP: DRAFT COPY
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GEE Edmonson Academy Student Goal Statement: All students in grade 3-8 will be proficient in math on state mandated, grade level assessments. In addition, 55% of students will meet her/his individualized goals on fall to spring, computeradaptive assessments. Gap Statement: In the third grade, 94% of students are not proficient on the state mandated, grade level assessment in Mathematics. In the fourth grade, 95% of students are not proficient on the state mandated, grade level assessment in Mathematics. In the fifth grade, 100% of students are not proficient on the state mandated, grade level assessment in Mathematics. In the sixth grade, 95% of students are not proficient on the state mandated, grade level assessment in Mathematics. In the seventh grade, 100% of students are not proficient on the state mandated, grade level assessment in Mathematics. These are the results from the 2011 Fall MEAP administration at GEE Edmonson Academy. Cause for Gap: Based on a review of the item analysis of the 2011 MEAP Math section, students at GEE Edmonson Academy are struggling in Number and Operations, Measurement and Geometry/Geometric shapes. In addition, 62% of our students are working well below grade level (more than 2 grade levels) in math or while 27% of students are 1-2 grade levels below in math skills as measured by the computer adaptive tests. Overall, 89% of our students are missing basic numeracy skills (number and operations). Multiple measures/sources of data you used to identify this gap in student achievement: We used the 2011 MEAP Math administration as well as the NWEA/MAP and Ed Performance/Scantron administrations in 2012. What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? Success will be determined by 100% of students earning a proficient rating on the state mandated assessment Math portion AS WELL AS 55% of students reaching their individualized goals as established by the computer adaptive tests administered in September and May. We will use a January administration of the computer adaptive test, monthly practice computer generated math tests, grade level common assessments. Contact Name: Daria Neal
List of Objectives: Name Objective Increase Math All students will increase skills in the area of reading comprehension. The percentage of students proficiency proficient on the MEAP will increase by 15% by the Fall 2012-2013 MEAP administration for all students who were enrolled and attended for a full year in the 2011-2012 school year.
2.1. Objective: Increase Math proficiency Measurable Objective Statement to Support Goal: All students will increase skills in the area of reading comprehension. The percentage of students proficient on the MEAP will increase by 15% by the Fall 20122013 MEAP administration for all students who were enrolled and attended for a full year in the 2011-2012 school year.
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List of Strategies: Name Differentiated Instruction
Improve Math instruction
Parent Education
Regular mentoring/coaching of staff providing direct instruction Technology Integration
Strategy Teachers will use instructional methods including differentiation and openended activities that incorporate a variety of concrete materials and authentic experiences for computation and manipulation of numbers. The greatest determiner of student achievement is high quality instruction. GEE Edmonson Academy will be improving Math instruction using Professional Development; modeling of instructional best practices with the support of Project SEED. Staff members will provide parent education that provides parents with strategies designed to improve achievement in math so that they can effectively work with students at home. Academic Coordinator will ensure the reading curriculum is being implemented with integrity through coaching and mentoring. In addition, she/he will model best practices, identify appropriate mentor teachers, create and implement necessary training modules as needed. Staff will integrate technology into all areas of teaching and learning mathematics.
2.1.1. Strategy: Differentiated Instruction Strategy Statement: Teachers will use instructional methods including differentiation and open-ended activities that incorporate a variety of concrete materials and authentic experiences for computation and manipulation of numbers. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Intellectual Character: What It Is, Why It Matters, and How To Get It by Ron Ritchhart Best Practice by Zemelman, Daniels and Hyde What Works In Schools by Robert Marzano Classroom Instruction That Works by Robert Marzano
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List of Activities: Activity
Begin Date 201209-03
End Staff Responsible Date 2013- Classroom Teachers, Resource Teachers, Paraprofessionals, Math 06-14 Coach and Academic Coordinator.
Implement differentiated instruction Initial and follow up 2012- 2013- Academic Coordinator, Math Coach and Principal, will coordinate training in 08-15 06-14 initial traing and collaborate in creating and implementing follow up differentiated math modules as needed based on staff implementation of the same. instruction Classroom teachers, resource teachers, paraprofessionals and special teachers are responsible for implementing strategies learned at training.
2.1.1.1. Activity: Implement differentiated instruction Activity Type: Other Activity Description: Math Coach and Academic Coordinator will support math centers through coaching and mentoring. Teachers will use instructional methods including differentiation and openended activities that incorporate a variety of concrete materials and authentic experiences for computation and manipulation of numbers. Planned staff responsible for implementing activity: Classroom Teachers, Resource Teachers, Paraprofessionals, Math Coach and Academic Coordinator. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-03, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.1.2. Activity: Initial and follow up training in differentiated math instruction Activity Type: Professional Development Activity Description: Initial training in differentiated math instruction and follow up training as needed.
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GEE Edmonson Academy Planned staff responsible for implementing activity: Academic Coordinator, Math Coach and Principal, will coordinate initial traing and collaborate in creating and implementing follow up modules as needed based on staff implementation of the same. Classroom teachers, resource teachers, paraprofessionals and special teachers are responsible for implementing strategies learned at training. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.2. Strategy: Improve Math instruction Strategy Statement: The greatest determiner of student achievement is high quality instruction. GEE Edmonson Academy will be improving Math instruction using Professional Development; modeling of instructional best practices with the support of Project SEED. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Young, Gifted and Black: Promoting High Achievement Among African-American Students, Theresa Perry, Claude Steele, Asa Hilliard III, 2003 Show Me the Evidence, Robert Slavin and Olatokunbo Fashola, 1998 Teaching Diverse Populations, Etta Hollins, Joyce King, & W. Hayman, 1994 Breaking The Barriers, Beatrice Chu Clewell, Bernice Taylor Anderson, & Margaret E. Thorpe, 1992 Reaching All Students with Mathematics, Gilbert Cuevas & Mark Driscoll, National Council of Teachers of Mathematics, 1993
List of Activities: Activity Use a Math Coach to support staff who are not Math SIP: DRAFT COPY
Begin Date 201210-01
End Date 201306-14
Staff Responsible Principal, Academic Coordinator, Math Coach Classroom Teacher, Resource Teacher, Page 33 of 64
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paraprofessionals.
2.1.2.1. Activity: Use a Math Coach to support staff who are not Math Specialists Activity Type: Other Activity Description: The Math Coach co-teaches with classroom teachers. S/he models best practices, pushes in to work with small groups and may pull out students who need more intense support in acquiring numeracy skills. The regular classroom teacher remains in the room as a participant and observer, a cornerstone of professional development for teachers. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Math Coach Classroom Teacher, Resource Teacher, paraprofessionals. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-10-01, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.3. Strategy: Parent Education Strategy Statement: Staff members will provide parent education that provides parents with strategies designed to improve achievement in math so that they can effectively work with students at home. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Darcy J. Hutchins, Marsha D. Greenfeld, and Joyce L. Epstein "Family Reading Night" (2008)
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List of Activities: Activity Begin Date Interactive 2012Homework 09-10 Math Parent night Summer Tutoring
201210-01 201207-09
End Staff Responsible Date 2013- Classroom Teachers, Resource Teachers, Administration, Specials Teachers 06-03 will assign, collect and track homework. Parent Coordinator will organize, and manage the "Tiger Shoppe". S/he will track "Tiger Tokens". 2013- Principal, Academic Coordinator, Math Coach, Student Support Coordinator 05-31 and Parent Coordinator. 2012- Classroom teachers, Resource teachers, Administration will provide Summer 08-09 Bridge materials and packets. Classroom Teachers, Resource Teachers, Academic Coordinator and Math Coach may provide tutoring to identified students at "Tiger Stripes" Summer Camp. Parent Coordinator will track completion of Summer Bridge materials and attendance at "Tiger Stripes" and assign "Tiger Tokens" to appropriate parents/guardians.
2.1.3.1. Activity: Interactive Homework Activity Type: Other Activity Description: Staff will use parent/student interactive homework on a limited for students to be completed with parents. Completing said homework will earn students extra credit in the class as well as earn parents "Tiger Tokens" in the "Tiger Shoppe". The Tiger Shoppe will be stocked with uniform items, school supplies and gift certificates from area merchants. Parents/guardian will accumulate "Tiger Tokens" and be able to "purchase" items from the "Tiger Shoppe" monthly. Planned staff responsible for implementing activity: Classroom Teachers, Resource Teachers, Administration, Specials Teachers will assign, collect and track homework. Parent Coordinator will organize, and manage the "Tiger Shoppe". S/he will track "Tiger Tokens". Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-06-03 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.3.2. Activity: Math Parent night
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GEE Edmonson Academy Activity Type: Other Activity Description: Staff members will provide parent education that provides parents with strategies designed to improve achievement in reading so that they can effectively work with students at home. Parents/guardians will earn "Tiger Tokens" for attendance at these workshops. Parents who participate in this activity will receive "Tiger Tokens" which can be spent at the "Tiger Shoppe" The "Tiger Shoppe" will stock uniform items, school supplies and gift certificates from area merchants. We will invite members of our partnership organizations to participate and provide support, resources and workshops for parents. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Math Coach, Student Support Coordinator and Parent Coordinator. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-10-01, End Date - 2013-05-31 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.3.3. Activity: Summer Tutoring Activity Type: Other Activity Description: Staff will provide summer tutoring opportunities for students and parents. Planned staff responsible for implementing activity: Classroom teachers, Resource teachers, Administration will provide Summer Bridge materials and packets. Classroom Teachers, Resource Teachers, Academic Coordinator and Math Coach may provide tutoring to identified students at "Tiger Stripes" Summer Camp. Parent Coordinator will track completion of Summer Bridge materials and attendance at "Tiger Stripes" and assign "Tiger Tokens" to appropriate parents/guardians. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-07-09, End Date - 2012-08-09 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
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Planned Amount
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2.1.4. Strategy: Regular mentoring/coaching of staff providing direct instruction Strategy Statement: Academic Coordinator will ensure the reading curriculum is being implemented with integrity through coaching and mentoring. In addition, she/he will model best practices, identify appropriate mentor teachers, create and implement necessary training modules as needed. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Gina Biancarosa, Anthony S. Bryk, and Emily R. Dexter found that a literacy program with a strong coaching component helped increase student literacy by 16% in its first year, 28% in its second year and 32% in the third. This study was conducted on a program tracking K-2 students over 17 schools (Biancarosa, Buryk and Dexter). Susan Neuman and Tanya Wright conducted research that indicates teachers who received coaching outperformed teachers who received coursework in early childhood literacy. Coaching improved a number of literacy indicators. The learning becomes individualized and applicable to its audience. Studies at University of Pittsburgh and Carnegie Mellon University found that the effect of coaching on new teachers in an urban school was a significant improvement on teacher practices and student outcomes compared to schools without coaching programs. New teachers benefit from strong coaching programs.
List of Activities: Activity Initial and follow up training in mathematics curriculum Mentoring/Coaching
Begin Date 201208-15
End Date 201306-14
201208-15
201306-14
Staff Responsible Classroom teachers, resource teachers, Principal, Academic Coordinator, specials teachers and paraprofessionals. Principal, Academic Coordinator.
2.1.4.1. Activity: Initial and follow up training in mathematics curriculum Activity Type: Professional Development Activity Description: Provide intial training and follow up training components for all instructional staff providing Mathematics instruction of any kind. This will include the Academic Coordinator, K-5 teachers, 6-8 Mathematics and Science teachers, special teachers and paraprofessionals. The Principal and Academic Coordinator will coordinate agendas, plan and implement needed PD modules at grade level meetings, monthly PD meetings and/or more frequently on an as needed basis. SIP: DRAFT COPY
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Planned staff responsible for implementing activity: Classroom teachers, resource teachers, Principal, Academic Coordinator, specials teachers and paraprofessionals. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.4.2. Activity: Mentoring/Coaching Activity Type: Other Activity Description: Academic Coordinator will observe instructional staff, model best practices and coach staff individually and/or in grade level/cluster meetings. Principal will also offer support modeling best practices as needed. Planned staff responsible for implementing activity: Principal, Academic Coordinator. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.5. Strategy: Technology Integration Strategy Statement: Staff will integrate technology into all areas of teaching and learning mathematics. Selected Target Areas
What research did you review to support the use of this strategy and action plan? SIP: DRAFT COPY
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Klopfer, E., Osterweil,S., Groff, J. & Haas, J.(2009). The Education Arcade:Using the Technology of Today,in the Classroom Today. Massachusetts Institute of Technology. Poole, B., Sky-Mellvain, E., Jackson, L. & Singer, Y. (2006). Computers, Education, and Society. Teaching In The Computerized Classroom (6th ed. pp. 344-365). Schacter, J. The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica, CA: Milken Exchange on Education Technology, 2001. Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on student learning. Boise, ID: Army Research Institute. Strudler, N. B. (1995-96). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education. 28(2), 234-257. Waxman, H.C., Len, M., & Michko, G. M. (2003). A meta-analysis of the effectiveness of teaching
List of Activities: Activity Begin Date Computers in 2012each classroom 09-03 Initial and 2012follow up 06-27 training for Study Island
End Date 201306-14 201307-01
Staff Responsible Principal.
Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Initial and 2012- 2013- Principal, Academic Coordinator, Reading Specialist will plan and follow up 08-15 06-28 implement initial training and identify staff who may need additional follow training on up training throughout the year. Paraprofessionals, classroom teachers, Smartboards specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Smart boards in 2012- 2013- Principal. each classroom 09-10 07-01
2.1.5.1. Activity: Computers in each classroom Activity Type: Technology Activity Description: At least 4 computers in each regular class room and at least 2 computers in each resource room class. SIP: DRAFT COPY
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Planned staff responsible for implementing activity: Principal. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-03, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.5.2. Activity: Initial and follow up training for Study Island Activity Type: Technology Activity Description: Initial training and follow up training for Study Island and Math Eggs. These programs will also be infused into our Tiger Stripes Summer Skill Building Camp and our afterschool program. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Parent Coordinator and Student Support Coordinator will plan and implement a parent/family extension training for families of students. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-06-27, End Date - 2013-07-01 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.5.3. Activity: Initial and follow up training on Smartboards Activity Type: Professional Development Activity Description: Initial training and follow up training on using Smart Boards effectively as an instructional tool. SIP: DRAFT COPY
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GEE Edmonson Academy Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will plan and implement initial training and identify staff who may need additional follow up training throughout the year. Paraprofessionals, classroom teachers, specials teachers, resource room teachers, Reading Specialist, Academic Coordinator and Principal will take part in the training. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-28 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
2.1.5.4. Activity: Smart boards in each classroom Activity Type: Technology Activity Description: Provide a smart board in each classroom Planned staff responsible for implementing activity: Principal. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-09-10, End Date - 2013-07-01 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
Goal 3: Science Content Area: Science Development Status: Complete Student Goal Statement: All students in grades 5 and 8 who were enrolled for a full year of instruction at GEE Edmonson Academy in 2011-2012 will be proficient in Science on state mandated, grade level assessments. In addition, 35% of students will meet her/his individualized goals on fall to spring computer-adaptive assessments. Gap Statement: In the fifth grade 100% of students are not proficient on the state mandated, grade level assessment in Science. These are the results from the 2011 Fall MEAP administration at GEE Edmonson SIP: DRAFT COPY
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GEE Edmonson Academy Academy. No eighth graders were enrolled at GEE Edmonson Academy in 2011-2012. No computer-adaptive assessments were given school wide in Science in the 2011-2012 school year. Cause for Gap: In our school, over 75% of our student population is reading below grade level. As a result, students are unable to access the informational text that serves as the foundation for the science instruction. Multiple measures/sources of data you used to identify this gap in student achievement: GEE Edmonson Academy used the 2011 fifth grade Fall MEAP Science administration and grade level common assessments. What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? Success will be determined by 35% of fifth grade and eighth grade students enrolled at GEE Edmonson Academy for at least a full year earning proficient rating on the 2013 MEAP Science administration; with a gain of 15% for each year thereafter. In addition, 35% of students 2-8 will meet her/his individual goals on the computer adaptive assessment in science. Contact Name: Daria Neal
List of Objectives: Name Increase Science Proficiency
Objective Success will be determined by 35% of fifth grade and eighth grade students enrolled at GEE Edmonson Academy for at least a full year earning proficient rating on the 2013 MEAP Science administration; with a gain of 15% for each year thereafter. In addition, 35% of students 2-8 will meet her/his individual goals on the computer adaptive assessment in science.
3.1. Objective: Increase Science Proficiency Measurable Objective Statement to Support Goal: Success will be determined by 35% of fifth grade and eighth grade students enrolled at GEE Edmonson Academy for at least a full year earning proficient rating on the 2013 MEAP Science administration; with a gain of 15% for each year thereafter. In addition, 35% of students 2-8 will meet her/his individual goals on the computer adaptive assessment in science.
List of Strategies: Name Strategy Infuse Staff will regularly integrate technology (for example Study Island, Science AZ) into Technology into classroom instruction. On going monitoring by the Academic Coordinator will occur all areas of through observations, modelling, mentoring and coaching. In addition, the Academic teaching and Coordinator and Principal will create and implement training modules througout the school learning year. The Principal and Academic Coordinator will consult on the ageanda for all monthly professional developments. Infusing techology in science instruction will be part of the grade level/cluster meeting at least monthly.
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3.1.1. Strategy: Infuse Technology into all areas of teaching and learning Strategy Statement: Staff will regularly integrate technology (for example Study Island, Science AZ) into classroom instruction. On going monitoring by the Academic Coordinator will occur through observations, modelling, mentoring and coaching. In addition, the Academic Coordinator and Principal will create and implement training modules througout the school year. The Principal and Academic Coordinator will consult on the ageanda for all monthly professional developments. Infusing techology in science instruction will be part of the grade level/cluster meeting at least monthly. Selected Target Areas
What research did you review to support the use of this strategy and action plan? Klopfer, E., Osterweil,S., Groff, J. & Haas, J.(2009). The Education Arcade:Using the Technology of Today,in the Classroom Today. Massachusetts Institute of Technology. Poole, B., Sky-Mellvain, E., Jackson, L. & Singer, Y. (2006). Computers, Education, and Society. Teaching In The Computerized Classroom (6th ed. pp. 344-365). Schacter, J. The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica, CA: Milken Exchange on Education Technology, 2001. Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on student learning. Boise, ID: Army Research Institute. Strudler, N. B. (1995-96). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education. 28(2), 234-257. Waxman, H.C., Len, M., & Michko, G. M. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. North Central Regional Education Laboratory. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. By Robert Marzano
List of Activities: Activity Begin Date Guided reading 2012books to 08-15 supplement Science instruction Initial and follow 2012up training for 08-16 SIP: DRAFT COPY
End Staff Responsible Date 2013- Principal, Academic Coordinator, classroom teachers, resource teachers 06-14 and paraprofessionals.
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GEE Edmonson Academy Science AZ and implemented with fidelity
training throughout the year. The Reading Specialist will consult with the teachers to ensure the reading comprehension strategies are being applied to the Science AZ materials. The Reading Specialist will also consult with classroom teachers, resource teachers and paraprofessionals to inform them of students' current reading levels and abilities. Parent Coordinator and Student Service Coordinator will plan and implement a parent/family extension training for students' families. Initial/follow up 2012- 2013- Principal, Academic Coordinator, Reading Specialist, Math Coach. training for Study 08-16 06-14 Island and implemented with fidelity
3.1.1.1. Activity: Guided reading books to supplement Science instruction Activity Type: Other Activity Description: Purchase leveled readers that supplement the Science text books. Having these materials will allow our students access the information although they are not reading on grade level. In addition, practicing the informational text and longer passages will improve students' comprehension. Academic Coordinator will ensure the use of these materials with fidelity through modelling, mentoring and coaching. In addition, the Principal and Academic Coordinator will coordinate professional development and staff meeting agendas. Planned staff responsible for implementing activity: Principal, Academic Coordinator, classroom teachers, resource teachers and paraprofessionals. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-15, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
3.1.1.2. Activity: Initial and follow up training for Science AZ and implemented with fidelity Activity Type: Technology Activity Description: Initial training and follow up training for Science AZ. Modelling, mentoring and SIP: DRAFT COPY
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GEE Edmonson Academy coaching to ensure the program is being implemented with fidelity by teachers, resource teachers and paraprofessionals. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist will implement initial training and identify staff who may need additional follow up training throughout the year. The Reading Specialist will consult with the teachers to ensure the reading comprehension strategies are being applied to the Science AZ materials. The Reading Specialist will also consult with classroom teachers, resource teachers and paraprofessionals to inform them of students' current reading levels and abilities. Parent Coordinator and Student Service Coordinator will plan and implement a parent/family extension training for students' families. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-16, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
Fiscal Resources Needed for Activity: Resource Funding Source
Planned Amount
Actual Amount
3.1.1.3. Activity: Initial/follow up training for Study Island and implemented with fidelity Activity Type: Technology Activity Description: Initial training and follow up training for Study Island. This program will also be infused in our afterschool program. Principal, Academic Coordinator, Reading Specialist will implement initial training and identify staff who may need additional follow up training throughout the year. The Reading Specialist will consult with the teachers to ensure the reading comprehension strategies are being applied to the Study Island materials. The Reading Specialist will also consult with classroom teachers, resource teachers and paraprofessionals to inform them of students' current reading levels and abilities. The Math Coach will work with staff to encourage cross-curricular use of charts, graphs and pictographs. Parent Coordinator and Student Service Coordinator will plan and implement a parent/family extension training for students' families. Planned staff responsible for implementing activity: Principal, Academic Coordinator, Reading Specialist, Math Coach. Actual staff responsible for implementing activity: Planned Timeline: Begin Date - 2012-08-16, End Date - 2013-06-14 Actual Timeline: Begin Date - N/A, End Date - N/A
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Fiscal Resources Needed for Activity: Resource Funding Source
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Resource Profile Funding Source
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Additional Requirements Comprehensive Needs Assessment The comprehensive needs assessment (CNA) requirement is met by completing a School Data Profile/Analysis (SDP/A), School Process Profile, and Summary Report. The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. 1. How was the comprehensive needs assessment conducted? Staff were asked to volunteer to review one of the five strands of the SPR 90 report. Each staff member on her/his specific team reviewed the rubric and example and provided feedback to score the school on each of the aspects of the SPR 90. This served as the perception data from staff. In addition, member of the Academy Board of Directors and community organizations with whom we've partnered completed interviews conducted by the Academy Administrative team. Additionally, members of the School Improvement Plan (SIP) Team reviewed assessment (achievement) data from Scantron/Ed Performance Series, NWEA/Measures of Academic Performance and Michigan Educational Assessment Program. The same SIP Team members reviewed and discussed demographic data including attendance (absences, truancy and tardies), parent involvement in volunteer courses, parent attendance at events and parent attendance at conferences. 2. Describe the process to identify children who are failing or most at risk of failing to meet the state core curriculum standards in the four core academic areas. The process for indentifying children who are failing or most at risk of failing begins with students taking Northwest Evaluation Association's MAP assessment in the fall. Upon completion of the assessment, data is analyzed by the data team as well as the school as a whole. Based on those data results, students are identified as failing or being the most risk of failing. Students follow this same process during winter and spring testing. 3. List the multiple, educationally, related, objective criteria established for the needs assessment process that will be used to identify children who are failing or most at risk of failing to meet the state core curriculum standards in the four core areas. The criteria must be consistent by grade level and content area. The multiple, educationally related, objective criteria established that will be /are used to identify children who are failing or most at risk of failing to meet the state core curriculum standards in the four core areas include - English/Language Arts - computer adaptive, norm referenced scores as compared to national norm average for all grade levels and criterion referenced state tests scores as compared to the state cut scores for proficiency in reading for assessed grade levels (3-8) and for assessed grade levels in writing (4 and 7). - Mathematics - computer adaptive, norm referenced scores as compared to national norm average for all SIP: DRAFT COPY
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GEE Edmonson Academy grade levels and criterion referenced state tests scores as compared to the state cut scores for proficiency for assessed grade levels (3-8). - Science - criterion referenced state tests scores as compared to the state cut scores for proficiency for assessed grade levels (5 and 8) and performance on summative common assessments as compared to school and district-wide scores. - Social Studies - criterion referenced state tests scores as compared to the state cut scores for proficiency for assessed grade levels (6 and 9) and performance on summative common assessments as compared to school and district-wide scores. 4. Preschool through Grade 2 students shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents and other developmentally appropriate academic measures. Describe those criteria, if applicable. Enter "Not Applicable" if the school does not allocate Title I funds to serve Preschool through Grade 2 students. The multiple, educationally related, objective criteria established that will be /are used to identify children who are failing or most at risk of failing to meet the state core curriculum standards for Kindergarten to second grade include - English/Language Arts - computer adaptive, norm referenced scores as compared to national norm average for the applicable grade levels on specific primary geared assessments - Mathematics - computer adaptive, norm referenced scores as compared to national norm average for the applicable grade levels on specific primary geared assessments - Low Socioeconomic status as determined by qualification for free/reduced lunch prices - Family dynamics such as a currently or previously incarcerated parent, current or previous placement in foster care, death of one or more parents This criteria is not applicable to the Headstart program which is housed in our school as it is administered wholly by another entity.
Services for Eligible Students The supplemental assistance provided to Title I, Part A eligible students are included as Activities within the Goals section of the school improvement plan. Incorporated into Existing School Program Planning 1. Describe how the program planning for Title I, Part A students is incorporated into the existing school improvement planning process. The program planning for Title I, Part A students includes students receiving additional instructional support in a small group setting. Within those small groups, instructional resources (i.e., classroom libraries) and onging assessments (i.e., Learning AZ Suite, Study Island) will be utilized.
Instructional Strategies The instructional strategies that are focused on helping eligible students who are failing or at risk of failing to meet the State core curriculum standards in the four core academic areas must be included as Strategies within the Goals section. The strategies must be based on scientific research and minimize the amount of time students are SIP: DRAFT COPY
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GEE Edmonson Academy pulled from the regular classroom. Title I and Regular Education Coordination 1. Describe the coordination of Title I, Part A services with the traditional educational services offered at the school, including those services offered to students with limited English proficiency (if applicable). A Literacy Coach will provide support for all classroom teachers to improve the delivery of reading instruction. In addition s/he will train a cadre of paraprofessional educators to provide direct instruction to students struggling to meet literacy (English/Language Arts) core curriculum standards. The Academic Coordinator will also provide support for all instructional staff (teachers and paraprofessionals) in research-based instructional strategies for all core curriculum areas through modeling, mentoring, observing and coaching. Students who are identified will have the opportunity for in school push-in/pull out support from the Literacy Coach, specially trained paraprofessionals, Academic Coordinator or small group direct instruction from a certified teacher. In addition, identified students will be able to receive after school, small group direct instruction that is individualized for her/his needs based on recent assessments.
Curriculum Alignment that Corresponds to the Goals 1. Describe how the curriculum is aligned with State standards and how this alignment will help the school meet the academic Goals. Describe the process for review and revision of the curriculum; evidence could include a timeline for curriculum review or a description of the review process. The curriculum is aligned to state standards by being research based and aligning with the core curriculum standards. Curriculum is reviewed by various stakeholders discussing the effectiveness in meeting the academic needs of students. Curriculum is reviewed ongoing throughout the year. 2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all stakeholders are involved in the process. Decisions at the school are made through initial school improvement team meetings that are represented by all grades. Topics are taken back to grade level clusters for discussion. Each cluster representative reports back to the school improvement team regarding curriculum, instruction, and assessments. The school improvement team will discuss feedback and ask concise questions focusing on pros and cons to gather data about the instructional program at the academy.
Instruction by Highly Qualified Professional Staff 1. Provide an assurance statement that all teachers and Title I, Part A instructional paraprofessionals are highly qualified OR a state-approved plan is in place for staff that does not meet requirements. All teachers and Title I/Part A instructional paraprofessionals at GEE Edmonson Academy meet or surpass the criteria for "highly qualified" for the areas in which they teach.
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GEE Edmonson Academy High-Quality and Ongoing Professional Development Use the results of the comprehensive needs assessment to create a written professional development plan that identifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies. The specific professional development activities must be included as Activities under the Goals section. District professional development activities that align to the school's CNA should also be included in the school-level Activities section. Title I, Part A funded professional development in a targeted program should be focused first on Title I, Part A funded staff and secondarily, if appropriate, on other staff and individuals that work closely with Title I, Part A students within the regular educational program if such participation will result in better addressing the needs of the participating students. Strategies to Increase Parental Involvement 1. It is critical that the school improvement team refers to the legislation included in the targeted school rubric as guidance while completing this section. Describe, in detail, the Section 1118 (e)(1-5) and (14) and (f) strategies employed by the school to increase parental involvement. The Parent Coordinator (PC) will coordinate regular community with parents including (but not limited to) creation and distribution of the PC Connection Newsletter. S/he will ensure the Tiger Shoppe is implemented successfully. The Tiger Shoppe will be stocked with uniform items, school supplies and gift certificates from area merchants. Parents/guardian will earn "Tiger Tokens" based on attendance to GEE Edmonson Academy sponsored events (i. e. Parent/Teacher conferences, quarterly Curriculum nights, monthly Coffee with the Principal etc.), student achievement (100% attendance), volunteering and other parent participation activities. Parents will then be able to "purchase" items from the "Tiger Shoppe" monthly. S/he will continue volunteer classes and screening. The Parent Coordinator run absence reports bi-weekly and makes personal contact with parents for students with 4 or more absences. S/he will trouble-shoot issues impacting student attendance and connect parents with community partners as needed. The principal will work with the Parent Coordinator to implement the Parent Resource Center Computer lab. The PC will create and implement schedules, find resources to implement computer skills courses. The PC is also tasked to contact area institutions to determine if parents can earn GEDs on computer coursework and schedule the same if able. The PC is also tasked to contact area institutions to determine if parents can earn community college or four -year college credit on computer coursework and schedule the same if able. GEE Edmonson Academy will support the establishment of a Parent Organization through in-kind services including - but not limited to - Planning/meeting space - Publicity in regular newsletter and mailings - Copies/materials - Expert presentations by GEE staff - Expert presentations on parenting issues by partner agencies 2. Describe the role of parents in the following targeted school plan/program areas:
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GEE Edmonson Academy 2a. Design Parents are represented on the school improvment team. As the school improvment plan is reviewed at determined intervals, parents give feedback regarding the program design and if it is meeting the needs of students. 2b. Implementation Parents are represented on the school improvment team. As the school improvment plan is reviewed at determined intervals, parents give feedback regarding the program implementation and if it is meeting the needs of students. 2c. Evaluation Parents are represented on the school improvment team. As the school improvment plan is reviewed at determined intervals, parents give feedback regarding the program, therefore helping to evaluate the program. 3. Describe how the school provides individual student academic assessments results, including interpretation of those results, in a language the parents can understand. The school provides assessments by giving a parent report as well as meeting with parents to explain what the report indicates at conferences and other individual meetings. 4. All Title I schools must have a School-Parent Compact. Describe the role of parents in the development of the School-Parent Compact, including the most recent review and revision of content. Elementary schools must also provide an assurance statement that the compact is discussed at least annually at parent-teacher conferences. Parents are invited to bring concerns, ideas and suggestions for the School-Parent Compact to our monthly Coffee with the Principal events. In addition, should numerous parents bring the same or similar concerns/ideas/suggestions to members of the administrative team, the team discusses inclusion of the concerns/ideas/suggestions within the School-Parent Compact. The School-Parent Compact is reviewed at the mandatory before-school Orientation and again at the third quarter Parent/Teacher conferences. Copies of the School-Parent Compact are available by request and are provided as part of the Family Handbook distributed at the beginning of the year and provided to new families upon enrollment. 5. Describe how the parent involvement components of the targeted plan will be evaluated. The parent involvement will be evaluated through the use of parent surveys. In addition, strategies being employed will be assessed and data analyzed to determine if the strategies were successful. GEE Edmonson Academy will tack the percentage of parents who attend school events geared toward parents - Orientation, Parent/Teacher conferences, Monthly parent meetings. Our goal for the 2012-2013 is to have every parent attend at least one of these events and improve the precentage of Parent/Teacher conference participate from 29% (2011-2012) to 40% SIP: DRAFT COPY
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GEE Edmonson Academy 6. Summarize the results of the evaluation and how those results will be used to improve the targeted program. Parents had been concerned about student safety and chaos inthe building prior to the 2011-2012 academic year. Overall, parents are encouraged that there isimproved discipline in common areas and that their students are safe. However, some parents are concerned aboutdecisions regarding discipline/suspensions. 7. Attach the School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy in the Supporting Documentation section. Attach the School-Parent Compact in the Supporting Documentation section.
Preschool Transition Strategies 1. Describe preschool transition strategies (more than once a year visitation). If the school serves only middle school or high school grades, the school may put a statement in the box that indicates this section is "Not applicable due to grade levels served". Preschool students will attend kindergarten classrooms to experience a day of kindergarten. Parents will attend classrooms of kindergartners. In addition, parents will take part in a meeting that will explain the structure and expectations of kindergarten.
Alternative Measures of Assessment 1. Describe the process for developing, or the alternative measures of assessment used, that will provide authentic assessment of pupils' achievements, skills, and competencies. Students will take a MAP (Measure of Academic Progress) by the Northwest Evaluation Association (NWEA) 3 times a year (fall, winter, spring). After each testing cycle, data will be analyzed by the data team and the remaining staff.
Coordination of Title I, Part A and Other Resources 1. Describe the coordination and integration of Federal, State and local programs and services in a manner applicable to the grade level, including: violence prevention programs, nutrition programs, housing programs, Great Start Readiness Program, adult education, vocational and technical education, and job training. Title I funds will be used with the targeted students to improve their achievement. The funds will also be used to hire personal to work directly with those students. The 31a At-risk funds will be used to help those students who are the lowest of the low to increase their achievement. Edmonson Academy is also a part of the Federal Grant for Universal Food Service. This ensures that all student receive a nutritious breakfast and lunch. SIP: DRAFT COPY
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Ongoing Review of Eligible Student Progress 1. Describe the ongoing process and assessment tools utilized to monitor the progress of participating eligible students. The ongoing process and assessment tools utilized to monitor the progress of participating eligible students includes students taking part in MAP testing by Northwest Evaluation Association 3 times a year. Concluding each testing cycle, student data will be analyzed to identify deficiencies and concepts students have mastered. Other assessments tools include research based software, such as Study Island and Learning AZ Suite. 2. Describe how data will be utilized to inform instruction. Data will be utilized by the data team leading analysis assessments. Those results will be discussed at a round table with all grade level teams to determine deficient skills and those that students demonstrate mastering content or having a sound knowledge base. 3. Describe how data will be utilized to evaluate and, if necessary, revise the targeted assistance program services for students. Data will be used to evaluate targeted assistance programs services by viewing deficient skills in core subjects. After analyzing data a determination will be made regarding whether the academy's program addressed deficient skills. 4. Describe how evaluation of program services will be used to plan professional development for teachers related to identification of students and implementing student academic achievement standards in the classroom. Teachers will complete surveys regarding program selection and whether their needs were met. Based on the surveys a professional development plan will be implemented to address staff feedback.
Effective Use of Technology 1. Describe the methods for effective use of technology as a way of improving learning and delivery of services and for integration of involving technology in the curriculum. Technology is used to improve learning through supplemental computer programs, such as Study Island and Learning AZ Suite. In addition, smart boards are used to captivate and increase student interest for lesson delivery.
Evaluation of the School Improvement Plan
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GEE Edmonson Academy 1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, using data from the State's annual assessments and other indicators of academic achievement. The school holds monthly School Improvement meetings to discuss the school improvement plan in place and the effectiveness of the strategies included. When addressing the strategies included, MEAP results will also be discussed to help determine if the strategies are being effective in addressing student achievement. 2. Describe how school and student information and progress will be shared with all stakeholders in a language that they can understand. Student's information and progress will be shared with stakeholders through a board meeting and Principal Coffees.
Building Level Decision-Making 1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited to the development of the Goals, Objectives, Strategies and Activities included in the school improvement plan. School board members, school building administrators, teachers and other school employees, pupils, parents of pupils attending that school, parents of pupils receiving Title I, Part A services and other residents of the school district shall be invited and allowed to voluntarily participate in the development, review and evaluation of the district's school improvement plans. Members of the community, board members, parents,instructional and non-instructional staff, building teachers and administratorswere all invited to participate in the School Improvement Planning process. Attendees provided feedback after reviewingthe School Improvement Plan. ALLinstructional staff participated in the SIP and provided feedback to the SPR-90evaluation.
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Assurances EdYES! 1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b) Response: Yes Comments: 2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report on your website in the comments field (if applicable). Response: Yes Comments:
Educational Development Plan (EDP) 1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file. Response: N/A (our school does not have grade 8) Comments: 2. Our school reviews and annually updates the EDPs to ensure academic course work alignment. Response: No Comments: N/A. Our school does not have 8th grade.
Health and Safety (HSAT) The following assurances come directly from the Healthy School Action Tool (HSAT) Assessment (http://www.mihealthtools.org/hsat), an online tool for school buildings to assess their school health environments. If your school completed the HSAT in the past year, you may refer back to your report to answer the following assurances. Responses to these assurances are necessary - whether you've completed the HSAT or not. These assurances are designed to help school improvement teams think about conditions for learning in their school, specifically related to student health and safety, and develop strategies in their school improvement plan to address any identified needs. 1. Our School has a written policy on school safety that supports proactive, preventative approaches to ensure a safe school environment. Response: Written policy, fully implemented SIP: DRAFT COPY
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GEE Edmonson Academy Comments: 2. All teachers in our school have received professional development in management techniques to create calm, orderly classrooms. Response: Yes Comments: Professional developments have occurred on a yearly basis, usually more than once during the year. 3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parents and visitors through the parent handbook or newsletter at least once a year. Response: Yes Comments: 4. Our school has used data from a student health/safety assessment at least once in the past two years to assist in planning actions that will improve our school's environment and/or to determine the impact of changes that we have made on student attitudes and behaviors. Response: Yes Comments: 5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School Health Education. Response: Reviewed policy, but not yet adopted Comments: 6. All teachers who provide health education instruction received annual professional development/continuing education specifically related to health education. Response: No Comments: We have not taught Health at our school yet, not as a full time class. It is always a part of the Physical Education class as a minor topic. 7. The health education curriculum used in our school is the Michigan Model for Health速 Curriculum. Response: No, do not use a health education curriculum Comments: We have not taught Health at our school yet, not as a full time class. It is always a part of the Physical Education class as a minor topic. 8. The health education curriculum used in our school involves student interaction with their families and their community. SIP: DRAFT COPY
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GEE Edmonson Academy Response: No Comments: We have not taught Health at our school yet, not as a full time class. It is always a part of the Physical Education class as a minor topic. 9. Our school has taken action on the Michigan State Board of Education Policy on Quality Physical Education. Response: Adopted policy, but not fully implemented Comments: 10. At our school, physical education teachers annually participate in professional development specific to physical education. Response: Yes Comments: The physical education teacher keeps abreast of new information specific to his field. 11. The physical education curriculum used in our school is: Response: Other curriculum Comments: 12. At least three times during the past 12 months, our school offered programs, activities or events for families about physical activity. Response: No Comments: 13. Our school offers the following amount of total weekly minutes of physical education throughout the year. Response: 91-149 minutes at elementary level, 136-224 minutes at middle/high level Comments: Each class varies in the amount of time they have gym class. Some students use the gym during lunch, if the teacher brings then down during the day, and after school as well. 14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards. Response: Reviewed policy, but not yet adopted Comments: 15. The food service director/manager participated in professional development related to food or nutrition during the past 12 months. Response: Yes SIP: DRAFT COPY
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GEE Edmonson Academy Comments: Edmonson does not manage the food service personnel but it is assumed that this person had this training. 16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education. Response: Yes Comments: If there is a curriculum or need that is shared with the lunchroom then they assist with any reinforcement. 17. During the past 12 months, our school collected information from parents to help evaluate/improve school meals or foods offered a la carte, in concessions, school stores, vending machines, or as a part of classroom celebrations/parties or at school events. Response: No Comments: 18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs are the main source of nutrition at school rather than vending or a la carte. Response: Yes Comments: We have monthly bake sales, but that is one day only (any leftovers are sold the following day). There are no vending machines in the building. 19. Our school has a health services provider or school nurse accessible to students. Response: No Comments: 20. Our school has a written policy on school safety that involves parents, and broader community, in collaborative efforts to help ensure a safe school environment. Response: Written policy, fully implemented Comments: 21. Our school has a system in place for collecting relevant student medical information. Response: Yes Comments: Health cards are filled out at the beginning of the school year, as well as shot records updated in the computer system. Repeated attempts are made to make sure that all students have a completed health form on file. 22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.
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GEE Edmonson Academy Response: Reviewed policy, but not yet adopted Comments: 23. During the past 12 months, the school counseling staff has provided professional development to school health staff about identification and referral of students related to violence and suicide prevention. Response: No Comments: 24. During the past 12 months, the school counselor/psychologist/social worker offered information to students (presentations, materials, individual or group counseling activities, events) about bullying, harassment and other peer to peer aggression. Response: Yes Comments: This has happened in individual sessions only. 25. During the past 12 months, the school counselor/psychologist/social worker has collaborated with appropriate school staff or community agencies to implement programs or activities related to bullying, harassment and other peer to peer aggression. Response: No Comments: 26. During the past 12 months, the school counseling staff identified students who are at risk of being victims or perpetrators of violence. Response: No Comments: 27. Our school's mission statement includes the support of employee health and safety. Response: Yes Comments: 28. During the past year, our school supported staff participation in health promotion programs by having a budget for staff health promotion. Response: No Comments: Several staff members partipated in seizure and related trainings. 29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staff meetings.
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GEE Edmonson Academy Response: Yes Comments: 30. Our school has a written family involvement policy that advocates for strong connections between the home, school and the community as a means of reducing barriers to student achievement. Response: Written policy, fully implemented Comments: 31. Our school has a parent education program. Response: No Comments: We have workshops for parents on a monthly basis that will help educate them in their home lives, but not a strict parent education program to help get GEDs or the like. 32. During the past 12 months, our school collected information from parents to help evaluate/improve school health education in our school. Response: No Comments: 33. During non school hours the community has access to indoor facilities for physical activity (such as gym, weight room, hallway for walking, pool, basketball court). Response: Access to no indoor facilities Comments: The only individuals that have access to the building after hours is the community center next door which utilizes the gym for an hour, and basketball groups who utilize the gym.
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GEE Edmonson Academy
Stakeholders List of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business members and, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan. Title Ms.
First Name Evette
Mr.
Dan
Mrs. Mrs. Ms. Ms. Mrs. Mrs. Ms.
Nicole Daria Alisha Detra Tomika Neesha Darlene
Ms.
Christina
Ms.
Jacqueline
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Last Name Napier
Position E-mail Parent napierevette@gmail.com Board Ringo ringod@gee-edu.com President/Community Wells Stallworth community members nwells@childrensctr.org Neal Principal neald@gee-edu.com Jones teacher jonesa@gee-edu.com Coleman teacher colemand@gee-edu.com Nelson teacher nelsont@gee-edu.com Mattison teacher mattisonn@gee-edu.com Moton Paraprofessional motond@gee-edu.com Administrative Spikes spikesc@gee-edu.com Assistant Student Support Booker bookerj@gee-edu.com Coordinat
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GEE Edmonson Academy
Statement of Non-Discrimination Federal Office for Civil Rights The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations 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, marital status or disability shall be subjected to discrimination in any program, service or activity for which the district/school is responsible, or for which it receives financial assistance from the U.S. Department of Education.
Contact Information Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out nondiscrimination responsibilities. Name/Position:
Principal
Address:
1300 W. Canfield St., Detroit, MI 48201
Telephone Number:
313-494-2242
References Title VI of the Civil Rights Act of 1964 The Age Discrimination Act of 1975 The Americans with Disabilities Act of 1990 Elliott-Larsen prohibits discrimination against religion
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GEE Edmonson Academy
Supporting Documentation The following documentation was attached. These are appended to this PDF and will display in the following pages:
School-Parent Involvement Plan School-Parent Compact
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GEE Edmonson Academy Parent Involvement Policy
The Board of Directors believes that the education of children is a joint responsibility, one it shares with the parents of the Academy. To ensure that the best interests of the child are served in this process, a strong program of communication between home and the Academy must be maintained. The parents have the right to participate in the education of their children as well as the ultimate responsibility for their children’s in-school behavior, including the behavior of students who have reached the age of majority, but are still, for all practical purposes, under parental authority. In accordance with Board policies and administrative guidelines 2240 (Opt-Out), 2413/14 (Health/Sex Education), and 9150 (Academy Visitors), the Academy shall provide the opportunity for parents to review curriculum and instructional materials and to visit the Academy to observe the instructional process. For the benefit of children, the Board believes that parents have a responsibility to encourage their child’s career in school by: • supporting the Academy in requiring that the children observe all Academy rules and regulations and by accepting their own responsibility for children’s willful in-behavior; • sending children to school with proper attention to their health, personal cleanliness, and dress; • maintaining an active interest in the student’s daily work and making it possible for the student to complete assigned homework by providing a quiet place and suitable conditions for study; • reading all communications from the Academy, signing, and returning them promptly when required • cooperating with the Academy in attending conferences set up for the exchange of information of the child’s progress in school